TEST BANK
Nursing today Transition and trends
9th edition by Zerwekh
t
All chapters 1-26
NURSING TEST BANKS
t t
, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK
Chaptert01:tRealitytShocktMULTIPLEtC
HOICE
1. Atgraduatetnursethastbeenthiredtastatnursetattatlocalthospital.tThetnewtnursetistintthethoneymoontphasetoftrol
ettransitiontwhentmakingtwhichtoftthetfollowingtstatements?
a. “Itamtsotnervoustabouttbeingtontmytowntastatnurse.”
b. “Thistwilltbetatgreattlearningtexperience.”
c. “Itcan’ttwaitttothavetatsteadytpaycheck.”
d. “Thistjobtistperfect.tItcantfinallytdotthingstmytowntway.”
ANS:tD
Thethoneymoontphasetistwhentthetstudenttnursetseestthetworldtoftnursingtastquitetrosy.tOften,tthetnewtgraduate
tistfascinatedtwithtthetthrilltoftarrivingtintthetprofession.tRealitytshocktoccurstwhentonetmovestintotthetworkforcet
aftertseveraltyearstofteducationaltpreparation.tRecoverytandtresolutiontoccurtwhentthetgraduatetnursetistablettotl
aughtattencounteredtsituations.tDuringtthisttime,ttensiontdecreases,tperceptiontincreases,tandtthetnursetistablet
totgrowtastatperson.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t7
OBJ:tIdentifytthetcharacteristicstoftrealityts h o Nc kU. tRTSOIP
N:GRTeBa.lC
ityOM
shock
MSC:tNCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
2. Whichtoftthetfollowingtactionstbytthetgraduatetnursetistantinappropriatetmethodologyttotrecovertfromtrea
litytshock?
a. Networking c. Returningttotschool
b. Obtainingtatmentor d. Joiningtatsupporttgroup
ANS:tC
Thettransitiontperiodtistsuccessfullytmanagedtwhentthetgraduatetistablettotevaluatetthetworktsituationtobjectively
tandtpredictteffectivelytthetactionstandtreactionstoftothertstaff.tNurturingtthetabilityttotseethumortintatsituationtma
ytbetatfirsttstep.tReturningttotschooltistatpositivetsteptaftertthetgraduatethastworkedtthroughtrolettransition,thastso
metclinicaltexperience,tandtistreadyttotfocustontatnewtcareertobjective.tNetworking,tobtainingtatmentor,tandtjoinin
gtatsupporttgrouptwouldtgivetthetgraduatetnursetantopportunityttottalkttotothers
experiencingtthetstresstassociatedtwithtrealitytshock.tThetnursetwouldtbenefittfromt‘talkingtthrough’tissuestandtl
earningthowttotcope.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t8
OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshocktMSC:
t NCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
NURSINGTB.COM
, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK
3. Atnursetisttryingttotavoidtburnout.tWhichtoftthetfollowingtactionstistatvalidtwayttotachievetthis?
a. Refusingttotconstantlytworktextratshifts
b. Withdrawingtfromtpeertsupporttgroup
c. “Goingtnative”
d. Changingtjobsteveryt6ttot12tmonths
ANS:tA
Onetoftthetquickesttwaysttotexperiencetburnouttisttot“overworktthetovertime.”tSettprioritiestwithtyourtmentaltandt
physicalthealthtbeingtthethighesttpriority.tLearningttotsayt“no”ttotextratshiftstistatpositivetmeanstoftcopingtoftavoidi
ngtburnout.t“Goingtnative”tistthettermtthattdescribesthowtrecenttgraduatestbeginttotcopytandtidentifytthetrealityto
fttheirtrolettransitiontexperiencetbytrejectingtthetvaluestfromtnursingtschooltandtfunctioningtmoretliketatteamtme
mbertatttheirtplacetoftemployment.tWithdrawingtfromtpeertsupporttgroups,t“goingtnative,”tandtchangingtjobsteve
ryt6ttot12tmonthstwouldtincreasetthetchancetoftthetnursetexperiencingtburnout.tThetnursetshouldtinsteadtfocusto
nthis/hertpracticetandtseektouttsupporttfromtothertnurses.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t9
OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshocktMSC:
t NCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
NURSINGTB.COM
4.tWhichtoftthetfollowingtstatements tby
graduate tthe tshows
tnurse
antunderstandingtoftrealitytshocktastitt
appliesttotnursing?
a. “tRealitytshocktistthetperiodtwhentatpersontmovestfromtschooltintotthetworkforce.
b. “Realitytshocktistthetrealizationtthattpracticetandteducationtaretnottthetsame.”
c. “Realitytshocktistthetperiodtfromtgraduationttotbecomingtantexperiencedtnurse.”
d. “Realitytshocktistattransitiontphasetthattnewtgraduatestgotthroughtbeforetchangingtjobs.”
