,Table of contents
• Reality Shock
• Nursing in Today’s Evolving Health Care Environment
• Mentorship, Preceptorship, and Nurse Residency Programs
• NCLEX-RN Examination and Licensure
• Employment Considerations: Opportunities, Resumes, and Interviewing
• Historical Perspectives
• Nursing Education and Career Development
• Nursing Organizations, Credentialing, and Collective Bargaining
• Legal Aspects of Nursing Practice
• Ethical Aspects of Nursing Practice
• Political Action in Nursing
• Effective Communication and Team Building
• Delegation and Supervision
• Time and Stress Management
• Conflict Management and Negotiation
• Fiscal and Resource Management
• Quality Improvement and Patient Safety
• Workplace Issues: Staffing, Violence, and Incivility
• Cultural Diversity in Nursing
• Professional Accountability and Advanced Practice Roles
• The Future of Nursing and Health Care Trends
• Global Health and Nursing
• Information Technology and Nursing Informatics
• Evidence-Based Practice and Research in Nursing
,• Leadership and Management in Nursing
• Emergency Preparedness
, Chapter 01: Reality Shock
Q1.
A graduate nurse states, “This job is perfect. I can finally do things my own way.” This statement best reflects which
phase of reality shock?
a. Recovery
b. Honeymoon
c. Shock and rejection
d. Role transition
Answer: B. Honeymoon
Rationale: The honeymoon phase occurs when the graduate views the profession with excitement and optimism.
Thinking everything is “perfect” reflects the initial euphoria. Recovery involves humor and objectivity, while shock and
rejection involve frustration and disillusionment. Role transition is the overarching process, not a phase.
Q2.
A graduate nurse considers returning to school after only two months of practice to cope with stress. Why is this an
inappropriate strategy to address reality shock?
a. Returning to school prevents networking opportunities.
b. Further education is discouraged for novice nurses.
c. The nurse has not yet developed clinical experience.
d. It indicates rejection of the professional role.
Answer: C. The nurse has not yet developed clinical experience.
Rationale: Returning to school too early prevents the graduate from consolidating role transition and gaining necessary
clinical practice. Networking, mentoring, and support groups are more effective at this stage. Education is valuable but
should occur after adjustment to practice.
Q3.
Which behavior by a graduate nurse demonstrates burnout prevention?
a. Picking up multiple extra shifts weekly
b. Withdrawing from support groups
c. Refusing frequent overtime
d. “Going native” to fit in with staff culture
Answer: C. Refusing frequent overtime
Rationale: Limiting overtime protects mental and physical health, decreasing burnout risk. Extra shifts, social
withdrawal, and “going native” increase vulnerability to stress and loss of professional identity.
Q4.
A graduate nurse states: “Reality shock is the period when a person moves from school into the workforce.” This
statement reflects:
a. Accurate understanding of reality shock
• Reality Shock
• Nursing in Today’s Evolving Health Care Environment
• Mentorship, Preceptorship, and Nurse Residency Programs
• NCLEX-RN Examination and Licensure
• Employment Considerations: Opportunities, Resumes, and Interviewing
• Historical Perspectives
• Nursing Education and Career Development
• Nursing Organizations, Credentialing, and Collective Bargaining
• Legal Aspects of Nursing Practice
• Ethical Aspects of Nursing Practice
• Political Action in Nursing
• Effective Communication and Team Building
• Delegation and Supervision
• Time and Stress Management
• Conflict Management and Negotiation
• Fiscal and Resource Management
• Quality Improvement and Patient Safety
• Workplace Issues: Staffing, Violence, and Incivility
• Cultural Diversity in Nursing
• Professional Accountability and Advanced Practice Roles
• The Future of Nursing and Health Care Trends
• Global Health and Nursing
• Information Technology and Nursing Informatics
• Evidence-Based Practice and Research in Nursing
,• Leadership and Management in Nursing
• Emergency Preparedness
, Chapter 01: Reality Shock
Q1.
A graduate nurse states, “This job is perfect. I can finally do things my own way.” This statement best reflects which
phase of reality shock?
a. Recovery
b. Honeymoon
c. Shock and rejection
d. Role transition
Answer: B. Honeymoon
Rationale: The honeymoon phase occurs when the graduate views the profession with excitement and optimism.
Thinking everything is “perfect” reflects the initial euphoria. Recovery involves humor and objectivity, while shock and
rejection involve frustration and disillusionment. Role transition is the overarching process, not a phase.
Q2.
A graduate nurse considers returning to school after only two months of practice to cope with stress. Why is this an
inappropriate strategy to address reality shock?
a. Returning to school prevents networking opportunities.
b. Further education is discouraged for novice nurses.
c. The nurse has not yet developed clinical experience.
d. It indicates rejection of the professional role.
Answer: C. The nurse has not yet developed clinical experience.
Rationale: Returning to school too early prevents the graduate from consolidating role transition and gaining necessary
clinical practice. Networking, mentoring, and support groups are more effective at this stage. Education is valuable but
should occur after adjustment to practice.
Q3.
Which behavior by a graduate nurse demonstrates burnout prevention?
a. Picking up multiple extra shifts weekly
b. Withdrawing from support groups
c. Refusing frequent overtime
d. “Going native” to fit in with staff culture
Answer: C. Refusing frequent overtime
Rationale: Limiting overtime protects mental and physical health, decreasing burnout risk. Extra shifts, social
withdrawal, and “going native” increase vulnerability to stress and loss of professional identity.
Q4.
A graduate nurse states: “Reality shock is the period when a person moves from school into the workforce.” This
statement reflects:
a. Accurate understanding of reality shock
