NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
Chapterm01:mRealitymShockmMULTI
PLEmCHOICE
1. Amgraduatemnursemhasmbeenmhiredmasmamnursematmamlocalmhospital. mThemnewmnursemisminmthemhoneymoonmph
asemofmrolemtransitionmwhenmmakingmwhichmofmthemfollowingmstatements?
a. “Imammsomnervousmaboutmbeingmonmmymownmasmamnurse.”
b. “This mwillmbemamgreatmlearningmexperience.”
c. “Imcan’tmwaitmtomhavemamsteadympaycheck.”
d. “This mjobmismperfect.mImcanmfinallymdom things mmymownmway.”
ANS:mD
Themhoneymoonmphasemismwhenmthemstudentmnursemseesmthemworldmofmnursingmas mquitemrosy. mOften, mthemnewm
graduatemismfascinatedmwithmthemthrillmofmarrivingminmthemprofession. mRealitymshockmoccursmwhenmonemmovesmi
ntomthemworkforcemaftermseveralmyearsmofmeducationalmpreparation. mRecoverymandmresolutionmoccurmwhenmthem
graduatemnursemismablemtomlaughmatmencounteredmsituations. mDuringmthismtime, mtensionmdecreases, mperceptionmi
ncreases, mandmthemnursemismablemtomgrowmasmamperson.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m7
OBJ:mIdentifymthemcharacteristicsmofmrealityms h o N
c kU. mRTSOI PN:GRTeBal.C
ityOM
shock
MSC:mNCLEX®:mSafemandmeffectivemcaremenvironment—managementmofmcare
2. Whichmofmthemfollowingmactionsmbymthemgraduatemnursemismanminappropriatemmethodologymtomrecovermf
rommrealitymshock?
a. Networking c. Returningmtomschool
b. Obtainingmammentor d. Joiningmamsupportmgroup
ANS:mC
Themtransitionmperiodmismsuccessfullymmanagedmwhenmthemgraduatemismablemtom evaluatemthem workmsituationmobj
ectivelymandmpredictmeffectivelymthemactionsmandmreactionsmofmothermstaff. mNurturingmthemabilitymtomseemhumorm
inmamsituationmmaymbemamfirstmstep. mReturningmtomschoolmismampositivemstepmaftermthemgraduatemhas mworkedmthro
ughmrolemtransition, mhasmsomemclinicalmexperience, mandmismreadymtomfocusmonmamnewmcareermobjective. mNetwork
ing, mobtainingmammentor, mandmjoiningmamsupportmgroupmwouldmgivemthemgraduatemnursemanmopportunitymtomtalkm
tomothers
experiencingmthemstressmassociatedmwithmrealitymshock. mThemnursemwouldmbenefitmfromm‘talkingmthrough’ missue
smandmlearningmhowmtomcope.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m8
