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Nursing today transition and trends 9th edition zerwekh test bank
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Nursing today transition and trends 9th edition zerwekh test bank
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NURSING TODAY TRANSITION AND TRENDS 9THEn n n n n n
DITION ZERWEKH TEST BANK
n n n
TEST BANK n
NURSING TEST BANKS
n n
, NURSINGnTODAYnTRANSITIONnANDnTRENDSn9THnEDITIONnZERWEKHnTESTnBANK
Chaptern01:nRealitynShockn
MULTIPLEnCHOICE
1. Angraduatennursenhasnbeennhirednasnannursenatnanlocalnhospital.nThennewnnursenisninnthenhoneymoonnphasenofn
rolentransitionnwhennmakingnwhichnofnthenfollowingnstatements?
a. “Inamnsonnervousnaboutnbeingnonnmyn ownnasnannurse.”
b. “Thisnwillnbenangreatnlearningnexperience.”
c. “Incan’tnwaitntonhavenansteadynpaycheck.”
d. “Thisnjobnisnperfect.nIncannfinallyndonthingsnmynownnway.”
ANS:nD
Thenhoneymoonnphasenisnwhennthenstudentnnursenseesnthenworldnofnnursingnasnquitenrosy.nOften,nthennewngradua
tenisnfascinatednwithnthenthrillnofnarrivingninnthenprofession.nRealitynshocknoccursnwhennonenmovesnintonthenwork
forcenafternseveralnyearsnofneducationalnpreparation.nRecoverynandnresolutionnoccurnwhennthengraduatennursenisna
blentonlaughnatnencounterednsituations.nDuringnthisntime,ntensionndecreases,nperceptionnincreases,nandnthennurseni
snablentongrownasnanperson.
PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n7
OBJ:nIdentifynthencharacteristicsnofnrealitynshoN
ckU.nR
TSOIP
N:GRTeBa.lC
ityOM
shock
MSC:nNCLEX®:nSafenandneffectivencarenenvironment—managementnofncare
2. Whichnofnthenfollowingnactionsnbynthengraduatennursenisnanninappropriatenmethodologyntonrecovernfromn
realitynshock?
a. Networking c. Returningntonschool
b. Obtainingnanmentor d. Joiningnansupportngroup
ANS:nC
Thentransitionnperiodnisnsuccessfullynmanagednwhennthengraduatenisnablentonevaluatenthenworknsituationnobjective
lynandnpredictneffectivelynthenactionsnandnreactionsnofnothernstaff.nNurturingnthenabilityntonseenhumorninnansituation
nmaynbenanfirstnstep.nReturningntonschoolnisnanpositivenstepnafternthengraduatenhasnworkednthroughnrolentransition,n
hasnsomenclinicalnexperience,nandnisnreadyntonfocusnonnannewncareernobjective.nNetworking,nobtainingnanmentor,na
ndnjoiningnansupportngroupnwouldngiventhengraduatennursenannopportunityntontalkntonothers
experiencingnthenstressnassociatednwithnrealitynshock.nThennursenwouldnbenefitnfromn‘talkingnthrough’nissuesn
andnlearningnhowntoncope.
PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n8
OBJ:nDescribenfournpossiblenresolutionsnfornrealitynshock.nTOP:nRealitynshockn
MSC:nNCLEX®:nSafenandneffectivencarenenvironment—managementnofncare
NURSINGTB.COM
, NURSINGnTODAYnTRANSITIONnANDnTRENDSn9THnEDITIONnZERWEKHnTESTnBANK
3. Annursenisntryingntonavoidnburnout.nWhichnofnthenfollowingnactionsnisnanvalidnwayntonachieventhis?
a. Refusingntonconstantlynworknextranshifts
b. Withdrawingnfromnpeernsupportngroup
c. “Goingnnative”
d. Changingnjobsneveryn6nton12nmonths
ANS:nA
Onenofnthenquickestnwaysntonexperiencenburnoutnisnton“overworknthenovertime.”nSetnprioritiesnwithnyournmentalna
ndnphysicalnhealthnbeingnthenhighestnpriority.nLearningntonsayn“no”ntonextranshiftsnisnanpositivenmeansnofncopingno
fnavoidingnburnout.n“Goingnnative”nisnthentermnthatndescribesnhownrecentngraduatesnbeginntoncopynandnidentifynth
enrealitynofntheirnrolentransitionnexperiencenbynrejectingnthenvaluesnfromnnursingnschoolnandnfunctioningnmorenlik
enanteamnmembernatntheirnplacenofnemployment.nWithdrawingnfromnpeernsupportngroups,n“goingnnative,”nandncha
ngingnjobsneveryn6nton12nmonthsnwouldnincreasenthenchancenofnthennursenexperiencingnburnout.nThennursenshould
ninsteadnfocusnonnhis/hernpracticenandnseeknoutnsupportnfromnothernnurses.
PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n9
OBJ:nDescribenfournpossiblenresolutionsnfornrealitynshock.nTOP:nRealitynshockn
MSC:nNCLEX®:nSafenandneffectivencarenenvironment—managementnofncare
NURSINGTB.COM
4.nWhichnofnthenfollowingnstatements nbynthe
graduatennurse nshows
annunderstandingnofnrealitynshocknasnitnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnappliesntonnursing?
a. “nRealitynshocknisnthenperiodnwhennanpersonnmovesnfromnschoolnintonthenworkforce.
b. “Realitynshocknisnthenrealizationnthatnpracticenandneducationnarennotnthensame.”
c. “Realitynshocknisnthenperiodnfromngraduationntonbecomingnannexperiencednnurse.”
d. “Realitynshocknisnantransitionnphasenthatnnewngraduatesngonthroughnbeforenchangingnjobs.”
ANS:nA
“Realitynshock”nisnantermnoftennusedntondescribenthenreactionnexperiencednwhennonenmovesnintonthenworkforcenaf
ternseveralnyearsnofneducationalnpreparation.nThennewngraduatenisncaughtninnthensituationnofnmovingnfromnanfamil
iar,ncomfortableneducationalnenvironmentnintonannewnroleninnthenworkforcenwherenthenexpectationsnarennotnclearl
yndefinednornmaynnotnevennbenrealistic.nThenrealizationnthatnpracticenandnnursingnschoolnarennotnthensamenisnoftenn
associatednwithn“goingnnative.”nWhennnursesnmovenfromnonenpositionntonanother,ntheynhavenalreadynexperienced
nrealitynshock.nBecomingnannexperiencednnursentakesntimenandnisnnotnpartnofnthendefinitionnofnrealitynshock.
PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n6
OBJ:nComparenandncontrastnthenphasesnofnrealitynshock.nTOP:nRealitynshockn
MSC:nNCLEX®:nNotnapplicable
NURSINGTB.COM
, NURSINGnTODAYnTRANSITIONnANDnTRENDSn9THnEDITIONnZERWEKHnTESTnBANK
5. Anstudentninnthenlastnsemesternofnnursingnschoolnhasnestablishednangoalnofnmakingnansuccessfulnrolentransitionnt
ongraduatennurse.nWhichnstatementnbynthenstudentnindicatesnhis/hernunderstandingnofnhowntonachieventhisngoal?
a. “Inshouldncarenfornincreasednnumbersnofnpatientsntonenhancenworknorganizationnskills.”
b. “Inwillnobservenstaffnnursesnasntheynperformnnursingnproceduresntonrefinentechnique.”
c. “Inshouldnseeknincreasinglynclosenguidancenfromnthennursingninstructorntonreducenerrors.”
d. “Inwillnevaluatenmynprogressneveryn7nweeksnornmorentonallowntimenforngrowth.”
ANS:nA
Itnisnimportantnfornthenstudentntonstartntakingncarenofnincreasednnumbersnofnpatientsntonhelpnwithntimenmanageme
ntnandnworknorganization.nThenstudentnshouldnalsonbenablentonfunctionnwithoutnclosenguidancenfromnthennursingn
instructor.nAlthoughnitnisngoodnfornstudentsntonobservenstaff,nanstudentninnthenfinalnsemesternshouldnbenablentonper
formntasksnwithnminimalnobservationnandnshouldninsteadnfocusnonnimplementingncarenandntimenmanagement.nW
aitingn7nweeksntonevaluatenprogressnwouldnnotnbenhelpfulntonthenstudent.nAlthoughnregularnself-
nevaluationnisnannimportantnprocess,nitnisnthenactualnexperiencenofntakingnrealisticnpatientnassignmentsnandnworki
ngntypicalnshiftnhoursnthatnassistsnwithnsuccessfulnrolentransition.
PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n6
OBJ:nDescribenfournpossiblenresolutionsnfornrealitynshock.nTOP:nRealitynshock
MSC:nNCLEX®:nNotnapplicable
NURSINGTB.COM
6. Annewngraduatenofnlessnthann1nyearndescribesnhis/hernperceptionnofnanstaffnnursenposition,nstating:n“Itnfeelsn
greatntonbenannurse!nInnfact,nit’snansnap!nIncannhardlynbelieventhere’snnoninstructornlookingnovernmynshoulder.”n
Whatnphasenofnrealitynshocknisnthengraduatenexperiencing?
a. Recovery c. Honeymoon
b. Shocknandnrejection d. Transition
ANS:nC
Innthenfirstnphasenofnthenrolentransitionnprocessn(thenhoneymoonnphase),nthengraduatennursenisnthrillednwithncomp
letingnschoolnandnacceptingnthenfirstnjob.nLifenisnanbednofnrosesnbecauseneveryonenknowsnnursingnschoolnisnmuchn
hardernthannnursingnpractice.nShocknandnrejectionnoccurnasnthennursentriesntonunderstandnhownnursingnschoolnan
dnthen“realnworld”ncomentogether.nTransitionnoccursnasnthennursenbeginsnthenmovenfromnstudentntonnursenandnref
ersntonthenentirenprocess,nnotnjustnanparticularnphase.nThenrecoverynphasenisnwhennthennursencannlaughnatnsituatio
nsnthatnhe/shenisninnandnisnablentoncopenwithnthensituationsnthatnarenbeingnfaced.
PTS:n1nDIF:nCognitivenLevel:nApplicationnREF:np.n7
OBJ:nComparenandncontrastnthenphasesnofnrealitynshock.nTOP:nRealitynshockn
MSC:nNCLEX®:nNotnapplicable
NURSINGTB.COM
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