ANS:tA
“Realitytshock”tistattermtoftentusedttotdescribetthetreactiontexperiencedtwhentonetmovestintotthetworkforcetafte
rtseveraltyearstofteducationaltpreparation.tThetnewtgraduatetistcaughttintthetsituationtoftmovingtfromtatfamiliar,tc
omfortableteducationaltenvironmenttintotatnewtroletintthetworkforcetwheretthetexpectationstaretnottclearlytdefin
edtortmaytnotteventbetrealistic.tThetrealizationtthattpracticetandtnursingtschooltaretnottthetsametistoftentassociate
dtwitht“goingtnative.”tWhentnursestmovetfromtonetpositionttotanother,ttheythavetalreadytexperiencedtrealitytshoc
k.tBecomingtantexperiencedtnursettakesttimetandtistnottparttoftthetdefinitiontoftrealitytshock.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t6
OBJ:tComparetandtcontrasttthetphasestoftrealitytshock.tTOP:tRealitytshocktMSC:t
NCLEX®:tNottapplicable
NURSINGTB.COM
, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK
5.tAtstudenttintthetlasttsemestertoftnursingtschoolthastestablishedtatgoaltoftmakingtatsuccessfultrolettransitiontto
tgraduatetnurse.tWhichtstatementtbytthetstudenttindicatesthis/hertunderstandingtofthowttotachievetthistgoal?
a. “Itshouldtcaretfortincreasedtnumberstoftpatientsttotenhancetworktorganizationtskills.”
b. “Itwilltobservetstafftnursestasttheytperformtnursingtproceduresttotrefinettechnique.”
c. “Itshouldtseektincreasinglytclosetguidancetfromtthetnursingtinstructorttotreduceterrors.”
d. “Itwilltevaluatetmytprogressteveryt7tweekstortmorettotallowttimetfortgrowth.”
ANS:tA
Ittistimportanttfortthetstudentttotstartttakingtcaretoftincreasedtnumberstoftpatientsttothelptwithttimetmanagemen
ttandtworktorganization.tThetstudenttshouldtalsotbetablettotfunctiontwithouttclosetguidancetfromtthetnursingtinst
ructor.tAlthoughtittistgoodtfortstudentsttotobservetstaff,tatstudenttintthetfinaltsemestertshouldtbetablettotperformt
taskstwithtminimaltobservationtandtshouldtinsteadtfocustontimplementingtcaretandttimetmanagement.tWaitingt
7tweeksttotevaluatetprogresstwouldtnottbethelpfulttotthetstudent.tAlthoughtregulartself-
tevaluationtistantimportanttprocess,tittistthetactualtexperiencetofttakingtrealistictpatienttassignmentstandtworkin
gttypicaltshiftthourstthattassiststwithtsuccessfultrolettransition.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t6
OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshock
MSC:tNCLEX®:tNottapplicable
NURSINGTB.COM
6. Atnewtgraduatetoftlesstthant1tyeartdescribesthis/hertperceptiontoftatstafftnursetposition,tstating:t“Ittfeelstgr
eatttotbetatnurse!tIntfact,tit’statsnap!tItcanthardlytbelievetthere’stnotinstructortlookingtovertmytshoulder.”tWhatt
phasetoftrealitytshocktistthetgraduatetexperiencing?
a. Recovery c. Honeymoon
b. Shocktandtrejection d. Transition
ANS:tC
Intthetfirsttphasetoftthetrolettransitiontprocesst(thethoneymoontphase),tthetgraduatetnursetistthrilledtwithtcompl
etingtschooltandtacceptingtthetfirsttjob.tLifetistatbedtoftrosestbecauseteveryonetknowstnursingtschooltistmuchthar
dertthantnursingtpractice.tShocktandtrejectiontoccurtastthetnursettriesttotunderstandthowtnursingtschooltandtthe
t“realtworld”tcomettogether.tTransitiontoccurstastthetnursetbeginstthetmovetfromtstudentttotnursetandtrefersttott
hetentiretprocess,tnottjusttatparticulartphase.tThetrecoverytphasetistwhentthetnursetcantlaughtattsituationstthatth
e/shetistintandtistablettotcopetwithtthetsituationstthattaretbeingtfaced.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t7
OBJ:tComparetandtcontrasttthetphasestoftrealitytshock.tTOP:tRealitytshocktMSC:t
NCLEX®:tNottapplicable
NURSINGTB.COM
Nursing today Transition and trends
9th edition by Zerwekh
t
All chapters 1-26
NURSING TEST BANKS
t t
, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK
Chaptert01:tRealitytShocktMULTIPLEtC
HOICE
1. Atgraduatetnursethastbeenthiredtastatnursetattatlocalthospital.tThetnewtnursetistintthethoneymoontphasetoftrol
ettransitiontwhentmakingtwhichtoftthetfollowingtstatements?
a. “Itamtsotnervoustabouttbeingtontmytowntastatnurse.”
b. “Thistwilltbetatgreattlearningtexperience.”
c. “Itcan’ttwaitttothavetatsteadytpaycheck.”
d. “Thistjobtistperfect.tItcantfinallytdotthingstmytowntway.”
