TEST BANK - Nursing Today: Transition and Trends, 11th
| | | | | | | |
Edition (Zerwekh)
| | |
Chapters 1 - 26 | All Chapters
| | | | | |
, Test |Bank |- |Nursing |Today: |Transition |and |Trends, |11th |Edition |
TABLE OF CONTENTS | |
,Chapter 01: Role Transitions
| | |
.
abirb.com/test
MULTIPLE |CHOICE
1. A |graduate |nurse |has |been |hired |as |a |nurse |at |a |local |hospital. |The |new |nurse |is |in
the |. |honeymoon |phase |of |role |transition |when |making |which |of |the |following
|
|statements? | a. |“I |am |so |nervous |about |being |on |my |own |as |a |nurse.”
b. “This |will |be |a |great |learning |experience.” .
c. “I |can’t |wait |to |have |a |steady |paycheck.”
d. “This |job |is |perfect. |I |can |finally |do |things |my |own |way.”
ANSWER: |D .
The |honeymoon |phase |is |when |the |student |nurse |sees |the |world |of |nursing |as |quite |rosy.
|Often, |the |new |graduate |is |fascinated |with |the |thrill |of |arriving |in |the |profession. |Reality
|shock |occurs |when |one |moves |into |the |workforce |after |several |years |of |educational
|preparation. |Recovery |and |resolution |occur |when |the |graduate |nurse |is |able |to |laugh |at |
.
|
encountered |situations. |During |this |time, |tension |decreases, |perception |increases, |and |the
|nurse |is |able |to |grow |as |a |person.
.
PTS: |1 DIF: |Cognitive |Level: |Application/Applying
REF: |Table |1.1 OBJ: |Identify |the |characteristics |of |reality |shock.
TOP: |Reality |shock MSC: |NCLEX®: |Safe |and |effective |care |environment
.
2. Which |of |the |following |actions |by |the |graduate |nurse |is |an |inappropriate |methodology|to
| recover |from |reality |shock?
a. Networking .
b. Obtaining |a |mentor
c. Returning |to |school
d. Joining |a |support |group
.
ANSWER: |C
The |transition |period |is |successfully |managed |when |the |graduate |is |able |to |evaluate |the
|work | situation |objectively |and |predict |effectively |the |actions |and |reactions |of |other |staff.
Nurturing
the |ability |to |see |humor |in |a |situation |may |be |a |first |step. |Returning |to |school |is |a |positive
|step |. |after |the |graduate |has |worked |through |role |transition, |has |some |clinical |experience,
|and |is |ready |to |focus |on |a |new |career |objective. |Networking, |obtaining |a |mentor, |and
|joining |a |support |group |would |give |the |graduate |nurse |an |opportunity |to |talk |to |others
|experiencing |the | .
, stress |associated |with |reality |shock. |The |nurse |would |benefit |from |“talking |through” |issues
|and |learning |how |to |cope.
PTS: |1 DIF: |Cognitive |Level: |Application/Applying |.
REF: |p. |9 OBJ: |Describe |methods |to |promote |a |successful |transition.
|TOP: |Reality |shock
MSC: |NCLEX®: |Safe |and |effective |care |environment |Not |applicable
.
3. A |nurse |is |trying |to |avoid |burnout. |Which |of |the |following |actions |is |a |valid |way |to |achieve
this?
|
a. Refusing |to |constantly |work |extra |shifts .
b. Withdrawing |from |peer |support |group
c. “Going |native”
d. Changing |jobs |every |6 |to |12 |months |.
ANSWER: |A
One |of |the |quickest |ways |to |experience |burnout |is |to |“overwork |the |overtime.” |Set |priorities
|with |your |mental |and |physical |health |being |the |highest |priority. |Learning |to |say |“no” |to
|extra |shifts |is |a |positive |means |of |coping |of |avoiding |burnout. |“Going |native” |is |the |term
|that |. |describes |how |recent |graduates |begin |to |copy |and |identify |the |reality |of |their|role-
transition |experience |by |rejecting |the |values |from |nursing |school |and |functioning |more |like
|a |team |member |at |their |place |of |employment. |Withdrawing |from |peer |support |groups,
|“going |native,” |. |and |changing |jobs |every |6 |to |12 |months |would |increase |the |chance |of |the
|nurse |experiencing
burnout. |The |nurse |should |instead |focus |on |his/her |practice |and |seek |out |support |from
|other | nurses.
.
PTS: |1 DIF: |Cognitive |Level: |Application/Applying
REF: |p. |7 OBJ: |Describe |methods |to |promote |a |successful |transition.
|TOP: |Reality |shock
MSC: |NCLEX®: |Safe |and |effective |care |environment |Not |applicable |.