OBJ:mDescribemfourmpossiblemresolutionsmformrealitymshock. mTOP:mRealitymshoc
kmMSC:mNCLEX®:mSafemandmeffectivemcaremenvironment—
managementmofmcare
NURSINGTB.COM
, NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
3. Amnursemismtryingmtomavoidmburnout. mWhichmofmthemfollowingmactionsmismamvalidmwaymtomachievemthis?
a. Refusingmtomconstantlymworkmextramshifts
b. Withdrawingmfrommpeermsupportmgroup
c. “Goingmnative”
d. Changingmjobs meverym6mtom12mmonths
ANS:mA
Onemofmthemquickestmwaysmtomexperiencemburnoutmismtom“overworkmthemovertime.”mSetmprioritiesmwithmyourmme
ntalmandmphysicalmhealthmbeingmthemhighestmpriority. mLearningmtomsaym“no”mtomextramshiftsmismampositivemmeansm
ofmcopingmofmavoidingmburnout. m“Goingmnative”mismthemtermmthatmdescribesmhowmrecentmgraduatesmbeginmtomco
pymandmidentifymthemrealitymofmtheirmrolemtransitionmexperiencembymrejectingmthemvaluesmfrommnursingmschoolma
ndmfunctioningmmoremlikemamteammmembermatmtheirmplacemofmemployment. mWithdrawingmfrommpeermsupportmgr
oups, m“goingmnative,”mandmchangingmjobsmeverym6mtom12mmonthsmwouldmincreasemthemchancemofmthemnurse mexp
eriencingmburnout. mThemnursemshouldminsteadmfocusmonmhis/hermpracticemandmseekmout msupportmfrommothermnurs
es.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m9
OBJ:mDescribemfourmpossiblemresolutionsmformrealitymshock. mTOP:mRealitymshoc
kmMSC:mNCLEX®:mSafemandmeffectivemcaremenvironment—
managementmofmcare
NURSINGTB.COM
4. mWhichmofmthemfollowingmgraduate
statements
mnurse
mbymmthe
show
s anmunderstandingmofmrealitymshockmasm
itmappliesmtomnursing?
a. “mRealitymshockmismthemperiodmwhenmampersonmmovesmfrommschoolmintomthe mworkforce.
b. “Realitymshockmis mthemrealizationmthatmpracticemandm educationmaremnotmthemsame.”
c. “Realitymshockmis mthemperiodmfrommgraduationmto mbecomingman mexperiencedmnurse.”
d. “Realitymshockmis mamtransitionmphasemthatmnew mgraduates mgomthroughmbeforemchangingmjobs.”
ANS:mA
“Realitymshock”mismamtermmoftenmusedmtomdescribemthemreactionmexperiencedmwhenmonemmoves mintomthemworkfo
rcemaftermseveralmyearsmofmeducationalmpreparation. mThemnewmgraduatemismcaughtminmthem situationmofmmovingmfr
ommamfamiliar, mcomfortablemeducationalmenvironmentmintomamnewmroleminmthemworkforcemwheremthemexpectatio
nsmaremnotmclearlymdefinedmormmaymnotmevenmbemrealistic. mThemrealizationmthatmpracticemandmnursingmschoolmare
mnotmthemsamemismoftenmassociatedmwithm“goingmnative.”mWhenmnursesmmovemfrommonempositionmtomanother, mth
eymhavemalreadymexperiencedmrealitymshock. mBecomingmanmexperiencedmnursemtakesmtimem andmismnotmpartmofmth
emdefinitionmofmrealitymshock.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m6
OBJ:mComparemandmcontrastmthemphasesmofmrealitymshock. mTOP:mRealitymshockm
MSC:mNCLEX®:mNotmapplicable
NURSINGTB.COM
, NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
5. mAmstudentminmthemlastmsemestermofmnursingmschoolmhasmestablishedmamgoalmofmmakingmam successfulmrolemtran
sitionmtomgraduatemnurse. mWhichmstatementmbymthemstudentmindicatesmhis/hermunderstandingmofmhowmtomachieve
mthismgoal?
a. “Imshouldmcaremformincreasedmnumbersmofmpatients mtomenhancemworkmorganizationmskills.”
b. “Imwillmobservemstaffmnurses masmtheymperformmnursingmprocedures mtomrefinemtechnique.”
c. “Imshouldmseekmincreasinglymclosemguidancemfrommthemnursingminstructormtomreducem errors.”
d. “Imwillmevaluatemmymprogress meverym7mweeks mormmorem tomallow mtimemformgrowth.”