ANS:tD
Thethoneymoontphasetistwhentthetstudenttnursetseestthetworldtoftnursingtastquitetrosy.tOften,tthetnewtgraduate
tistfascinatedtwithtthetthrilltoftarrivingtintthetprofession.tRealitytshocktoccurstwhentonetmovestintotthetworkforcet
aftertseveraltyearstofteducationaltpreparation.tRecoverytandtresolutiontoccurtwhentthetgraduatetnursetistablettotl
aughtattencounteredtsituations.tDuringtthisttime,ttensiontdecreases,tperceptiontincreases,tandtthetnursetistablet
totgrowtastatperson.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t7
OBJ:tIdentifytthetcharacteristicstoftrealityts h o Nc kU. tRTSOIP
N:GRTeBa.lC
ityOM
shock
MSC:tNCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
2. Whichtoftthetfollowingtactionstbytthetgraduatetnursetistantinappropriatetmethodologyttotrecovertfromtrea
litytshock?
a. Networking c. Returningttotschool
b. Obtainingtatmentor d. Joiningtatsupporttgroup
ANS:tC
Thettransitiontperiodtistsuccessfullytmanagedtwhentthetgraduatetistablettotevaluatetthetworktsituationtobjectively
tandtpredictteffectivelytthetactionstandtreactionstoftothertstaff.tNurturingtthetabilityttotseethumortintatsituationtma
ytbetatfirsttstep.tReturningttotschooltistatpositivetsteptaftertthetgraduatethastworkedtthroughtrolettransition,thastso
metclinicaltexperience,tandtistreadyttotfocustontatnewtcareertobjective.tNetworking,tobtainingtatmentor,tandtjoinin
gtatsupporttgrouptwouldtgivetthetgraduatetnursetantopportunityttottalkttotothers
experiencingtthetstresstassociatedtwithtrealitytshock.tThetnursetwouldtbenefittfromt‘talkingtthrough’tissuestandtl
earningthowttotcope.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t8
OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshocktMSC:
t NCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
NURSINGTB.COM
, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK
3. Atnursetisttryingttotavoidtburnout.tWhichtoftthetfollowingtactionstistatvalidtwayttotachievetthis?
a. Refusingttotconstantlytworktextratshifts
b. Withdrawingtfromtpeertsupporttgroup
c. “Goingtnative”
d. Changingtjobsteveryt6ttot12tmonths
ANS:tA
Onetoftthetquickesttwaysttotexperiencetburnouttisttot“overworktthetovertime.”tSettprioritiestwithtyourtmentaltandt
physicalthealthtbeingtthethighesttpriority.tLearningttotsayt“no”ttotextratshiftstistatpositivetmeanstoftcopingtoftavoidi
ngtburnout.t“Goingtnative”tistthettermtthattdescribesthowtrecenttgraduatestbeginttotcopytandtidentifytthetrealityto
fttheirtrolettransitiontexperiencetbytrejectingtthetvaluestfromtnursingtschooltandtfunctioningtmoretliketatteamtme
mbertatttheirtplacetoftemployment.tWithdrawingtfromtpeertsupporttgroups,t“goingtnative,”tandtchangingtjobsteve
ryt6ttot12tmonthstwouldtincreasetthetchancetoftthetnursetexperiencingtburnout.tThetnursetshouldtinsteadtfocusto
nthis/hertpracticetandtseektouttsupporttfromtothertnurses.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t9
OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshocktMSC:
t NCLEX®:tSafetandteffectivetcaretenvironment—managementtoftcare
NURSINGTB.COM
4.tWhichtoftthetfollowingtstatements tby
graduate tthe tshows
tnurse
antunderstandingtoftrealitytshocktastitt
appliesttotnursing?
a. “tRealitytshocktistthetperiodtwhentatpersontmovestfromtschooltintotthetworkforce.
b. “Realitytshocktistthetrealizationtthattpracticetandteducationtaretnottthetsame.”
c. “Realitytshocktistthetperiodtfromtgraduationttotbecomingtantexperiencedtnurse.”
d. “Realitytshocktistattransitiontphasetthattnewtgraduatestgotthroughtbeforetchangingtjobs.”
