TEST BANK - Nursing Today: Transition and Trends,
ssss ssss ssss ssss ssss ssss ssss
ssss 11th Edition (Zerwekh)
ssss ssss ssss
Chapters 1 - 26 | All Chapters
ssss ssss ssss ssss ssss ssss
,Test ssssBank ssss- ssssNursing ssssToday: ssssTransition ssssand ssssTrends, ssss11th ssssEdition ssss
TABLE OF CONTENTS ssss ssss
,Chapter 01: Role Transitions
ssss ssss ssss
.
abirb.com/test
MULTIPLE ssssCHOICE
1. A ssssgraduate ssssnurse sssshas ssssbeen sssshired ssssas ssssa ssssnurse ssssat ssssa sssslocal sssshospital.
ssssThe ssssnew ssssnurse ssssis ssssints he ssss. sssshoneymoon ssssphase ssssof ssssrole sssstransition sssswhen
ssssmaking sssswhich ssssof ssssthe ssssfollowing ssssstatements? s s s s a. ssss―I ssssam ssssso ssssnervous
ssssabout ssssbeing sssson ssssmy ssssown ssssas ssssa ssssnurse.‖
b. ―This sssswill ssssbe ssssa ssssgreat sssslearning ssssexperience.‖ .
c. ―I sssscan‘t sssswait ssssto sssshave ssssa sssssteady sssspaycheck.‖
d. ―This ssssjob ssssis ssssperfect. ssssI sssscan ssssfinally ssssdo ssssthings ssssmy ssssown ssssway.‖
ANSWER: ssssD .
The sssshoneymoon ssssphase ssssis sssswhen ssssthe ssssstudent ssssnurse sssssees ssssthe ssssworld ssssof
ssssnursing ssssas ssssquite ssssrosy. ssssOften, ssssthe ssssnew ssssgraduate ssssis ssssfascinated sssswith ssssthe
ssssthrill ssssof ssssarriving ssssin ssssthe ssssprofession. ssssRealitysshock ssssoccurs sssswhen ssssone ssssmoves
ssssinto ssssthe ssssworkforce ssssafter ssssseveral ssss years ssssof sssseducational sssspreparation. ssssRecovery
ssssand ssssresolution ssssoccur sssswhen ssssthe ssssgraduate ssssnurse ssssis ssssable ssssto sssslaugh ssssat ssss
.
ssss
encountered sssssituations. ssssDuring ssssthis sssstime, sssstension ssssdecreases, ssssperception
ssssincreases, ssssand ssssthesnurse ssssis ssssable ssssto ssssgrow ssssas ssssa ssssperson.
.
PTS: ssss1 DIF: ssssCognitive ssssLevel: ssssApplication/Applying
REF: ssssTable ssss1.1 OBJ: ssssIdentify ssssthe sssscharacteristics ssssof ssssreality ssssshock.
TOP: ssssReality ssssshock MSC: ssssNCLEX®: ssssSafe ssssand sssseffective sssscare ssssenvironment
.
2. Which ssssof ssssthe ssssfollowing ssssactions ssssby ssssthe ssssgraduate ssssnurse ssssis ssssan ssssinappropriate
ssss methodologyts o s s s s recover ssssfrom ssssreality ssssshock?
a. Networking .
b. Obtaining ssssa ssssmentor
c. Returning ssssto ssssschool
d. Joining ssssa sssssupport ssssgroup
.
ANSWER: ssssC
The sssstransition ssssperiod ssssis sssssuccessfully ssssmanaged sssswhen ssssthe ssssgraduate ssssis ssssable ssssto
ssssevaluate ssssthe sssswork s s s s situation ssssobjectively ssssand sssspredict sssseffectively ssssthe ssssactions
ssssand ssssreactions ssssof ssssother ssssstaff.
Nurturing
the ssssability ssssto sssssee sssshumor ssssin ssssa sssssituation ssssmay ssssbe ssssa ssssfirst ssssstep. ssssReturning ssssto
ssssschool ssssis ssssa sssspositivesstep ssss. ssssafter ssssthe ssssgraduate sssshas ssssworked ssssthrough ssssrole
sssstransition, sssshas sssssome ssssclinical ssssexperience,sand ssssis ssssready ssssto ssssfocus sssson ssssa ssssnew
sssscareer ssssobjective. ssssNetworking, ssssobtaining ssssa ssssmentor, ssssand ssssjoining ssssa sssssupport
ssssgroup sssswould ssssgive ssssthe ssssgraduate ssssnurse ssssan ssssopportunity ssssto sssstalk ssssto ssssothers
ssssexperiencing ssssthe s s s s .
