, MULTIPLE CHOICE
QN 1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
phase of role transition when making which of the following statements?
a) “I am so nervous about being on my own as a nurse.”
b) “This will be a great learning experience.”
c) “I can’t wait to have a steady paycheck.”
d) “This job is perfect. I can finally do things my own way.”✓
ANS: D
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves
into the workforce after several years of educational preparation. Recovery and resolution occur when the
graduate nurse is able to laugh at encountered situations. During this time, tension decreases, perception
increases, and the nurse is able to grow as a person.
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
OBJ: Identify the characteristics of reality shock TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—management of care
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover
QN
from reality shock?
A). Networking
B). Obtaining a mentor
C). Returning to school
D). Joining a support group
ANS: C
The transition period is successfully managed when the graduate is able to evaluate the work situation
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
humor in a situation may be a first step. Returning to school is a positive step after the graduate has
worked through role transition, has some clinical experience, and is ready to focus on a new career
objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse an
opportunity to talk to others
experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’
issues and learning how to cope.
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
, OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—management of care
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
QN
A).Refusing to constantly work extra shifts
b). Withdrawing from peer support group
c). “Going native”
d). Changing jobs every 6 to 12 months
ANS: A
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your
mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive
means of coping of avoiding burnout. “Going native” is the term that describes how recent graduates begin
to copy and identify the reality of their role transition experience by rejecting the values from nursing
school and functioning more like a team member at their place of employment. Withdrawing from peer
support groups, “going native,” and changing jobs every 6 to 12 months would increase the chance of the
nurse experiencing burnout. The nurse should instead focus on his/her practice and seek out support from
other nurses.
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—management of care
QN 4.Which of the following statements by the graduate nurse shows an understanding of reality shock
as it applies to nursing?
A.)“ Reality shock is the period when a person moves from school into the workforce.
B). “Reality shock is the realization that practice and education are not the same.”
C).“Reality shock is the period from graduation to becoming an experienced nurse.”
D).“Reality shock is a transition phase that new graduates go through before changing jobs.”
ANS: A
“Reality shock” is a term often used to describe the reaction experienced when one moves into the
workforce after several years of educational preparation. The new graduate is caught in the situation of
moving from a familiar, comfortable educational environment into a new role in the workforce where the
expectations are not clearly defined or may not even be realistic. The realization that practice and nursing
school are not the same is often associated with “going native.” When nurses move from one position to
another, they have already experienced reality shock. Becoming an experienced nurse takes time and is
not part of the definition of reality shock.
, PTS: 1 DIF: Cognitive Level: Application REF: p. 6
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
4. A. student in the last semester of nursing school has established a goal of making a successful role
QN
transition to graduate nurse. Which statement by the student indicates his/her understanding of how to
achieve this goal?
a). “I should care for increased numbers of patients to enhance work organization skills.”
b). “I will observe staff nurses as they perform nursing procedures to refine technique.”
c). “I should seek increasingly close guidance from the nursing instructor to reduce errors.”
d). “I will evaluate my progress every 7 weeks or more to allow time for growth.”
ANS: A
It is important for the student to start taking care of increased numbers of patients to help with time
management and work organization. The student should also be able to function without close guidance
from the nursing instructor. Although it is good for students to observe staff, a student in the final
semester should be able to perform tasks with minimal observation and should instead focus on
implementing care and time management. Waiting 7 weeks to evaluate progress would not be helpful to
the student. Although regular self- evaluation is an important process, it is the actual experience of taking
realistic patient assignments and working typical shift hours that assists with successful role transition.
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
QN 6. new graduate of less than 1 year describes his/her perception of a staff nurse position, stating: “It feels
great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor looking over my shoulder.”
What phase of reality shock is the graduate experiencing?
a) Recovery
b) Shock and rejection
c) Honeymoon
d) Transition
ANS:C
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled with
completing school and accepting the first job. Life is a bed of roses because everyone knows nursing
school is much harder than nursing practice. Shock and rejection occur as the nurse tries to understand
how nursing school and the “real world” come together. Transition occurs as the nurse begins the move
from student to nurse and refers to the entire process, not just a particular phase. The recovery phase is
when the nurse can laugh at situations that he/she is in and is able to cope with the situations that are
being faced.
QN 1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse is in the honeymoon
phase of role transition when making which of the following statements?
a) “I am so nervous about being on my own as a nurse.”
b) “This will be a great learning experience.”
c) “I can’t wait to have a steady paycheck.”
d) “This job is perfect. I can finally do things my own way.”✓
ANS: D
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. Often, the new
graduate is fascinated with the thrill of arriving in the profession. Reality shock occurs when one moves
into the workforce after several years of educational preparation. Recovery and resolution occur when the
graduate nurse is able to laugh at encountered situations. During this time, tension decreases, perception
increases, and the nurse is able to grow as a person.
