https://www.stuvia.com/
NURSING TODAY, 11TH EDITION. TRANSITION
DF DF DF DFDF
AND TRENDS. EDITORS : JOANN ZERWEKH & A
DF DF DF DF DF DFDF DF DF
SHLEY GARNEAU TEST BANK ALL CHAPTERS C
DF DF DF DFDF DF DF
OVERED
,https://www.stuvia.com/
Chapter 01: Role Transitions
DF DF DF
MULTIPLE CHOICE DF
1. A graduate nurse has been hired as a nurse at a local h os p iat bai lr b. . T
DF DF
c ohme/ t ens et w nurse is in t
DF DF DF DF DF DF DF DF DF DF
DF
DF DF DF DF
he honeymoon phase of role transition when making which of the following stateme
DF DF DF DF DF DF DF DF DF DF DF DF
nts?
a. “I am so nervous about being on my own as a nurse.”
DF DF DF DF DF DF DF DF DF DF DF
b. “This will be a great learning experience.” DF DF DF DF DF DF
c. “I can’t wait to have a steady paycheck.”
DF DF DF DF DF DF DF
d. “This job is perfect. I can finally do things my own way.”
DF DF DF DF DF DF DF DF DF DF DF
ANS: D F D
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. O
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
ften, the new graduate is fascinated with the thrill of arriving in the profession. Reality sho
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
ck occurs when one moves into the workforce after several years of educational preparation.
DF DF DF DF DF DF DF DF DF DF DF DF DF
Recovery and resolution occur when the gr ad aubai rtbe. c no mu /rt se es t is able to laugh at encountered si
DF DF DF DF DF DF DF
DF
DF DF DF DF DF DF
tuations. During this time, tension decreases, perception increases, and the nurse is able to
DF DF DF DF DF DF DF DF DF DF DF DF DF DF
grow as a person. DF DF DF
PTS: D F 1 DIF:
Cognitive Level: Application/Applying REF: DF DF DF D F
Table 1.1 DF
OBJ: Identify the characteristics of reality shock
DF DF DF DF DF DF
.
TOP: D F Reality shock DF MSC: NCLEX®: Safe and effective care environment
D F DF DF DF DF DF
2. Which of the following actions by the graduate nurse is an inappropriate methodology
DF DF DF DF DF DF DF DF DF DF DF DF DF
to recover from reality shock?
DF DF DF DF
a. Networking
b. Obtaining a mentor DF DF
c. Returning to school DF DF
d. Joining a support group DF DF DF
ANS: C DF
The transition period is successfully managed when the graduate is able to evaluate the wo
DF DF DF DF DF DF DF DF DF DF DF DF DF DF
rk situation objectively and predict effectively the actions and reactions of other staff. Nurt
DF DF DF DF DF DF DF DF DF DF DF DF DF
uring the ability to see humor in a situation may be a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a pos
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
itive step after the graduate has worked through role transition, has some clinical experience
DF DF DF DF DF DF DF DF DF DF DF DF DF
, and is ready to focus on a new career objective. Networking, obtaining a mentor, and join
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
ing a DF
support group would give the graduate nurse an opportuniatyb i rtbo.cot mal/ ktestto others experiencing th
DF DF DF DF DF DF DF DF DF DF DF
e stress associated with reality shock. The nurse would benefit from “talking through” issue
DF DF DF DF DF DF DF DF DF DF DF DF DF
s and learning how to cope.
DF DF DF DF DF
PTS: D F D F 1 DIF: Cognitive Level: Application/Appalbyiribn.gcom/test
DF DF
REF: D F p. 9 DF
OBJ: Describe methods to promote a successful transitio DF DF DF DF DF DF DF
n. TOP: Reality shock
DF D F DF
MSC: NCLEX®: Safe and effective care environment Not applicable
D F DF DF DF DF DF DF DF
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achie
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
,https://www.stuvia.com/
ve this?
