NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
Nursing Today Transition and Trends
9th Edition
By JoAnn Zerwekh
TEST BANK
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
TABLE OF CONTENT
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Preceptorship, and Nurse Residency Programs
4. Employment Considerations:Opportunities, Resumes, and Interviewing
5. NCLEX-RN Exam® and the New Graduate
UNIT II: NURSING: A DEVELOPING PROFESSION
6. Historical Perspectives: Influences on the Present
7. Nursing Education
8. Nursing Theories
9. Professional Image of Nursing
UNIT III: NURSING MANAGEMENT
10. Challenges of Nursing Management and Leadership
11. Building Nursing Management Skills
12. Effective Communication, Team Building, and Interprofessional Practice
13. Conflict Management
14. Delegation in the Clinical Setting
UNIT IV: CURRENT ISSUES IN HEALTH CARE
15. The Health Care Organization and Patterns of Nursing Care Delivery
16. Economics of the Health Care Delivery System
17. Political Action in Nursing, 397
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
19. Ethical Issues
20. Legal Issues
UNIT V: CONTEMPORARY NURSING PRACTICE
21. Cultural and Spiritual Awareness
22. Quality Patient Care
23. Nursing Informatics
24. Using Evidence-Based Practice and Nursing Research
25. Workplace Issues
26. Emergency Preparedness
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
Chapter 01: Reality Shock R R R
R MULTIPLE CHOICE R
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
R R R R R R R R R R R R R R R R R R R
phase of role transition when making which of the following statements?
R R R R R R R R R R R
a. “I Ram Rso Rnervous Rabout Rbeing Ron Rmy R own Ras Ra Rnurse.”
b. “This R will Rbe Ra Rgreat Rlearning Rexperience.”
c. “I Rcan’t Rwait Rto Rhave Ra Rsteady Rpaycheck.”
d. “This Rjob Ris Rperfect. R I Rcan Rfinally Rdo Rthings Rmy Rown Rway.”
ANS: D R
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
R R R R R R R R R R R R R R R R R R
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves
R R R R R R R R R R R R R R R R
Rinto the workforce after several years of educational preparation. Recovery and resolution occur when the
R R R R R R R R R R R R R R
graduate nurse is able to laugh at encountered situations. During this time, tension decreases, perception
R R R R R R R R R R R R R R R
Rincreases, and the nurse is able to grow as a person.
R R R R R R R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
R R R R R R R R
OBJ: Identify the characteristics of reality shoN
R ckU. R
TSOIP
R
N:GRTeBa.lC
ityOM
Rshock R R R R
MSC: NCLEX®: Safe and effective care environment—management of care
R R R R R R R R
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover
R R R R R R R R R R R R R R
from reality shock?
R R R
a. Networking c. Returning Rto Rschool
b. Obtaining Ra Rmentor d. Joining Ra Rsupport Rgroup
ANS: C R
The transition period is successfully managed when the graduate is able to evaluate the work situation
R R R R R R R R R R R R R R R
R objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
R R R R R R R R R R R R R R R
Rhumor in a situation may be a first step. Returning to school is a positive step after the graduate has
R R R R R R R R R R R R R R R R R R R
Rworked through role transition, has some clinical experience, and is ready to focus on a new career
R R R R R R R R R R R R R R R R
objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse an
R R R R R R R R R R R R R R R R
Ropportunity to talk to others experiencing the stress associated with reality shock. The nurse would
R R R R R R R R R R R R R R
Rbenefit from ‘talking through’ issues
R R R R
and learning how to cope.
R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
R R R R R R R R
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
R R R R R R R R R R
R MSC: NCLEX®: Safe and effective care environment—management of care
R R R R R R R R
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
R R R R R R R R R R R R R R R R R R
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
a. Refusing Rto Rconstantly R work Rextra Rshifts
b. Withdrawing Rfrom Rpeer R support Rgroup
c. “Going R native”
d. Changing Rjobs Revery R6 Rto R12 Rmonths
ANS: A R
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your
R R R R R R R R R R R R R R R R
mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive
R R R R R R R R R R R R R R R R R R
means of coping of avoiding burnout. “Going native” is the term that describes how recent graduates
R R R R R R R R R R R R R R R R
begin to copy and identify the reality of their role transition experience by rejecting the values from
R R R R R R R R R R R R R R R R R
nursing school and functioning more like a team member at their place of employment. Withdrawing
R R R R R R R R R R R R R R R
from peer support groups, “going native,” and changing jobs every 6 to 12 months would increase the
R R R R R R R R R R R R R R R R R
chance of the nurse experiencing burnout. The nurse should instead focus on his/her practice and seek out
R R R R R R R R R R R R R R R R R
support from other nurses.
