TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 11TH EDITION BY ZERWEKH Complete Guide A+

NURSING TODAY TRANSITION AND TRENDS 9TH
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EDITION ZERWEKH TEST BANK
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NURSING TEST BANKS
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, NURSINGgTODAYgTRANSITIONgANDgTRENDSg9THgEDITIONgZERWEKHgTESTgBA
NK




Chapterg01:gRealitygShockgMULTI

PLEgCHOICE

1. Aggraduategnurseghasgbeenghiredgasgagnursegatgaglocalghospital.gThegnewgnursegisgingtheghoneymoongphas
egofgrolegtransitiongwhengmakinggwhichgofgthegfollowinggstatements?

a. “Igamgsognervousgaboutgbeinggongmygowngasgagnurse.”

b. “Thisgwillgbegaggreatglearninggexperience.”

c. “Igcan’tgwaitgtoghavegagsteadygpaycheck.”

d. “Thisgjobgisgperfect.gIgcangfinallygdogthingsgmygowngway.”


ANS:gD

Theghoneymoongphasegisgwhengthegstudentgnursegseesgthegworldgofgnursinggasgquitegrosy.gOften,gthegnewggr
aduategisgfascinatedgwithgthegthrillgofgarrivinggingthegprofession.gRealitygshockgoccursgwhengonegmovesginto
gthegworkforcegaftergseveralgyearsgofgeducationalgpreparation.gRecoverygandgresolutiongoccurgwhengtheggrad
uategnursegisgablegtoglaughgatgencounteredgsituations.gDuringgthisgtime,gtensiongdecreases,gperceptiongincreas
es,gandgthegnursegisgablegtoggrowgasgagperson.

PTS:g1gDIF:gCognitivegLevel:gApplicationgREF:gp.g7

OBJ:gIdentifygthegcharacteristicsgofgrealitygs h o Nc kU. gRTSOIPN:GRTeBa.lC
ityOM
shock

MSC:gNCLEX®:gSafegandgeffectivegcaregenvironment—managementgofgcare

2. Whichgofgthegfollowinggactionsgbygtheggraduategnursegisganginappropriategmethodologygtogrecovergfr
omgrealitygshock?

a. Networking c. Returninggtogschool

b. Obtaininggagmentor d. Joininggagsupportggroup


ANS:gC

Thegtransitiongperiodgisgsuccessfullygmanagedgwhengtheggraduategisgablegtogevaluategthegworkgsituationgobjec
tivelygandgpredictgeffectivelygthegactionsgandgreactionsgofgothergstaff.gNurturinggthegabilitygtogseeghumorginga
gsituationgmaygbegagfirstgstep.gReturninggtogschoolgisgagpositivegstepgaftergtheggraduateghasgworkedgthroughgr
olegtransition,ghasgsomegclinicalgexperience,gandgisgreadygtogfocusgongagnewgcareergobjective.gNetworking,gob
taininggagmentor,gandgjoininggagsupportggroupgwouldggivegtheggraduategnursegangopportunitygtogtalkgtogothers
experiencinggthegstressgassociatedgwithgrealitygshock.gThegnursegwouldgbenefitgfromg‘talkinggthrough’gissues
gandglearningghowgtogcope.


PTS:g1gDIF:gCognitivegLevel:gApplicationgREF:gp.g8

OBJ:gDescribegfourgpossiblegresolutionsgforgrealitygshock.gTOP:gRealitygshock

gMSC:gNCLEX®:gSafegandgeffectivegcaregenvironment—managementgofgcare




NURSINGTB.COM

, NURSINGgTODAYgTRANSITIONgANDgTRENDSg9THgEDITIONgZERWEKHgTESTgBA
NK




3. Agnursegisgtryinggtogavoidgburnout.gWhichgofgthegfollowinggactionsgisgagvalidgwaygtogachievegthis?

a. Refusinggtogconstantlygworkgextragshifts

b. Withdrawinggfromgpeergsupportggroup

c. “Goinggnative”

d. Changinggjobsgeveryg6gtog12gmonths


ANS:gA

Onegofgthegquickestgwaysgtogexperiencegburnoutgisgtog“overworkgthegovertime.”gSetgprioritiesgwithgyourgmen
talgandgphysicalghealthgbeinggtheghighestgpriority.gLearninggtogsayg“no”gtogextragshiftsgisgagpositivegmeansgofg
copinggofgavoidinggburnout.g“Goinggnative”gisgthegtermgthatgdescribesghowgrecentggraduatesgbegingtogcopyga
ndgidentifygthegrealitygofgtheirgrolegtransitiongexperiencegbygrejectinggthegvaluesgfromgnursinggschoolgandgfun
ctioninggmoreglikegagteamgmembergatgtheirgplacegofgemployment.gWithdrawinggfromgpeergsupportggroups,g“g
oinggnative,”gandgchanginggjobsgeveryg6gtog12gmonthsgwouldgincreasegthegchancegofgthegnursegexperiencingg
burnout.gThegnursegshouldginsteadgfocusgonghis/hergpracticegandgseekgoutgsupportgfromgothergnurses.