, stress ssssassociated sssswith ssssreality ssssshock. ssssThe ssssnurse sssswould ssssbenefit ssssfrom ssss―talking
ssssthrough‖ ssssissuesa
s nd sssslearning sssshow ssssto sssscope.
PTS: ssss1 DIF: ssssCognitive ssssLevel: ssssApplication/Applying ssss.
REF: ssssp. ssss9 OBJ: ssssDescribe ssssmethods ssssto sssspromote ssssa sssssuccessful
sssstransition.sTOP: ssssReality ssssshock
MSC: ssssNCLEX®: ssssSafe ssssand sssseffective sssscare ssssenvironment ssssNot ssssapplicable
.
3. A ssssnurse ssssis sssstrying ssssto ssssavoid ssssburnout. ssssWhich ssssof ssssthe ssssfollowing ssssactions ssssis ssssa
ssss valid ssssway ssssto ssssachievets his?
a. Refusing ssssto ssssconstantly sssswork ssssextra ssssshifts .
b. Withdrawing ssssfrom sssspeer sssssupport ssssgroup
c. ―Going ssssnative‖
d. Changing ssssjobs ssssevery ssss6 ssssto ssss12 ssssmonths ssss.
ANSWER: ssssA
One ssssof ssssthe ssssquickest ssssways ssssto ssssexperience ssssburnout ssssis ssssto ssss―overwork ssssthe
ssssovertime.‖ ssssSet sssspriorities sssswith ssss your ssssmental ssssand ssssphysical sssshealth ssssbeing ssssthe
sssshighest sssspriority. ssssLearning ssssto sssssay ssss―no‖ ssssto ssssextra ssssshifts ssssis ssssa sssspositive ssssmeans
ssssof sssscoping ssssof ssssavoiding ssssburnout. ssss―Going ssssnative‖ ssssis ssssthe ssssterm ssssthat ssss. ssssdescribes
sssshow ssssrecent ssssgraduates ssssbegin ssssto sssscopy ssssand ssssidentify ssssthe ssssreality ssssof sssstheirsrole-
transition ssssexperience ssssby ssssrejecting ssssthe ssssvalues ssssfrom ssssnursing ssssschool ssssand
ssssfunctioning ssssmore sssslike ssssa ssssteam ssssmember ssssat sssstheir ssssplace ssssof ssssemployment.
ssssWithdrawing ssssfrom sssspeer sssssupport ssssgroups, ssss―going ssssnative,‖ ssss. ssssand sssschanging ssssjobs
ssssevery ssss6 ssssto ssss12 ssssmonths sssswould ssssincrease ssssthe sssschance ssssof ssssthe ssssnurse ssssexperiencing
burnout. ssssThe ssssnurse ssssshould ssssinstead ssssfocus sssson sssshis/her sssspractice ssssand ssssseek ssssout
sssssupport ssssfromsother s s s s nurses.
.
PTS: ssss1 DIF: ssssCognitive ssssLevel: ssssApplication/Applying
REF: ssssp. ssss7 OBJ: ssssDescribe ssssmethods ssssto sssspromote ssssa sssssuccessful
sssstransition.sTOP: ssssReality ssssshock
MSC: ssssNCLEX®: ssssSafe ssssand sssseffective sssscare ssssenvironment ssssNot ssssapplicable ssss.
4. Which ssssof ssssthe ssssfollowing ssssstatements ssssby ssssthe ssssgraduate ssssnurse ssssshows ssssan
understanding ssssofrs eality s s s s shock ssssas ssssit ssssapplies ssssto ssssnursing? s s s s .
ssss
a. ―Reality ssssshock ssssis ssssthe ssssperiod sssswhen ssssa ssssperson ssssmoves ssssfrom ssssschool ssssinto ssssthe
b. workforce.‖―Reality ssssshock ssssis ssssthe ssssrealization ssssthat sssspractice ssssand sssseducation
are ssssnot ssssthess ame.‖
ssss
c. ―Reality ssssshock ssssis ssssthe ssssperiod ssssfrom ssssgraduation ssssto ssssbecoming ssssan ssssexperienced
nurse.‖.
ssss
d. ―Reality ssssshock ssssis ssssa sssstransition ssssphase ssssthat ssssnew ssssgraduates ssssgo ssssthrough
ssssbefore sssschangingsjobs.‖
ANSWER: ssssA .