ANS:mA
Itmismimportantmformthemstudentmtomstartmtakingmcaremofmincreasedmnumbersmofmpatientsmtomhelpmwithmtimemman
agementmandmworkmorganization. mThemstudentmshouldmalsombemablemtomfunctionmwithoutmclosemguidancemfromm
themnursingminstructor. mAlthoughmitmismgoodmformstudentsmtomobservemstaff, mamstudentminmthemfinalmsemestermsh
ouldmbemablemtomperformmtasksmwithmminimalmobservationmandmshouldminsteadmfocusmonmimplementingmcarema
ndmtimemmanagement. mWaitingm7mweeksmtomevaluatemprogressmwouldmnotmbemhelpfulmtomthemstudent. mAlthough
mregular mself-
mevaluationmismanmimportant mprocess, mitmismthemactualmexperiencemof mtakingmrealisticmpatientmassignmentsmandm
workingmtypicalmshiftmhoursmthatmassistsmwithmsuccessfulmrolemtransition.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m6
OBJ:mDescribemfourmpossiblemresolutionsmformrealitymshock. mTOP:mRealitymshock
MSC:mNCLEX®:mNotmapplicabl
NURSINGTB.COM
e
6. Amnewmgraduatemofmlessmthan m1myearmdescribesmhis/hermperceptionmofmamstaffmnursemposition, mstating:m“Itm
feelsmgreatmtombemamnurse!mInmfact, mit’smamsnap!mImcanmhardlymbelievemthere’smnominstructor mlookingmovermmy
mshoulder.”mWhatmphasemof mrealitymshockmismthemgraduatemexperiencing?
a. Recovery c. Honeymoon
b. Shockmandmrejection d. Transition
ANS:mC
Inmthemfirstmphasemofmthemrolemtransitionmprocessm(themhoneymoonmphase), mthemgraduatemnursemismthrilledmwith
mcompletingmschoolmandmacceptingmthemfirstmjob. mLifemismambedmof mrosesmbecausemeveryonemknowsmnursingmsch
oolmismmuchmhardermthanmnursingmpractice. mShockmandmrejectionmoccurmasmthemnursemtriesmtomunderstandmhowm
nursingmschoolmandmthem“realmworld”mcomemtogether. mTransitionmoccursmasmthemnursembeginsmthe mmovemfromm
studentmtomnursemandmrefersmtomthementiremprocess, mnotmjustmamparticular mphase. mThemrecoverymphasemismwhen mt
hemnursemcanmlaughmatmsituationsmthatmhe/shemisminmandmismablemtom copemwithmthem situationsmthatm arembeingmfac
ed.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m7
OBJ:mComparemandmcontrastmthemphasesmofmrealitymshock. mTOP:mRealitymshockm
MSC:mNCLEX®:mNotmapplicable
NURSINGTB.COM
, NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
7. Amnewmgraduatemhasmworkedmonmambusymunitmform6mmonthsmsincemgraduatingmfrommnursingmschool. mThemgra
duatemtellsmamfriend, m“I’vemnevermbeenmsomupsetminmallmmymlife!mThemcaremthatmsomemofmthem staffmgivemourmpati
entsmis
outrageouslymbad. mThere’smpracticallymnomattentionmtomthemprinciplesmofmasepsismthemwaymImlearnedmthem!mThem
staffmtellsmmemthatmwemhavemtomcutmcornersmifmwe’remgoingmtomgetmallmthemworkmdone. mImcan’tmstandmit!”mWhatm
phasemofmrealitymshockmismthismgraduatemexperiencing?
a. Honeymoon c. Recovery
b. Shockmandmrejection d. Rolemtransformation
ANS:mB
Themhoneymoonmphasemformthemnewmgraduatemnursemismshortmlivedmwhenmthemgraduatemidentifiesmthem conflictsm
betweenmthemwaymshemormhemwasmtaughtmandmthemrealitymofmwhatmismdone. mShockmandmrejectionmcausemmentalm
andmemotionalmwithdrawal, mmoralmoutrage, mandmamhypercriticalmattitude, mwhichmaremjustmsomemofmthemsympto
msmofmthemrealizationmthatmthemhoneymoonmismover. mExcessivemmistrust, mfrequentmpainsmandmillness, mamdecrease
minmenergymandmfatigue, mfeelingmlikemamfailuremandmblamingmoneself mfor meverymmistake, mamhypercritical mattitude
, mandmfeelingmmorallymoutragedmaremcharacteristicsmofmthemshockmandmrejectionmphase. mThemrecoverymphase mism
characterizedmbymambeginningmsensemofmhumorm(usuallymthemfirstmsigh), mamdecreaseminmtension, mandmanmincrease
minmthemabilitymtomcopemwithmthemsituationsmthatmhe/shemismfacedmwith. mRolemtransformationmismthemprocess mof mtr
ansformingmfrommstudentmtomnurse.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m7
OBJ:mComparemandmcontrastmthemphasesmofmrealitymshock. mTOP:mRealitymshock
NURSINGTB.COM
MSC:mNCLEX®:mNotmapplicable
8. Amgraduatemnursemhasmbeenmoutmofmschoolmform3mmonthsmandmworkingminmamstaffmnursempositionmformthem
pastm2mmonths. mWhatmtypemofmtransitionmismthemnursemexperiencing?
