Test Bank for Nursing Today, 11th Edition by JoAnn Zerwekh
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Module
Advance nursing
Institution
Advance Nursing
Test Bank for Nursing Today: Transitions and Trends 11e 11th edition by JoAnn Zerwekh, Ashley Garneau. Full Chapters test bank are included - Chapter 1 to 26
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
1. Role Transitions
2. Personal Management: Time and Self-Care Strategies
3. Mentorship, Pre...
Chapter 01: Role Transitions
Zerwekh: Nursing Today: Transition and Trends, 11th Edition
MULTIPLE CHOICE
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.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of transition shock. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment
2. Which of the following actions by the graduate nurse is an inappropriate methodology to
recover from transition 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 effectively predict the actions and reactions of other staff. Nurturing
the ability to see the 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Transition shock
MSC: NCLEX®: Safe and effective care environment—not applicable
3. A new nurse who has been off orientation for 4 months now is trying to avoid burnout. Which
of the following actions is a valid way to achieve this?
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
At this phase of the nurse’s career, he or she is in the Doing Stage of Transition. One common
characteristic of this phase is the inability to set reasonable boundaries related to work.
Constantly working overtime will lead the new nurse to 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment—not applicable
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.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
5. A student in the last semester of nursing school has established a goal of making a successful
role 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 number 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 number 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.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Reality shock
MSC: NCLEX®: Not applicable
6. A 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.
A 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.
DIF: Cognitive Level: Application/Applying
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
7. A new graduate has worked in a busy unit for 6 months since graduating from nursing school.
The graduate tells a friend, “I’ve never been so upset in all my life! The care that some of the
staff give our patients is outrageously bad. There’s practically no attention to the principles of
asepsis the way I learned them! The staff tell me that we have to cut corners if we’re going to
get all the work done. I can’t stand it!” What phase of reality shock is this graduate
experiencing?
a. Honeymoon
b. Shock and rejection
c. Recovery
d. Role transformation
ANS: B
, The honeymoon phase for the new graduate nurse is short lived when the graduate identifies
the conflicts between the way he/she was taught and the reality of what is done. Shock and
rejection cause mental and emotional withdrawal, moral outrage, and a hypercritical attitude,
which are just some of the symptoms of the realization that the honeymoon is over. Excessive
mistrust, frequent pains and illness, a decrease in energy and fatigue, feeling like a failure and
blaming oneself for every mistake, a hypercritical attitude, and feeling morally outraged are
the characteristics of the shock and rejection phase. The recovery phase is characterized by a
beginning sense of humor (usually the first sigh), a decrease in tension, and an increase in the
ability to cope with the situations that he/she is faced with. Role transformation is the process
of transforming from a student to nurse.
DIF: Cognitive Level: Application/Applying
OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock
MSC: NCLEX®: Not applicable
8. A graduate nurse has been out of school for 3 months and working in a staff nurse position for
the past 2 months. What type of transition is the nurse experiencing?
a. A developmental transition
b. An organizational transition
c. A health-oriented transition
d. A situational transition
ANS: D
A situational transition is a lifestyle change that occurs because of a new situation. Most often
the changes are by choice—for instance, graduations, marriages, and new jobs.
Developmental transitions include becoming a parent or going through a midlife crisis. An
organizational transition involves a change in leadership. A health-oriented transition involves
dealing with an illness or health issue, such as coping with a chronic illness.
DIF: Cognitive Level: Application/Applying
OBJ: Discuss the concepts of transitions. TOP: Types of transitions
MSC: NCLEX®: Not applicable
9. The graduate nurse understands that transitions occur throughout life. What action does the
nurse identify as influential in a successful transition from school to practice?
a. Acquiring new knowledge and skills required in the new environment
b. Completing classwork required to obtain an advanced degree
c. Reflecting on personal history of previous developmental transitions
d. Discuss transitional experiences with other classmates
ANS: A
The transition from student to practice reflects a situational transition that is most often
affected by the anticipation of changes in the new work environment. Classwork no longer
affects this transition. A personal history of previous developmental transitions and the
influence of classmates are not as prominent as the anticipated requirements to function in the
new environment of work.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Types of transitions
MSC: NCLEX®: Not applicable
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