PTS: 1 DIF: Cognitive Level: Application REF: p. 7
OBJ: Identify the characteristics of reality shock TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—management of care
2. Which of the following actions by the graduate nurse is an inappropriate methodology to recover
QN
from reality shock?
A). Networking
B). Obtaining a mentor
C). Returning to school
D). Joining a support group
ANS: C
The transition period is successfully managed when the graduate is able to evaluate the work situation
objectively and predict effectively the actions and reactions of other staff. Nurturing the ability to see
humor in a situation may be a first step. Returning to school is a positive step after the graduate has
worked through role transition, has some clinical experience, and is ready to focus on a new career
objective. Networking, obtaining a mentor, and joining a support group would give the graduate nurse an
opportunity to talk to others
experiencing the stress associated with reality shock. The nurse would benefit from ‘talking through’
issues and learning how to cope.
PTS: 1 DIF: Cognitive Level: Application REF: p. 8
, OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—management of care
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve this?
QN
A).Refusing to constantly work extra shifts
b). Withdrawing from peer support group
c). “Going native”
d). Changing jobs every 6 to 12 months
ANS: A
One of the quickest ways to experience burnout is to “overwork the overtime.” Set priorities with your
mental and physical health being the highest priority. Learning to say “no” to extra shifts is a positive
means of coping of avoiding burnout. “Going native” is the term that describes how recent graduates begin
to copy and identify the reality of their role transition experience by rejecting the values from nursing
school and functioning more like a team member at their place of employment. Withdrawing from peer
support groups, “going native,” and changing jobs every 6 to 12 months would increase the chance of the
nurse experiencing burnout. The nurse should instead focus on his/her practice and seek out support from
other nurses.
PTS: 1 DIF: Cognitive Level: Application REF: p. 9
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—management of care
QN 4.Which of the following statements by the graduate nurse shows an understanding of reality shock
as it applies to nursing?
A.)“ Reality shock is the period when a person moves from school into the workforce.
B). “Reality shock is the realization that practice and education are not the same.”
C).“Reality shock is the period from graduation to becoming an experienced nurse.”
D).“Reality shock is a transition phase that new graduates go through before changing jobs.”
ANS: A
“Reality shock” is a term often used to describe the reaction experienced when one moves into the
workforce after several years of educational preparation. The new graduate is caught in the situation of
moving from a familiar, comfortable educational environment into a new role in the workforce where the
expectations are not clearly defined or may not even be realistic. The realization that practice and nursing
school are not the same is often associated with “going native.” When nurses move from one position to
another, they have already experienced reality shock. Becoming an experienced nurse takes time and is
not part of the definition of reality shock.
, PTS: 1 DIF: Cognitive Level: Application REF: p. 6
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
4. A. student in the last semester of nursing school has established a goal of making a successful role
QN
transition to graduate nurse. Which statement by the student indicates his/her understanding of how to
achieve this goal?
a). “I should care for increased numbers of patients to enhance work organization skills.”
b). “I will observe staff nurses as they perform nursing procedures to refine technique.”
c). “I should seek increasingly close guidance from the nursing instructor to reduce errors.”
d). “I will evaluate my progress every 7 weeks or more to allow time for growth.”
ANS: A
It is important for the student to start taking care of increased numbers of patients to help with time
management and work organization. The student should also be able to function without close guidance
from the nursing instructor. Although it is good for students to observe staff, a student in the final
semester should be able to perform tasks with minimal observation and should instead focus on
implementing care and time management. Waiting 7 weeks to evaluate progress would not be helpful to
the student. Although regular self- evaluation is an important process, it is the actual experience of taking
realistic patient assignments and working typical shift hours that assists with successful role transition.
PTS: 1 DIF: Cognitive Level: Application REF: p. 6
OBJ: Describe four possible resolutions for reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
QN 6. new graduate of less than 1 year describes his/her perception of a staff nurse position, stating: “It feels
great to be a nurse! In fact, it’s a snap! I can hardly believe there’s no instructor looking over my shoulder.”
What phase of reality shock is the graduate experiencing?
a) Recovery
b) Shock and rejection
c) Honeymoon
d) Transition
ANS:C
In the first phase of the role transition process (the honeymoon phase), the graduate nurse is thrilled with
completing school and accepting the first job. Life is a bed of roses because everyone knows nursing
school is much harder than nursing practice. Shock and rejection occur as the nurse tries to understand
how nursing school and the “real world” come together. Transition occurs as the nurse begins the move
from student to nurse and refers to the entire process, not just a particular phase. The recovery phase is
when the nurse can laugh at situations that he/she is in and is able to cope with the situations that are
being faced.