a. Amdevelopmentalmtransition c. A mhealth-orientedmtransition
b. Anmorganizationalmtransition d. A msituationalmtransition
ANS:mD
Amsituationalmtransitionmismamlifestylem changemthatmoccursmbecausemofmamnewm situation. mMostmoftenmthemchange
smarembymchoice—
forminstance, mgraduations, mmarriages, mandmnewmjobs. mDevelopmentalmtransitionsmincludembecomingmamparentmo
rmgoingmthroughmammidlifemcrises. mAnmorganizationalmtransitionminvolvesmamchangeminmleadership. mA
health-
orientedmtransitionminvolvesmdealingmwithmanmillnessmormhealthmissue, msuchmasmcopingmwithmamchronicmillness. mP
TS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m3
OBJ:Discussmconceptsmofmtransitions.TOP:Typesmofmtransitionsm
MSC:mNCLEX®:mNotmapplicable
9. Themgraduatemnursemunderstandsmthatmtransitionsmoccurmthroughoutmlife. mWhatmmajormfactormdoesmthemn
ursemidentifymasminfluentialminmamsuccessfulmtransitionmfrommschoolmtompractice?
NURSINGTB.COM
NK
Chapterm01:mRealitymShockmMULTI
PLEmCHOICE
1. Amgraduatemnursemhasmbeenmhiredmasmamnursematmamlocalmhospital. mThemnewmnursemisminmthemhoneymoonmph
asemofmrolemtransitionmwhenmmakingmwhichmofmthemfollowingmstatements?
a. “Imammsomnervousmaboutmbeingmonmmymownmasmamnurse.”
b. “This mwillmbemamgreatmlearningmexperience.”
c. “Imcan’tmwaitmtomhavemamsteadympaycheck.”
d. “This mjobmismperfect.mImcanmfinallymdom things mmymownmway.”
ANS:mD
Themhoneymoonmphasemismwhenmthemstudentmnursemseesmthemworldmofmnursingmas mquitemrosy. mOften, mthemnewm
graduatemismfascinatedmwithmthemthrillmofmarrivingminmthemprofession. mRealitymshockmoccursmwhenmonemmovesmi
ntomthemworkforcemaftermseveralmyearsmofmeducationalmpreparation. mRecoverymandmresolutionmoccurmwhenmthem
graduatemnursemismablemtomlaughmatmencounteredmsituations. mDuringmthismtime, mtensionmdecreases, mperceptionmi
ncreases, mandmthemnursemismablemtomgrowmasmamperson.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m7
OBJ:mIdentifymthemcharacteristicsmofmrealityms h o N
c kU. mRTSOI PN:GRTeBal.C
ityOM
shock
MSC:mNCLEX®:mSafemandmeffectivemcaremenvironment—managementmofmcare
2. Whichmofmthemfollowingmactionsmbymthemgraduatemnursemismanminappropriatemmethodologymtomrecovermf
rommrealitymshock?
