NURSING TODAY: TRANSITION AND TRENDS 11TH EDITION BY JOANN ZERWEKH EDD RN (EDITOR) ALL CHAPTERS.

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UNIT I: PROFESSIONAL GROWTH AND TRANSITION
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1. Role Transitions
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2. Personal Management: Time and Self-Care Strategies
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3. Mentorship, Preceptorship, and Nurse Residency Programs
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4. Employment Considerations:Opportunities, Resumes, and Interviewing
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5. NCLEX-RN Exam® and the New Graduate
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UNIT II: NURSING: A DEVELOPING PROFESSION
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6. Historical Perspectives: Influences on the Present
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7. Nursing Education
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8. Nursing Theories
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9. Professional Image of Nursing
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UNIT III: NURSING MANAGEMENT
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10. Challenges of Nursing Management and Leadership
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11. Building Nursing Management Skills
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12. Effective Communication, Team Building, and Interprofessional Practice
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13. Conflict Management
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14. Delegation in the Clinical Setting
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UNIT IV: CURRENT ISSUES IN HEALTH CARE
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15. The Health Care Organization and Patterns of Nursing Care Delivery
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16. Economics of the Health Care Delivery System
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17. Political Action in Nursing, 397
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18. Collective Bargaining: Traditional (Union) and Nontraditional Approaches
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19. Ethical Issues
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20. Legal Issues
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UNIT V: CONTEMPORARY NURSING PRACTICE
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21. Cultural and Spiritual Awareness
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22. Quality Patient Care
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23. Nursing Informatics
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24. Using Evidence-Based Practice and Nursing Research
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25. Workplace Issues
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26. Emergency Preparedness
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,Chapter 01: Role Transitions
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MULTIPLE CHOICE v




1. A graduate nurse has been hired as a nurse at a local h os piat bai lr b. . T
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c ohme/ t ens et w nurse is in the
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honeymoon phase of role transition when making which of the following statements?
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a. “I am so nervous about being on my own as a nurse.”
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b. “This will be a great learning experience.” v v v v v v




c. “I can’t wait to have a steady paycheck.”
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d. “This job is perfect. I can finally do things my own way.” v v v v v v v v v v v




ANS: D v




The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the
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new graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when
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one moves into the workforce after several years of educational preparation.Recoveryand
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resolutionoccurwhenthe gr a d aubai rtbe. c no mu /rt se es t is ableto laugh atencountered situations. During this
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time, tension decreases, perception increases, and the nurse is able to grow as a person.
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PTS: 1 DIF: Cognitive Level: Application/Applying
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REF: Table 1.1
v OBJ: Identify the characteristics of reality shock.
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TOP: Reality shock v MSC: NCLEX®: Safe and effective care environment v v v v v v v




2. Which of the following actions by the graduate nurse is an inappropriate methodology to
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recover from reality shock?
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a. Networking
b. Obtaining a mentor v v




c. Returning to school v v




d. Joining a support group v v v




ANS: C v




The transition period is successfully managed when the graduate is able to evaluate the work
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situation objectively and predict effectively the actions and reactions of other staff. Nurturing the
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abilityto see humor in a situation maybe a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a positive stepafter the
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graduate has worked through role transition, has some clinical experience, and is ready to focus
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on a new career objective. Networking, obtaining a mentor, and joining a
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support group would give the graduate nurse an opportuniatyb i rtbo.cot mal/ ktestto others experiencing the
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stress associated with reality shock. The nurse would benefit from “talking through” issues and
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learning how to cope.
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PTS: v v 1 DIF: Cognitive Level: Application/Appalbyiribn.gcom/test v v




REF: v p. 9 v OBJ: Describe methods to promote a successful transition. v v v v v v v




TOP:
v v Reality shock v




MSC: v NCLEX®: Safe and effective care environment Not applicable v v v v v v v




3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
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a. Refusing to constantly work extra shifts v v v v v




b. Withdrawing from peer support group v v v v

, c. “Going native” v




d. Changing jobs every 6 to 12 months v v v v v v




ANS: A v




One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with
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your mental and physical health being the highest priority. Learning to say “no” to extra shifts is a
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positive means of coping of avoiding burnout. “aGbiorbi.ncogmn/taestitve” is the term thatdescribes how
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recent graduates begin to copy and identify the reality of their role-transition experience by
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rejecting the values from nursing school and functioning more like a team member at their place of
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employment. Withdrawing from peer support groups, “going native,”
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a bi rb .c o m /t es t v


and changing jobs every 6 to 12 months would increase th e c h a n c e o f the nurse experiencing
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burnout. The nurse should instead focus on his/her practice and seek out support from other nurses.
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PTS: v 1
v DIF: Cognitive Level: Application/Applying v v




REF: v p. 7 OBJ: Describe methods to promote a successful transition.
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TOP:
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MSC: v NCLEX®: Safe and effective care environment Not appalibcirabb.cloem/test v v v v v v v




4. Which of the following statements by the graduate nurse shows an understanding of reality
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shock as it applies to nursing?
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a. “Reality shock is the period when a person moves from school into the v v v v v v v v v v v v




workforce.” v




b. “Realityshock is the realization that practice and education are not the same.” v v v v v v v v v v v v




c. “Realityshock is the period from graduation to becomai bni gr b.ac onme/txespt erienced nurse.” v v v v v v v v v




d. “Reality shock is a transition phase that new graduates go through before changing v v v v v v v v v v v v




jobs.” v




ANS: A v




“Reality shock” is a term often used to describe the reaction experienced when one moves into the
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workforce after several years of educational preparation. The new graduate is caught in the situation
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ofmovingfrom afamiliar,comfortableedu cat i o na bai lr be. cno vmi/ treosnt mentintoanew rolein
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the workforce where the expectations are not clearly defined or may not even be realistic. The
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realization that practice and nursing school are not the same is often associated with “going v v v v v v v v v v v v v v




native.” When nurses move from one position to another, they have already experienced reality
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shock. Becoming an experienced nurse takes time aa nb idr b .icso mn /ot et s pt art of the definition ofreality
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shock.
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PTS: 1 DIF: Cognitive Level: Application/Applying
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a b irb . c o m /t est
REF: p. 5
v OBJ: Identify the characteristics of reali t y s h o ck .
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TOP: Reality shock MSC: NCLEX®: Not applicable
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5. A student in the last semester ofnursing school has est abliasbhi r eb .dc oam /gt eos at l of making a successfulrole
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transition to graduate nurse. Which statement by the student indicates his/her understanding of
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how to achieve this goal?
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a. “Ishould care for increased numbers of patients to enhance work organization
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skills.”
b. “I will observe staff nurses as they perform nursing procedures to refine
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technique.” v




c. “Ishould seek increasinglyclose guidance from the n uarbsi ribn. cgo min/ t se ts rt uctor to reduce
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errors.” v




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