ANS:tA
“Realitytshock”tistattermtoftentusedttotdescribetthetreactiontexperiencedtwhentonetmovestintotthetworkforcetafte
rtseveraltyearstofteducationaltpreparation.tThetnewtgraduatetistcaughttintthetsituationtoftmovingtfromtatfamiliar,tc
omfortableteducationaltenvironmenttintotatnewtroletintthetworkforcetwheretthetexpectationstaretnottclearlytdefin
edtortmaytnotteventbetrealistic.tThetrealizationtthattpracticetandtnursingtschooltaretnottthetsametistoftentassociate
dtwitht“goingtnative.”tWhentnursestmovetfromtonetpositionttotanother,ttheythavetalreadytexperiencedtrealitytshoc
k.tBecomingtantexperiencedtnursettakesttimetandtistnottparttoftthetdefinitiontoftrealitytshock.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t6
OBJ:tComparetandtcontrasttthetphasestoftrealitytshock.tTOP:tRealitytshocktMSC:t
NCLEX®:tNottapplicable
NURSINGTB.COM
, NURSINGtTODAYtTRANSITIONtANDtTRENDSt9THtEDITIONtZERWEKHtTESTtBANK
5.tAtstudenttintthetlasttsemestertoftnursingtschoolthastestablishedtatgoaltoftmakingtatsuccessfultrolettransitiontto
tgraduatetnurse.tWhichtstatementtbytthetstudenttindicatesthis/hertunderstandingtofthowttotachievetthistgoal?
a. “Itshouldtcaretfortincreasedtnumberstoftpatientsttotenhancetworktorganizationtskills.”
b. “Itwilltobservetstafftnursestasttheytperformtnursingtproceduresttotrefinettechnique.”
c. “Itshouldtseektincreasinglytclosetguidancetfromtthetnursingtinstructorttotreduceterrors.”
d. “Itwilltevaluatetmytprogressteveryt7tweekstortmorettotallowttimetfortgrowth.”
ANS:tA
Ittistimportanttfortthetstudentttotstartttakingtcaretoftincreasedtnumberstoftpatientsttothelptwithttimetmanagemen
ttandtworktorganization.tThetstudenttshouldtalsotbetablettotfunctiontwithouttclosetguidancetfromtthetnursingtinst
ructor.tAlthoughtittistgoodtfortstudentsttotobservetstaff,tatstudenttintthetfinaltsemestertshouldtbetablettotperformt
taskstwithtminimaltobservationtandtshouldtinsteadtfocustontimplementingtcaretandttimetmanagement.tWaitingt
7tweeksttotevaluatetprogresstwouldtnottbethelpfulttotthetstudent.tAlthoughtregulartself-
tevaluationtistantimportanttprocess,tittistthetactualtexperiencetofttakingtrealistictpatienttassignmentstandtworkin
gttypicaltshiftthourstthattassiststwithtsuccessfultrolettransition.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t6
OBJ:tDescribetfourtpossibletresolutionstfortrealitytshock.tTOP:tRealitytshock
MSC:tNCLEX®:tNottapplicable
NURSINGTB.COM
6. Atnewtgraduatetoftlesstthant1tyeartdescribesthis/hertperceptiontoftatstafftnursetposition,tstating:t“Ittfeelstgr
eatttotbetatnurse!tIntfact,tit’statsnap!tItcanthardlytbelievetthere’stnotinstructortlookingtovertmytshoulder.”tWhatt
phasetoftrealitytshocktistthetgraduatetexperiencing?
a. Recovery c. Honeymoon
b. Shocktandtrejection d. Transition
ANS:tC
Intthetfirsttphasetoftthetrolettransitiontprocesst(thethoneymoontphase),tthetgraduatetnursetistthrilledtwithtcompl
etingtschooltandtacceptingtthetfirsttjob.tLifetistatbedtoftrosestbecauseteveryonetknowstnursingtschooltistmuchthar
dertthantnursingtpractice.tShocktandtrejectiontoccurtastthetnursettriesttotunderstandthowtnursingtschooltandtthe
t“realtworld”tcomettogether.tTransitiontoccurstastthetnursetbeginstthetmovetfromtstudentttotnursetandtrefersttott
hetentiretprocess,tnottjusttatparticulartphase.tThetrecoverytphasetistwhentthetnursetcantlaughtattsituationstthatth
e/shetistintandtistablettotcopetwithtthetsituationstthattaretbeingtfaced.
PTS:t1tDIF:tCognitivetLevel:tApplicationtREF:tp.t7
OBJ:tComparetandtcontrasttthetphasestoftrealitytshock.tTOP:tRealitytshocktMSC:t
NCLEX®:tNottapplicable
NURSINGTB.COM