a. Networking c. Returningmtomschool
b. Obtainingmammentor d. Joiningmamsupportmgroup
ANS:mC
Themtransitionmperiodmismsuccessfullymmanagedmwhenmthemgraduatemismablemtom evaluatemthem workmsituationmobj
ectivelymandmpredictmeffectivelymthemactionsmandmreactionsmofmothermstaff. mNurturingmthemabilitymtomseemhumorm
inmamsituationmmaymbemamfirstmstep. mReturningmtomschoolmismampositivemstepmaftermthemgraduatemhas mworkedmthro
ughmrolemtransition, mhasmsomemclinicalmexperience, mandmismreadymtomfocusmonmamnewmcareermobjective. mNetwork
ing, mobtainingmammentor, mandmjoiningmamsupportmgroupmwouldmgivemthemgraduatemnursemanmopportunitymtomtalkm
tomothers
experiencingmthemstressmassociatedmwithmrealitymshock. mThemnursemwouldmbenefitmfromm‘talkingmthrough’ missue
smandmlearningmhowmtomcope.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m8
OBJ:mDescribemfourmpossiblemresolutionsmformrealitymshock. mTOP:mRealitymshoc
kmMSC:mNCLEX®:mSafemandmeffectivemcaremenvironment—
managementmofmcare
NURSINGTB.COM
, NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
3. Amnursemismtryingmtomavoidmburnout. mWhichmofmthemfollowingmactionsmismamvalidmwaymtomachievemthis?
a. Refusingmtomconstantlymworkmextramshifts
b. Withdrawingmfrommpeermsupportmgroup
c. “Goingmnative”
d. Changingmjobs meverym6mtom12mmonths
ANS:mA
Onemofmthemquickestmwaysmtomexperiencemburnoutmismtom“overworkmthemovertime.”mSetmprioritiesmwithmyourmme
ntalmandmphysicalmhealthmbeingmthemhighestmpriority. mLearningmtomsaym“no”mtomextramshiftsmismampositivemmeansm
ofmcopingmofmavoidingmburnout. m“Goingmnative”mismthemtermmthatmdescribesmhowmrecentmgraduatesmbeginmtomco
pymandmidentifymthemrealitymofmtheirmrolemtransitionmexperiencembymrejectingmthemvaluesmfrommnursingmschoolma
ndmfunctioningmmoremlikemamteammmembermatmtheirmplacemofmemployment. mWithdrawingmfrommpeermsupportmgr
oups, m“goingmnative,”mandmchangingmjobsmeverym6mtom12mmonthsmwouldmincreasemthemchancemofmthemnurse mexp
eriencingmburnout. mThemnursemshouldminsteadmfocusmonmhis/hermpracticemandmseekmout msupportmfrommothermnurs
es.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m9
OBJ:mDescribemfourmpossiblemresolutionsmformrealitymshock. mTOP:mRealitymshoc
kmMSC:mNCLEX®:mSafemandmeffectivemcaremenvironment—
managementmofmcare
NURSINGTB.COM
4. mWhichmofmthemfollowingmgraduate
statements
mnurse
mbymmthe
show
s anmunderstandingmofmrealitymshockmasm
itmappliesmtomnursing?
a. “mRealitymshockmismthemperiodmwhenmampersonmmovesmfrommschoolmintomthe mworkforce.
b. “Realitymshockmis mthemrealizationmthatmpracticemandm educationmaremnotmthemsame.”
c. “Realitymshockmis mthemperiodmfrommgraduationmto mbecomingman mexperiencedmnurse.”
d. “Realitymshockmis mamtransitionmphasemthatmnew mgraduates mgomthroughmbeforemchangingmjobs.”
