Test Bank For Nursing Today Transition And Trends 11th Edition By Zerwekh || WITH RATIONALES||GRADED A+||NEW

,Chapter01:RoleTransitions
.
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MULTIPLECHOICE

1. Agraduatenursehasbeenhiredasanurseatalocalhospital.Thenewnurseisinthe. ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i
xi




honeymoonphaseofroletransitionwhenmakingwhichofthefollowingstatements? ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




a. ―Iamsonervousaboutbeingonmyownasanurse.‖ ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




b. ―Thiswill bea greatlearning experience.‖ . ,i ,i xi ,i xi




c. ―Ican‘t wait to havea steadypaycheck.‖ ,i , i , i , i




d. ―This job is perfect. I can finallydo things myown way.‖ xi xi xi x i ,i xi xi xi xi xi xi xi




ANS:D ,i .
Thehoneymoonphaseiswhenthestudentnurseseestheworldofnursingasquiterosy.Often, thenew
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




graduateisfascinatedwiththethrillofarrivingintheprofession.Realityshockoccurs whenone
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movesintotheworkforceafterseveral yearsofeducationalpreparation.Recovery andresolution
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




occurwhenthegraduatenurseisabletolaughat. encounteredsituations.During thistime,
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,i



,i ,i ,i




tensiondecreases,perceptionincreases,and then urse isableto growasa person.
,i ,i ,i xi xi ,i ,i ,i ,i ,i ,i ,i




.
PTS:1 ,i DIF:CognitiveLevel:Application/Applying
,i ,i ,i




REF:Table1.1
,i ,i ,i OBJ:Identifythecharacteristicsofrealityshock. ,i




TOP:Realityshock ,i MSC:NCLEX®:Safeand effective careenvironment ,i xi xi




.

2. Whichofthefollowingactionsbythegraduatenurseisaninappropriatemethodologyto ,i ,i ,i ,i ,i ,i ,i ,i




recover from realityshock?
,i ,i ,i




a. Networking .

b. Obtaininga mentor xi




c. Returning toschool xi




d. Joininga support group xi , i




.
ANS:C ,i




Thetransitionperiodissuccessfullymanagedwhenthegraduateisabletoevaluatethework situation
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objectivelyand predict effectivelytheactions and reactions ofotherstaff.
,i ,i ,i ,i ,i ,i




Nurturing
theabilitytoseehumorina situationmaybeafirststep.Returning toschoolisapositivestep. afterthe
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graduatehasworkedthroughroletransition,hassomeclinicalexperience,andis readytofocusona
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i xi ,i ,i ,i ,i ,i ,i




newcareerobjective.Networking,obtainingamentor,andjoininga supportgroup would givethe
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




graduate nursean opportunitytotalktoothers
,i ,i ,i ,i ,i ,i ,i

,experiencingthe
,i , i
.

, stress associated with realityshock. The nursewould benefit from ―talking through‖ issuesa nd
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i xi




learninghow to cope.
,i ,i ,i ,i




PTS:1 DIF:CognitiveLevel:Application/Applying .
,i xi




REF: p. 9 ,i OBJ:Describemethodstopromote a successful
,i ,i ,i ,i xi




transition.TOP: Realityshock
,i xi ,i ,i




MSC:NCLEX®:SafeandeffectivecareenvironmentNotapplicable
,i ,i




.

3. Anurseistryingtoavoidburnout.Whichofthefollowing actionsisa validwaytoachievethis?
,i ,i ,i ,i ,i ,i xi ,i ,i xi ,i ,i xi




a. Refusing to constantlywork extra shifts xi xi xi xi xi .
b. Withdrawingfrompeersupportgroup ,i ,i ,i




c. ―Goingnative‖
d. Changing jobsevery6to12months. xi ,i ,i ,i ,i ,i




ANS:A ,i




Oneofthequickestwaystoexperienceburnoutisto―overworktheovertime.‖Setpriorities with
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




yourmentalandphysicalhealthbeingthehighestpriority.Learningtosay―no‖toextra shiftsisa
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




positivemeansofcopingofavoidingburnout.―Goingnative‖isthetermthat. describeshow
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




recent graduatesbegintocopyandidentifythe realityoftheirrole-transition experienceby
,i ,i ,i ,i ,i ,i ,i ,i ,i




rejectingthevaluesfromnursingschoolandfunctioningmorelikeateam memberattheirplaceof
,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




employment.Withdrawingfrompeersupportgroups,―going native,‖. andchangingjobsevery
,i ,i ,i ,i ,i ,i
,i ,i ,i
,i
,i ,i ,i




6to12monthswouldincreasethechanceofthenurse experiencing
,i ,i ,i ,i ,i ,i ,i ,i
,i ,i ,i ,i




burnout.Thenurse should insteadfocusonhis/herpracticeand seekoutsupportfromo ther nurses.
,i xi ,i ,i ,i xi ,i ,i ,i xi ,i




.
PTS:1 DIF:CognitiveLevel:Application/Applying
,i ,i ,i ,i




REF: p. 7 ,i OBJ:Describemethods to p romote asuccessful
,i ,i ,i ,i xi xi ,i




transition.TOP: Realityshock
,i ,i ,i




MSC:NCLEX®:S afe and effective careenvironmentNotapplicable.
,i ,i xi ,i ,i ,i




4. Whichofthefollowing statementsbythegraduatenurseshowsanunderstanding ,i ,i xi ,i ,i ,i ,i ,i




ofreality shock asitappliestonursing? .
,i
, i ,i ,i ,i ,i ,i , i




a. ―Realityshockistheperiodwhenapersonmovesfromschoolintothe ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i ,i




b. workforce.‖―Realityshockistherealizationthatpractice andeducationarenot ,i ,i ,i ,i ,i ,i




thesame.‖
,i xi




c. ―Realityshockistheperiodfromgraduationtobecominganexperiencednurse.‖. ,i ,i ,i ,i ,i ,i ,i ,i




d. ―Realityshock is at ransition phasethatnew graduates gothroughbefore xi ,i ,i ,i ,i ,i




, i changingjobs.‖ xi