R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
R R R R R R R R
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
R R R R R R R R R R
R MSC: NCLEX®: Safe and effective care environment—management of care
R R R R R R R R
NURSINGTB.COM
4. Which of the following statements by the graduate nurse shows an understanding of reality shock as it
R R R R R R R R R R R R R R R R
applies to nursing? R R
a. “ RReality Rshock Ris Rthe Rperiod Rwhen Ra Rperson Rmoves Rfrom Rschool Rinto Rthe Rworkforce.
b. “Reality Rshock Ris Rthe Rrealization Rthat Rpractice Rand Reducation Rare Rnot Rthe Rsame.”
c. “Reality Rshock Ris Rthe Rperiod Rfrom Rgraduation Rto Rbecoming Ran Rexperienced Rnurse.”
d. “Reality Rshock Ris R a Rtransition Rphase Rthat Rnew Rgraduates Rgo Rthrough Rbefore Rchanging Rjobs.”
ANS: A R
“Reality shock” is a term often used to describe the reaction experienced when one moves into the
R R R R R R R R R R R R R R R R
workforce after several years of educational preparation. The new graduate is caught in the situation of
R R R R R R R R R R R R R R R R
Rmoving from a familiar, comfortable educational environment into a new role in the workforce where the
R R R R R R R R R R R R R R R
Rexpectations are not clearly defined or may not even be realistic. The realization that practice and nursing
R R R R R R R R R R R R R R R R
Rschool are not the same is often associated with “going native.” When nurses move from one position to
R R R R R R R R R R R R R R R R R
Ranother, they have already experienced reality shock. Becoming an experienced nurse takes time and is
R R R R R R R R R R R R R R
Rnot part of the definition of reality shock.
R R R R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
R R R R R R R R
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
R R R R R R R R R R R
R MSC: NCLEX®: Not applicable
R R R
5. A student in the last semester of nursing school has established a goal of making a successful role
R R R R R R R R R R R R R R R R R
Rtransition to graduate nurse. Which statement by the student indicates his/her understanding of how to
R R R R R R R R R R R R R R
Nursing Today Transition and Trends
9th Edition
By JoAnn Zerwekh
TEST BANK
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
TABLE OF CONTENT
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Preceptorship, and Nurse Residency Programs
4. Employment Considerations:Opportunities, Resumes, and Interviewing
5. NCLEX-RN Exam® and the New Graduate
UNIT II: NURSING: A DEVELOPING PROFESSION
6. Historical Perspectives: Influences on the Present
7. Nursing Education
8. Nursing Theories
9. Professional Image of Nursing
UNIT III: NURSING MANAGEMENT
10. Challenges of Nursing Management and Leadership
11. Building Nursing Management Skills
12. Effective Communication, Team Building, and Interprofessional Practice
13. Conflict Management
14. Delegation in the Clinical Setting
UNIT IV: CURRENT ISSUES IN HEALTH CARE
15. The Health Care Organization and Patterns of Nursing Care Delivery
16. Economics of the Health Care Delivery System
17. Political Action in Nursing, 397
18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
19. Ethical Issues
20. Legal Issues
UNIT V: CONTEMPORARY NURSING PRACTICE
21. Cultural and Spiritual Awareness
22. Quality Patient Care
23. Nursing Informatics
24. Using Evidence-Based Practice and Nursing Research
25. Workplace Issues
26. Emergency Preparedness
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
Chapter 01: Reality Shock R R R
R MULTIPLE CHOICE R
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
R R R R R R R R R R R R R R R R R R R
phase of role transition when making which of the following statements?
R R R R R R R R R R R
a. “I Ram Rso Rnervous Rabout Rbeing Ron Rmy R own Ras Ra Rnurse.”
b. “This R will Rbe Ra Rgreat Rlearning Rexperience.”
c. “I Rcan’t Rwait Rto Rhave Ra Rsteady Rpaycheck.”
d. “This Rjob Ris Rperfect. R I Rcan Rfinally Rdo Rthings Rmy Rown Rway.”
ANS: D R
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
R R R R R R R R R R R R R R R R R R
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves
R R R R R R R R R R R R R R R R
Rinto the workforce after several years of educational preparation. Recovery and resolution occur when the
R R R R R R R R R R R R R R
graduate nurse is able to laugh at encountered situations. During this time, tension decreases, perception
R R R R R R R R R R R R R R R
Rincreases, and the nurse is able to grow as a person.
