Test Bank - Nursing Today: Transition and Trends, 11th Edition (Zerwekh, 2025), | All Chapters||Latest Edition

NURSING TODAY TRANSITION AND TRENDS 9TH
EDITION ZERWEKH TEST BANK




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, NURSING TODAY TRANSITION AND TRENDS 9TH EDITION ZERWEKH TEST BANK




Chapter 01: Reality Shock MULT
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IPLE CHOICE nm




1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoo
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n phase of role transition when making which of the following statements?
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a. “Inmamnmsonmnervousnmaboutnmbeingnmonnmmynm ownnmasnmanmnurse.”

b. “Thisnmwillnmbenmanmgreatnmlearningnmexperience.”

c. “Inmcan’tnmwaitnmtonmhavenmanmsteadynmpaycheck.”

d. “Thisnmjobnmisnmperfect.nmInmcannmfinallynmdonmthingsnmmynmownnmway.”


ANS: D nm




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 on
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e moves into the workforce after several years of educational preparation. Recovery and resolution occ
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ur when the graduate nurse is able to laugh at encountered situations. During this time, tension decre
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ases, perception increases, and the nurse is able to grow as a person.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 7
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OBJ: Identify the characteristics of reality s h o N
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MSC: NCLEX®: Safe and effective care environment—management of care
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2. Which of the following actions by the graduate nurse is an inappropriate methodology to recov
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er from reality shock?
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a. Networking c. Returningnmtonmschool

b. Obtainingnmanmmentor d. Joiningnmanmsupportnmgroup


ANS: C nm




The transition period is successfully managed when the graduate is able to evaluate the work situation
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mobjectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
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mhumor in a situation may be a first step. Returning to school is a positive step after the graduate has
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worked through role transition, has some clinical experience, and is ready to focus on a new career o
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bjective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse a
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n opportunity to talk to others
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experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’ i
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ssues and learning how to cope.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 8
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OBJ: Describe four possible resolutions for reality shock. TOP: Reality sh
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ock MSC: NCLEX®: Safe and effective care environment—
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management of care nm nm




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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. Refusingnmtonmconstantlynmworknmextranmshifts

b. Withdrawingnmfromnmpeernmsupportnmgroup

c. “Goingnmnative”

d. Changingnmjobsnmeverynm6nmtonm12nmmonths


ANS: A nm




One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with you
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r mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positi
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ve means of coping of avoiding burnout. “Going native” is the term that describes how recent graduat
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es begin to copy and identify the reality of their role transition experience by rejecting the values fro
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m nursing school and functioning more like a team member at their place of employment. Withdrawin
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g from peer support groups, “going native,” and changing jobs every 6 to 12 months would increase t
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he chance of the nurse experiencing burnout. The nurse should instead focus on his/her practice and s
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eek out support from other nurses.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 9
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OBJ: Describe four possible resolutions for reality shock. TOP: Reality sh
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ock MSC: NCLEX®: Safe and effective care environment—
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management of care nm nm



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4. Which of the followinggraduate
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nurseby
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an understanding of reality shock a
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s it applies to nursing?
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a. “ nmRealitynmshocknmisnmthenmperiodnmwhennmanmpersonnmmovesnmfromnmschoolnmintonmthenmworkforce.

b. “Realitynmshocknmisnmthenmrealizationnmthatnmpracticenmandnmeducationnmarenmnotnmthenmsame.”

c. “Realitynmshocknmisnmthenmperiodnmfromnmgraduationnmtonmbecomingnmannmexperiencednmnurse.”

d. “Realitynmshocknmisnmanmtransitionnmphasenmthatnmnewnmgraduatesnmgonmthroughnmbeforenmchangingnmjobs.”


ANS: A nm




“Reality shock” is a term often used to describe the reaction experienced when one moves into the w
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orkforce after several years of educational preparation. The new graduate is caught in the situation of
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moving from a familiar, comfortable educational environment into a new role in the workforce where
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the expectations are not clearly defined or may not even be realistic. The realization that practice and
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nursing school are not the same is often associated with “going native.” When nurses move from one
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position to another, they have already experienced reality shock. Becoming an experienced nurse takes
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time and is not part of the definition of reality shock.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 6
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OBJ: Compare and contrast the phases of reality shock. TOP: Reality sho
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ck MSC: NCLEX®: Not applicable
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5. A student in the last semester of nursing school has established a goal of making a successful role
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transition to graduate nurse. Which statement by the student indicates his/her understanding of how to
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achieve this goal?
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a. “Inmshouldnmcarenmfornmincreasednmnumbersnmofnmpatientsnmtonmenhancenmworknmorganizationnmskills.”

b. “Inmwillnmobservenmstaffnmnursesnmasnmtheynmperformnmnursingnmproceduresnmtonmrefinenmtechnique.”

c. “Inmshouldnmseeknmincreasinglynmclosenmguidancenmfromnmthenmnursingnminstructornmtonmreducenmerrors.”

d. “Inmwillnmevaluatenmmynmprogressnmeverynm7nmweeksnmornmmorenmtonmallownmtimenmfornmgrowth.”


ANS: A nm




It is important for the student to start taking care of increased numbers of patients to help with time
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mmanagement and work organization. The student should also be able to function without close guida
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nce from the nursing instructor. Although it is good for students to observe staff, a student in the fi
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nal semester should be able to perform tasks with minimal observation and should instead focus on i
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mplementing care and time management. Waiting 7 weeks to evaluate progress would not be helpful t
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o the student. Although regular self-
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evaluation is an important process, it is the actual experience of taking realistic patient assignments a
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nd working typical shift hours that assists with successful role transition.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 6
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OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
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MSC: NCLEX®: Not applicab
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le
6. A new graduate of less than 1 year describes his/her perception of a staff nurse position, stating
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: “It feels great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor lookin
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g over my shoulder.” What phase of reality shock is the graduate experiencing?
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a. Recovery c. Honeymoon

b. Shocknmandnmrejection d. Transition


ANS: C nm




In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled
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with completing school and accepting the first job. Life is a bed of roses because everyone knows nu
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rsing school is much harder than nursing practice. Shock and rejection occur as the nurse tries to un
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derstand how nursing school and the “real world” come together. Transition occurs as the nurse begi
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ns the move from student to nurse and refers to the entire process, not just a particular phase. The r
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ecovery phase is when the nurse can laugh at situations that he/she is in and is able to cope with th
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e situations that are being faced.
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PTS: 1 DIF: Cognitive Level: Application REF: p. 7
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OBJ: Compare and contrast the phases of reality shock. TOP: Reality sho
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ck MSC: NCLEX®: Not applicable
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