ANS:mA
“Realitymshock”mismamtermmoftenmusedmtomdescribemthemreactionmexperiencedmwhenmonemmoves mintomthemworkfo
rcemaftermseveralmyearsmofmeducationalmpreparation. mThemnewmgraduatemismcaughtminmthem situationmofmmovingmfr
ommamfamiliar, mcomfortablemeducationalmenvironmentmintomamnewmroleminmthemworkforcemwheremthemexpectatio
nsmaremnotmclearlymdefinedmormmaymnotmevenmbemrealistic. mThemrealizationmthatmpracticemandmnursingmschoolmare
mnotmthemsamemismoftenmassociatedmwithm“goingmnative.”mWhenmnursesmmovemfrommonempositionmtomanother, mth
eymhavemalreadymexperiencedmrealitymshock. mBecomingmanmexperiencedmnursemtakesmtimem andmismnotmpartmofmth
emdefinitionmofmrealitymshock.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m6
OBJ:mComparemandmcontrastmthemphasesmofmrealitymshock. mTOP:mRealitymshockm
MSC:mNCLEX®:mNotmapplicable
NURSINGTB.COM
, NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
5. mAmstudentminmthemlastmsemestermofmnursingmschoolmhasmestablishedmamgoalmofmmakingmam successfulmrolemtran
sitionmtomgraduatemnurse. mWhichmstatementmbymthemstudentmindicatesmhis/hermunderstandingmofmhowmtomachieve
mthismgoal?
a. “Imshouldmcaremformincreasedmnumbersmofmpatients mtomenhancemworkmorganizationmskills.”
b. “Imwillmobservemstaffmnurses masmtheymperformmnursingmprocedures mtomrefinemtechnique.”
c. “Imshouldmseekmincreasinglymclosemguidancemfrommthemnursingminstructormtomreducem errors.”
d. “Imwillmevaluatemmymprogress meverym7mweeks mormmorem tomallow mtimemformgrowth.”
ANS:mA
Itmismimportantmformthemstudentmtomstartmtakingmcaremofmincreasedmnumbersmofmpatientsmtomhelpmwithmtimemman
agementmandmworkmorganization. mThemstudentmshouldmalsombemablemtomfunctionmwithoutmclosemguidancemfromm
themnursingminstructor. mAlthoughmitmismgoodmformstudentsmtomobservemstaff, mamstudentminmthemfinalmsemestermsh
ouldmbemablemtomperformmtasksmwithmminimalmobservationmandmshouldminsteadmfocusmonmimplementingmcarema
ndmtimemmanagement. mWaitingm7mweeksmtomevaluatemprogressmwouldmnotmbemhelpfulmtomthemstudent. mAlthough
mregular mself-
mevaluationmismanmimportant mprocess, mitmismthemactualmexperiencemof mtakingmrealisticmpatientmassignmentsmandm
workingmtypicalmshiftmhoursmthatmassistsmwithmsuccessfulmrolemtransition.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m6
OBJ:mDescribemfourmpossiblemresolutionsmformrealitymshock. mTOP:mRealitymshock
MSC:mNCLEX®:mNotmapplicabl
NURSINGTB.COM
e
6. Amnewmgraduatemofmlessmthan m1myearmdescribesmhis/hermperceptionmofmamstaffmnursemposition, mstating:m“Itm
feelsmgreatmtombemamnurse!mInmfact, mit’smamsnap!mImcanmhardlymbelievemthere’smnominstructor mlookingmovermmy
mshoulder.”mWhatmphasemof mrealitymshockmismthemgraduatemexperiencing?
a. Recovery c. Honeymoon
b. Shockmandmrejection d. Transition
ANS:mC
Inmthemfirstmphasemofmthemrolemtransitionmprocessm(themhoneymoonmphase), mthemgraduatemnursemismthrilledmwith
mcompletingmschoolmandmacceptingmthemfirstmjob. mLifemismambedmof mrosesmbecausemeveryonemknowsmnursingmsch
oolmismmuchmhardermthanmnursingmpractice. mShockmandmrejectionmoccurmasmthemnursemtriesmtomunderstandmhowm
nursingmschoolmandmthem“realmworld”mcomemtogether. mTransitionmoccursmasmthemnursembeginsmthe mmovemfromm
studentmtomnursemandmrefersmtomthementiremprocess, mnotmjustmamparticular mphase. mThemrecoverymphasemismwhen mt
hemnursemcanmlaughmatmsituationsmthatmhe/shemisminmandmismablemtom copemwithmthem situationsmthatm arembeingmfac
ed.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m7
OBJ:mComparemandmcontrastmthemphasesmofmrealitymshock. mTOP:mRealitymshockm
MSC:mNCLEX®:mNotmapplicable
NURSINGTB.COM
, NURSINGmTODAYm TRANSITION mAND mTRENDSm9TH mEDITION mZERWEKH mTESTmBA
NK
7. Amnewmgraduatemhasmworkedmonmambusymunitmform6mmonthsmsincemgraduatingmfrommnursingmschool. mThemgra
duatemtellsmamfriend, m“I’vemnevermbeenmsomupsetminmallmmymlife!mThemcaremthatmsomemofmthem staffmgivemourmpati
entsmis
outrageouslymbad. mThere’smpracticallymnomattentionmtomthemprinciplesmofmasepsismthemwaymImlearnedmthem!mThem
staffmtellsmmemthatmwemhavemtomcutmcornersmifmwe’remgoingmtomgetmallmthemworkmdone. mImcan’tmstandmit!”mWhatm
phasemofmrealitymshockmismthismgraduatemexperiencing?