4. Which |of |the |following |statements |by |the |graduate |nurse |shows |an |understanding |of
reality | shock |as |it |applies |to |nursing? | .
|
a. “Reality |shock |is |the |period |when |a |person |moves |from |school |into |the
b. workforce.”“Reality |shock |is |the |realization |that |practice |and |education |are |not |the
same.”
|
c. “Reality |shock |is |the |period |from |graduation |to |becoming |an |experienced |nurse.”.
d. “Reality |shock |is |a |transition |phase |that |new |graduates |go |through |before |changing
jobs.”
|
ANSWER: |A .
| | | | | | | |
Edition (Zerwekh)
| | |
Chapters 1 - 26 | All Chapters
| | | | | |
, Test |Bank |- |Nursing |Today: |Transition |and |Trends, |11th |Edition |
TABLE OF CONTENTS | |
,Chapter 01: Role Transitions
| | |
.
abirb.com/test
MULTIPLE |CHOICE
1. A |graduate |nurse |has |been |hired |as |a |nurse |at |a |local |hospital. |The |new |nurse |is |in
the |. |honeymoon |phase |of |role |transition |when |making |which |of |the |following
|
|statements? | a. |“I |am |so |nervous |about |being |on |my |own |as |a |nurse.”
b. “This |will |be |a |great |learning |experience.” .
c. “I |can’t |wait |to |have |a |steady |paycheck.”
d. “This |job |is |perfect. |I |can |finally |do |things |my |own |way.”
ANSWER: |D .
The |honeymoon |phase |is |when |the |student |nurse |sees |the |world |of |nursing |as |quite |rosy.
|Often, |the |new |graduate |is |fascinated |with |the |thrill |of |arriving |in |the |profession. |Reality
|shock |occurs |when |one |moves |into |the |workforce |after |several |years |of |educational
|preparation. |Recovery |and |resolution |occur |when |the |graduate |nurse |is |able |to |laugh |at |
.
|
encountered |situations. |During |this |time, |tension |decreases, |perception |increases, |and |the
|nurse |is |able |to |grow |as |a |person.
.
PTS: |1 DIF: |Cognitive |Level: |Application/Applying
REF: |Table |1.1 OBJ: |Identify |the |characteristics |of |reality |shock.
TOP: |Reality |shock MSC: |NCLEX®: |Safe |and |effective |care |environment
.
2. Which |of |the |following |actions |by |the |graduate |nurse |is |an |inappropriate |methodology|to
| recover |from |reality |shock?
a. Networking .
b. Obtaining |a |mentor
c. Returning |to |school
d. Joining |a |support |group
.
ANSWER: |C
The |transition |period |is |successfully |managed |when |the |graduate |is |able |to |evaluate |the
|work | situation |objectively |and |predict |effectively |the |actions |and |reactions |of |other |staff.
Nurturing
the |ability |to |see |humor |in |a |situation |may |be |a |first |step. |Returning |to |school |is |a |positive
|step |. |after |the |graduate |has |worked |through |role |transition, |has |some |clinical |experience,
|and |is |ready |to |focus |on |a |new |career |objective. |Networking, |obtaining |a |mentor, |and
|joining |a |support |group |would |give |the |graduate |nurse |an |opportunity |to |talk |to |others
|experiencing |the | .
, stress |associated |with |reality |shock. |The |nurse |would |benefit |from |“talking |through” |issues
|and |learning |how |to |cope.
PTS: |1 DIF: |Cognitive |Level: |Application/Applying |.
REF: |p. |9 OBJ: |Describe |methods |to |promote |a |successful |transition.
|TOP: |Reality |shock
MSC: |NCLEX®: |Safe |and |effective |care |environment |Not |applicable
.
3. A |nurse |is |trying |to |avoid |burnout. |Which |of |the |following |actions |is |a |valid |way |to |achieve
this?
|
a. Refusing |to |constantly |work |extra |shifts .
b. Withdrawing |from |peer |support |group
c. “Going |native”
d. Changing |jobs |every |6 |to |12 |months |.
ANSWER: |A
One |of |the |quickest |ways |to |experience |burnout |is |to |“overwork |the |overtime.” |Set |priorities
|with |your |mental |and |physical |health |being |the |highest |priority. |Learning |to |say |“no” |to
|extra |shifts |is |a |positive |means |of |coping |of |avoiding |burnout. |“Going |native” |is |the |term
|that |. |describes |how |recent |graduates |begin |to |copy |and |identify |the |reality |of |their|role-
transition |experience |by |rejecting |the |values |from |nursing |school |and |functioning |more |like
|a |team |member |at |their |place |of |employment. |Withdrawing |from |peer |support |groups,
|“going |native,” |. |and |changing |jobs |every |6 |to |12 |months |would |increase |the |chance |of |the
|nurse |experiencing
burnout. |The |nurse |should |instead |focus |on |his/her |practice |and |seek |out |support |from
|other | nurses.
.
PTS: |1 DIF: |Cognitive |Level: |Application/Applying
REF: |p. |7 OBJ: |Describe |methods |to |promote |a |successful |transition.
|TOP: |Reality |shock
MSC: |NCLEX®: |Safe |and |effective |care |environment |Not |applicable |.
4. Which |of |the |following |statements |by |the |graduate |nurse |shows |an |understanding |of
reality | shock |as |it |applies |to |nursing? | .
|
a. “Reality |shock |is |the |period |when |a |person |moves |from |school |into |the
b. workforce.”“Reality |shock |is |the |realization |that |practice |and |education |are |not |the
same.”
|
c. “Reality |shock |is |the |period |from |graduation |to |becoming |an |experienced |nurse.”.
d. “Reality |shock |is |a |transition |phase |that |new |graduates |go |through |before |changing
jobs.”
|
ANSWER: |A .
