Chapter 05: NCLEX-RN® and the New Graduate ............................................................................................................. 54
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Chapter 06: Historical Perspectives: Influences on the Present .......................................................................................... 70
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Chapter 14: Delegation in the Clinical Setting ................................................................................................................. 170
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Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery .................................................... 188
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Chapter 16: Economics in the Health Care Delivery System ....................................................................................... 201
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306
Chapter 24: Using Evidence-Based Practice and Nursing Research ............................................................................ 310
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REF: Table 1.1 1l 1l OBJ: Identify the characteristics of reality shock.
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TOP: Reality shock 1l 1l MSC: NCLEX®: Safe and effective care environment 1l 1l 1l 1l 1l 1l
.
2. Which of the following actions by the graduate nurse is an inappropriate methodology t
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orecover from reality shock?
l
1 1l 1l 1l
a. Networking .
b. Obtaining a mentor 1l 1l
c. Returning to school 1l 1l
d. Joining a support group 1l 1l 1l
.
ANS: C 1l
The transition period is successfully managed when the graduate is able to evaluate the
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work situation objectively and predict effectively the actions and reactions of other staff.
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Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a positiv
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estep . after the graduate has worked through role transition, has some clinical experienc
l
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e, and is ready to focus on a new career objective. Networking, obtaining a mentor, and j
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oining a support group would give the graduate nurse an opportunity to talk to others exp
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eriencing the . 1l 1l
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