a. Honeymoon c. Recovery
b. Shockmandmrejection d. Rolemtransformation
ANS:mB
Themhoneymoonmphasemformthemnewmgraduatemnursemismshortmlivedmwhenmthemgraduatemidentifiesmthem conflictsm
betweenmthemwaymshemormhemwasmtaughtmandmthemrealitymofmwhatmismdone. mShockmandmrejectionmcausemmentalm
andmemotionalmwithdrawal, mmoralmoutrage, mandmamhypercriticalmattitude, mwhichmaremjustmsomemofmthemsympto
msmofmthemrealizationmthatmthemhoneymoonmismover. mExcessivemmistrust, mfrequentmpainsmandmillness, mamdecrease
minmenergymandmfatigue, mfeelingmlikemamfailuremandmblamingmoneself mfor meverymmistake, mamhypercritical mattitude
, mandmfeelingmmorallymoutragedmaremcharacteristicsmofmthemshockmandmrejectionmphase. mThemrecoverymphase mism
characterizedmbymambeginningmsensemofmhumorm(usuallymthemfirstmsigh), mamdecreaseminmtension, mandmanmincrease
minmthemabilitymtomcopemwithmthemsituationsmthatmhe/shemismfacedmwith. mRolemtransformationmismthemprocess mof mtr
ansformingmfrommstudentmtomnurse.
PTS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m7
OBJ:mComparemandmcontrastmthemphasesmofmrealitymshock. mTOP:mRealitymshock
NURSINGTB.COM
MSC:mNCLEX®:mNotmapplicable
8. Amgraduatemnursemhasmbeenmoutmofmschoolmform3mmonthsmandmworkingminmamstaffmnursempositionmformthem
pastm2mmonths. mWhatmtypemofmtransitionmismthemnursemexperiencing?
a. Amdevelopmentalmtransition c. A mhealth-orientedmtransition
b. Anmorganizationalmtransition d. A msituationalmtransition
ANS:mD
Amsituationalmtransitionmismamlifestylem changemthatmoccursmbecausemofmamnewm situation. mMostmoftenmthemchange
smarembymchoice—
forminstance, mgraduations, mmarriages, mandmnewmjobs. mDevelopmentalmtransitionsmincludembecomingmamparentmo
rmgoingmthroughmammidlifemcrises. mAnmorganizationalmtransitionminvolvesmamchangeminmleadership. mA
health-
orientedmtransitionminvolvesmdealingmwithmanmillnessmormhealthmissue, msuchmasmcopingmwithmamchronicmillness. mP
TS:m1mDIF:mCognitivemLevel:mApplicationmREF:mp. m3
OBJ:Discussmconceptsmofmtransitions.TOP:Typesmofmtransitionsm
MSC:mNCLEX®:mNotmapplicable
9. Themgraduatemnursemunderstandsmthatmtransitionsmoccurmthroughoutmlife. mWhatmmajormfactormdoesmthemn
ursemidentifymasminfluentialminmamsuccessfulmtransitionmfrommschoolmtompractice?
NURSINGTB.COM