ssss ssss ssss ssss ssss ssss ssss
ssss 11th Edition (Zerwekh)
ssss ssss ssss
Chapters 1 - 26 | All Chapters
ssss ssss ssss ssss ssss ssss
,Test ssssBank ssss- ssssNursing ssssToday: ssssTransition ssssand ssssTrends, ssss11th ssssEdition ssss
TABLE OF CONTENTS ssss ssss
,Chapter 01: Role Transitions
ssss ssss ssss
.
abirb.com/test
MULTIPLE ssssCHOICE
1. A ssssgraduate ssssnurse sssshas ssssbeen sssshired ssssas ssssa ssssnurse ssssat ssssa sssslocal sssshospital.
ssssThe ssssnew ssssnurse ssssis ssssints he ssss. sssshoneymoon ssssphase ssssof ssssrole sssstransition sssswhen
ssssmaking sssswhich ssssof ssssthe ssssfollowing ssssstatements? s s s s a. ssss―I ssssam ssssso ssssnervous
ssssabout ssssbeing sssson ssssmy ssssown ssssas ssssa ssssnurse.‖
b. ―This sssswill ssssbe ssssa ssssgreat sssslearning ssssexperience.‖ .
c. ―I sssscan‘t sssswait ssssto sssshave ssssa sssssteady sssspaycheck.‖
d. ―This ssssjob ssssis ssssperfect. ssssI sssscan ssssfinally ssssdo ssssthings ssssmy ssssown ssssway.‖
ANSWER: ssssD .
The sssshoneymoon ssssphase ssssis sssswhen ssssthe ssssstudent ssssnurse sssssees ssssthe ssssworld ssssof
ssssnursing ssssas ssssquite ssssrosy. ssssOften, ssssthe ssssnew ssssgraduate ssssis ssssfascinated sssswith ssssthe
ssssthrill ssssof ssssarriving ssssin ssssthe ssssprofession. ssssRealitysshock ssssoccurs sssswhen ssssone ssssmoves
ssssinto ssssthe ssssworkforce ssssafter ssssseveral ssss years ssssof sssseducational sssspreparation. ssssRecovery
ssssand ssssresolution ssssoccur sssswhen ssssthe ssssgraduate ssssnurse ssssis ssssable ssssto sssslaugh ssssat ssss
.
ssss
encountered sssssituations. ssssDuring ssssthis sssstime, sssstension ssssdecreases, ssssperception
ssssincreases, ssssand ssssthesnurse ssssis ssssable ssssto ssssgrow ssssas ssssa ssssperson.
.
PTS: ssss1 DIF: ssssCognitive ssssLevel: ssssApplication/Applying
REF: ssssTable ssss1.1 OBJ: ssssIdentify ssssthe sssscharacteristics ssssof ssssreality ssssshock.
TOP: ssssReality ssssshock MSC: ssssNCLEX®: ssssSafe ssssand sssseffective sssscare ssssenvironment
.
2. Which ssssof ssssthe ssssfollowing ssssactions ssssby ssssthe ssssgraduate ssssnurse ssssis ssssan ssssinappropriate
ssss methodologyts o s s s s recover ssssfrom ssssreality ssssshock?
a. Networking .
b. Obtaining ssssa ssssmentor
c. Returning ssssto ssssschool
d. Joining ssssa sssssupport ssssgroup
.
ANSWER: ssssC
The sssstransition ssssperiod ssssis sssssuccessfully ssssmanaged sssswhen ssssthe ssssgraduate ssssis ssssable ssssto
ssssevaluate ssssthe sssswork s s s s situation ssssobjectively ssssand sssspredict sssseffectively ssssthe ssssactions
ssssand ssssreactions ssssof ssssother ssssstaff.
Nurturing
the ssssability ssssto sssssee sssshumor ssssin ssssa sssssituation ssssmay ssssbe ssssa ssssfirst ssssstep. ssssReturning ssssto
ssssschool ssssis ssssa sssspositivesstep ssss. ssssafter ssssthe ssssgraduate sssshas ssssworked ssssthrough ssssrole
sssstransition, sssshas sssssome ssssclinical ssssexperience,sand ssssis ssssready ssssto ssssfocus sssson ssssa ssssnew
sssscareer ssssobjective. ssssNetworking, ssssobtaining ssssa ssssmentor, ssssand ssssjoining ssssa sssssupport
ssssgroup sssswould ssssgive ssssthe ssssgraduate ssssnurse ssssan ssssopportunity ssssto sssstalk ssssto ssssothers
ssssexperiencing ssssthe s s s s .