PTS:g1gDIF:gCognitivegLevel:gApplicationgREF:gp.g9

OBJ:gDescribegfourgpossiblegresolutionsgforgrealitygshock.gTOP:gRealitygshock

gMSC:gNCLEX®:gSafegandgeffectivegcaregenvironment—managementgofgcare

NURSINGTB.COM
4.gWhichgofgthegfollowingggraduategnurse
statements show
gbyggthe
s angunderstandinggofgrealitygshockgasg
itgappliesgtognursing?

a. “gRealitygshockgisgthegperiodgwhengagpersongmovesgfromgschoolgintogthegworkforce.

b. “Realitygshockgisgthegrealizationgthatgpracticegandgeducationgaregnotgthegsame.”

c. “Realitygshockgisgthegperiodgfromggraduationgtogbecominggangexperiencedgnurse.”

d. “Realitygshockgisgagtransitiongphasegthatgnewggraduatesggogthroughgbeforegchanginggjobs.”


ANS:gA

“Realitygshock”gisgagtermgoftengusedgtogdescribegthegreactiongexperiencedgwhengonegmovesgintogthegworkfor
cegaftergseveralgyearsgofgeducationalgpreparation.gThegnewggraduategisgcaughtgingthegsituationgofgmovinggfro
mgagfamiliar,gcomfortablegeducationalgenvironmentgintogagnewgrolegingthegworkforcegwheregthegexpectationsg
aregnotgclearlygdefinedgorgmaygnotgevengbegrealistic.gThegrealizationgthatgpracticegandgnursinggschoolgaregnotg
thegsamegisgoftengassociatedgwithg“goinggnative.”gWhengnursesgmovegfromgonegpositiongtoganother,gtheyghav
egalreadygexperiencedgrealitygshock.gBecominggangexperiencedgnursegtakesgtimegandgisgnotgpartgofgthegdefinit
iongofgrealitygshock.

PTS:g1gDIF:gCognitivegLevel:gApplicationgREF:gp.g6

OBJ:gComparegandgcontrastgthegphasesgofgrealitygshock.gTOP:gRealitygshockg

MSC:gNCLEX®:gNotgapplicable




NURSINGTB.COM

, NURSINGgTODAYgTRANSITIONgANDgTRENDSg9THgEDITIONgZERWEKHgTESTgBA
NK




5.gAgstudentgingtheglastgsemestergofgnursinggschoolghasgestablishedgaggoalgofgmakinggagsuccessfulgrolegtransi
tiongtoggraduategnurse.gWhichgstatementgbygthegstudentgindicatesghis/hergunderstandinggofghowgtogachievegth
isggoal?

a. “Igshouldgcaregforgincreasedgnumbersgofgpatientsgtogenhancegworkgorganizationgskills.”

b. “Igwillgobservegstaffgnursesgasgtheygperformgnursinggproceduresgtogrefinegtechnique.”

c. “Igshouldgseekgincreasinglygclosegguidancegfromgthegnursingginstructorgtogreducegerrors.”

d. “Igwillgevaluategmygprogressgeveryg7gweeksgorgmoregtogallowgtimegforggrowth.”


ANS:gA

Itgisgimportantgforgthegstudentgtogstartgtakinggcaregofgincreasedgnumbersgofgpatientsgtoghelpgwithgtimegmanag
ementgandgworkgorganization.gThegstudentgshouldgalsogbegablegtogfunctiongwithoutgclosegguidancegfromgtheg
nursingginstructor.gAlthoughgitgisggoodgforgstudentsgtogobservegstaff,gagstudentgingthegfinalgsemestergshouldg
begablegtogperformgtasksgwithgminimalgobservationgandgshouldginsteadgfocusgongimplementinggcaregandgtim
egmanagement.gWaitingg7gweeksgtogevaluategprogressgwouldgnotgbeghelpfulgtogthegstudent.gAlthoughgregular
gself-
gevaluationgisgangimportantgprocess,gitgisgthegactualgexperiencegofgtakinggrealisticgpatientgassignmentsgandgw
orkinggtypicalgshiftghoursgthatgassistsgwithgsuccessfulgrolegtransition.

PTS:g1gDIF:gCognitivegLevel:gApplicationgREF:gp.g6

OBJ:gDescribegfourgpossiblegresolutionsgforgrealitygshock.gTOP:gRealitygshock

MSC:gNCLEX®:gNotgapplicabl
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e
6. Agnewggraduategofglessgthang1gyeargdescribesghis/hergperceptiongofgagstaffgnursegposition,gstating:g“Itgf
eelsggreatgtogbegagnurse!gIngfact,git’sgagsnap!gIgcanghardlygbelievegthere’sgnoginstructorglookinggovergmygs
houlder.”gWhatgphasegofgrealitygshockgisgtheggraduategexperiencing?

a. Recovery c. Honeymoon

b. Shockgandgrejection d. Transition


ANS:gC

Ingthegfirstgphasegofgthegrolegtransitiongprocessg(theghoneymoongphase),gtheggraduategnursegisgthrilledgwithgc
ompletinggschoolgandgacceptinggthegfirstgjob.gLifegisgagbedgofgrosesgbecausegeveryonegknowsgnursinggschool
gisgmuchghardergthangnursinggpractice.gShockgandgrejectiongoccurgasgthegnursegtriesgtogunderstandghowgnursi
nggschoolgandgtheg“realgworld”gcomegtogether.gTransitiongoccursgasgthegnursegbeginsgthegmovegfromgstudent
gtognursegandgrefersgtogthegentiregprocess,gnotgjustgagparticulargphase.gThegrecoverygphasegisgwhengthegnurse
gcanglaughgatgsituationsgthatghe/shegisgingandgisgablegtogcopegwithgthegsituationsgthatgaregbeinggfaced.


PTS:g1gDIF:gCognitivegLevel:gApplicationgREF:gp.g7

OBJ:gComparegandgcontrastgthegphasesgofgrealitygshock.gTOP:gRealitygshockg

MSC:gNCLEX®:gNotgapplicable




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