R R R R R R R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
R R R R R R R R
OBJ: Identify the characteristics of reality shoN
R ckU. R
TSOIP
R
N:GRTeBa.lC
ityOM
Rshock R R R R
MSC: NCLEX®: Safe and effective care environment—management of care
R R R R R R R R
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover
R R R R R R R R R R R R R R
from reality shock?
R R R
a. Networking c. Returning Rto Rschool
b. Obtaining Ra Rmentor d. Joining Ra Rsupport Rgroup
ANS: C R
The transition period is successfully managed when the graduate is able to evaluate the work situation
R R R R R R R R R R R R R R R
R objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
R R R R R R R R R R R R R R R
Rhumor in a situation may be a first step. Returning to school is a positive step after the graduate has
R R R R R R R R R R R R R R R R R R R
Rworked through role transition, has some clinical experience, and is ready to focus on a new career
R R R R R R R R R R R R R R R R
objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse an
R R R R R R R R R R R R R R R R
Ropportunity to talk to others experiencing the stress associated with reality shock. The nurse would
R R R R R R R R R R R R R R
Rbenefit from ‘talking through’ issues
R R R R
and learning how to cope.
R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
R R R R R R R R
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
R R R R R R R R R R
R MSC: NCLEX®: Safe and effective care environment—management of care
R R R R R R R R
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
R R R R R R R R R R R R R R R R R R
, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK
a. Refusing Rto Rconstantly R work Rextra Rshifts
b. Withdrawing Rfrom Rpeer R support Rgroup
c. “Going R native”
d. Changing Rjobs Revery R6 Rto R12 Rmonths
ANS: A R
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your
R R R R R R R R R R R R R R R R
mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive
R R R R R R R R R R R R R R R R R R
means of coping of avoiding burnout. “Going native” is the term that describes how recent graduates
R R R R R R R R R R R R R R R R
begin to copy and identify the reality of their role transition experience by rejecting the values from
R R R R R R R R R R R R R R R R R
nursing school and functioning more like a team member at their place of employment. Withdrawing
R R R R R R R R R R R R R R R
from peer support groups, “going native,” and changing jobs every 6 to 12 months would increase the
R R R R R R R R R R R R R R R R R
chance of the nurse experiencing burnout. The nurse should instead focus on his/her practice and seek out
R R R R R R R R R R R R R R R R R
support from other nurses.
R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
R R R R R R R R
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
R R R R R R R R R R
R MSC: NCLEX®: Safe and effective care environment—management of care
R R R R R R R R
NURSINGTB.COM
4. Which of the following statements by the graduate nurse shows an understanding of reality shock as it
R R R R R R R R R R R R R R R R
applies to nursing? R R
a. “ RReality Rshock Ris Rthe Rperiod Rwhen Ra Rperson Rmoves Rfrom Rschool Rinto Rthe Rworkforce.
b. “Reality Rshock Ris Rthe Rrealization Rthat Rpractice Rand Reducation Rare Rnot Rthe Rsame.”
c. “Reality Rshock Ris Rthe Rperiod Rfrom Rgraduation Rto Rbecoming Ran Rexperienced Rnurse.”
d. “Reality Rshock Ris R a Rtransition Rphase Rthat Rnew Rgraduates Rgo Rthrough Rbefore Rchanging Rjobs.”
ANS: A R
“Reality shock” is a term often used to describe the reaction experienced when one moves into the
R R R R R R R R R R R R R R R R
workforce after several years of educational preparation. The new graduate is caught in the situation of
R R R R R R R R R R R R R R R R
Rmoving from a familiar, comfortable educational environment into a new role in the workforce where the
R R R R R R R R R R R R R R R
Rexpectations are not clearly defined or may not even be realistic. The realization that practice and nursing
R R R R R R R R R R R R R R R R
Rschool are not the same is often associated with “going native.” When nurses move from one position to
R R R R R R R R R R R R R R R R R
Ranother, they have already experienced reality shock. Becoming an experienced nurse takes time and is
R R R R R R R R R R R R R R
Rnot part of the definition of reality shock.
R R R R R R R
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
R R R R R R R R
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
R R R R R R R R R R R
R MSC: NCLEX®: Not applicable
R R R
5. A student in the last semester of nursing school has established a goal of making a successful role
R R R R R R R R R R R R R R R R R
Rtransition to graduate nurse. Which statement by the student indicates his/her understanding of how to
R R R R R R R R R R R R R R