, stress ssssassociated sssswith ssssreality ssssshock. ssssThe ssssnurse sssswould ssssbenefit ssssfrom ssss―talking
ssssthrough‖ ssssissuesa
s nd sssslearning sssshow ssssto sssscope.
PTS: ssss1 DIF: ssssCognitive ssssLevel: ssssApplication/Applying ssss.
REF: ssssp. ssss9 OBJ: ssssDescribe ssssmethods ssssto sssspromote ssssa sssssuccessful
sssstransition.sTOP: ssssReality ssssshock
MSC: ssssNCLEX®: ssssSafe ssssand sssseffective sssscare ssssenvironment ssssNot ssssapplicable
.
3. A ssssnurse ssssis sssstrying ssssto ssssavoid ssssburnout. ssssWhich ssssof ssssthe ssssfollowing ssssactions ssssis ssssa
ssss valid ssssway ssssto ssssachievets his?
a. Refusing ssssto ssssconstantly sssswork ssssextra ssssshifts .
b. Withdrawing ssssfrom sssspeer sssssupport ssssgroup
c. ―Going ssssnative‖
d. Changing ssssjobs ssssevery ssss6 ssssto ssss12 ssssmonths ssss.
ANSWER: ssssA
One ssssof ssssthe ssssquickest ssssways ssssto ssssexperience ssssburnout ssssis ssssto ssss―overwork ssssthe
ssssovertime.‖ ssssSet sssspriorities sssswith ssss your ssssmental ssssand ssssphysical sssshealth ssssbeing ssssthe
sssshighest sssspriority. ssssLearning ssssto sssssay ssss―no‖ ssssto ssssextra ssssshifts ssssis ssssa sssspositive ssssmeans
ssssof sssscoping ssssof ssssavoiding ssssburnout. ssss―Going ssssnative‖ ssssis ssssthe ssssterm ssssthat ssss. ssssdescribes
sssshow ssssrecent ssssgraduates ssssbegin ssssto sssscopy ssssand ssssidentify ssssthe ssssreality ssssof sssstheirsrole-
transition ssssexperience ssssby ssssrejecting ssssthe ssssvalues ssssfrom ssssnursing ssssschool ssssand
ssssfunctioning ssssmore sssslike ssssa ssssteam ssssmember ssssat sssstheir ssssplace ssssof ssssemployment.
ssssWithdrawing ssssfrom sssspeer sssssupport ssssgroups, ssss―going ssssnative,‖ ssss. ssssand sssschanging ssssjobs
ssssevery ssss6 ssssto ssss12 ssssmonths sssswould ssssincrease ssssthe sssschance ssssof ssssthe ssssnurse ssssexperiencing
burnout. ssssThe ssssnurse ssssshould ssssinstead ssssfocus sssson sssshis/her sssspractice ssssand ssssseek ssssout
sssssupport ssssfromsother s s s s nurses.
.
PTS: ssss1 DIF: ssssCognitive ssssLevel: ssssApplication/Applying
REF: ssssp. ssss7 OBJ: ssssDescribe ssssmethods ssssto sssspromote ssssa sssssuccessful
sssstransition.sTOP: ssssReality ssssshock
MSC: ssssNCLEX®: ssssSafe ssssand sssseffective sssscare ssssenvironment ssssNot ssssapplicable ssss.
4. Which ssssof ssssthe ssssfollowing ssssstatements ssssby ssssthe ssssgraduate ssssnurse ssssshows ssssan
understanding ssssofrs eality s s s s shock ssssas ssssit ssssapplies ssssto ssssnursing? s s s s .
ssss
a. ―Reality ssssshock ssssis ssssthe ssssperiod sssswhen ssssa ssssperson ssssmoves ssssfrom ssssschool ssssinto ssssthe
b. workforce.‖―Reality ssssshock ssssis ssssthe ssssrealization ssssthat sssspractice ssssand sssseducation
are ssssnot ssssthess ame.‖
ssss
c. ―Reality ssssshock ssssis ssssthe ssssperiod ssssfrom ssssgraduation ssssto ssssbecoming ssssan ssssexperienced
nurse.‖.
ssss
d. ―Reality ssssshock ssssis ssssa sssstransition ssssphase ssssthat ssssnew ssssgraduates ssssgo ssssthrough
ssssbefore sssschangingsjobs.‖
ANSWER: ssssA .