DF
a. Refusing to constantly work extra shifts
DF DF DF DF DF
b. Withdrawing from peer support group
DF DF DF DF
,https://www.stuvia.com/
st
NURSING TODAY, 11TH EDITION. TRANSITION
DF DF DF DFDF
AND TRENDS. EDITORS : JOANN ZERWEKH & A
DF DF DF DF DF DFDF DF DF
SHLEY GARNEAU TEST BANK ALL CHAPTERS C
DF DF DF DFDF DF DF
OVERED
,https://www.stuvia.com/
Chapter 01: Role Transitions
DF DF DF
MULTIPLE CHOICE DF
1. A graduate nurse has been hired as a nurse at a local h os p iat bai lr b. . T
DF DF
c ohme/ t ens et w nurse is in t
DF DF DF DF DF DF DF DF DF DF
DF
DF DF DF DF
he honeymoon phase of role transition when making which of the following stateme
DF DF DF DF DF DF DF DF DF DF DF DF
nts?
a. “I am so nervous about being on my own as a nurse.”
DF DF DF DF DF DF DF DF DF DF DF
b. “This will be a great learning experience.” DF DF DF DF DF DF
c. “I can’t wait to have a steady paycheck.”
DF DF DF DF DF DF DF
d. “This job is perfect. I can finally do things my own way.”
DF DF DF DF DF DF DF DF DF DF DF
ANS: D F D
The honeymoon phase is when the student nurse sees the world of nursing as quite rosy. O
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
ften, the new graduate is fascinated with the thrill of arriving in the profession. Reality sho
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
ck occurs when one moves into the workforce after several years of educational preparation.
DF DF DF DF DF DF DF DF DF DF DF DF DF
Recovery and resolution occur when the gr ad aubai rtbe. c no mu /rt se es t is able to laugh at encountered si
DF DF DF DF DF DF DF
DF
DF DF DF DF DF DF
tuations. During this time, tension decreases, perception increases, and the nurse is able to
DF DF DF DF DF DF DF DF DF DF DF DF DF DF
grow as a person. DF DF DF
PTS: D F 1 DIF:
Cognitive Level: Application/Applying REF: DF DF DF D F
Table 1.1 DF
OBJ: Identify the characteristics of reality shock
DF DF DF DF DF DF
.
TOP: D F Reality shock DF MSC: NCLEX®: Safe and effective care environment
D F DF DF DF DF DF
2. Which of the following actions by the graduate nurse is an inappropriate methodology
DF DF DF DF DF DF DF DF DF DF DF DF DF
to recover from reality shock?
DF DF DF DF
a. Networking
b. Obtaining a mentor DF DF
c. Returning to school DF DF
d. Joining a support group DF DF DF
ANS: C DF
The transition period is successfully managed when the graduate is able to evaluate the wo
DF DF DF DF DF DF DF DF DF DF DF DF DF DF
rk situation objectively and predict effectively the actions and reactions of other staff. Nurt
DF DF DF DF DF DF DF DF DF DF DF DF DF
uring the ability to see humor in a situation may be a first step. Ra bei tr bu. rc no mi n/ t ge s tt o school is a pos
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
itive step after the graduate has worked through role transition, has some clinical experience
DF DF DF DF DF DF DF DF DF DF DF DF DF
, and is ready to focus on a new career objective. Networking, obtaining a mentor, and join
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
ing a DF
support group would give the graduate nurse an opportuniatyb i rtbo.cot mal/ ktestto others experiencing th
DF DF DF DF DF DF DF DF DF DF DF
e stress associated with reality shock. The nurse would benefit from “talking through” issue
DF DF DF DF DF DF DF DF DF DF DF DF DF
s and learning how to cope.
DF DF DF DF DF
PTS: D F D F 1 DIF: Cognitive Level: Application/Appalbyiribn.gcom/test
DF DF
REF: D F p. 9 DF
OBJ: Describe methods to promote a successful transitio DF DF DF DF DF DF DF
n. TOP: Reality shock
DF D F DF
MSC: NCLEX®: Safe and effective care environment Not applicable
D F DF DF DF DF DF DF DF
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achie
DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF DF
,https://www.stuvia.com/
ve this?
DF
a. Refusing to constantly work extra shifts
DF DF DF DF DF
b. Withdrawing from peer support group
DF DF DF DF
,https://www.stuvia.com/
st
