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TEST BANK
NURSING TODAY
11TH EDITION
UNIT I: PROFESSIONAL GROWTH AND TRANSITION
CHAPTER NO. 1. ROLE TRANSITIONS
MULTIPLE RESPONSE QUESTION & ANSWERS
1. A nurse manager is preparing a group of newly hired nurses to work on the
unit. After educating them on reality shock, a student asks what physical and psychological
symptoms the nurse may experience? The nurse manager makes replies? (Select all that ap-
ply.)
a. “All the symptoms are psychological in nature.”
b. “You may experience headaches.”
c. “Gastrointestinal upset is possible.”
d. “You could experience insomnia.”
e. “Women may experience menorrhagia.”
ANS: B, C, D
Reality shock can cause physical and psychological symptoms that are important for the
nurse to be aware of. These can include headache, insomnia, feeling stressed out, gastroin-
testinal upset, and post–student blues. Menorrhagia (excessive menstrual bleeding) is not a
typical physical symptom of reality shock.
DIF: Cognitive Level: Application/Applying
OBJ: Identify the characteristics of reality shock.
TOP: What are the phases of reality shock?
MSC: NCLEX®: Psychosocial integrity
2. A new nurse wants to make personal lifestyle changes to become a healthier
individual. Which actions would help with reaching this goal? (Select all that apply.)
a. Begin an exercise routine.
b. Eat protein snacks late at night.
c. Incorporate relaxation into his/her schedule.
d. Begin eating nutritious meals and snacks.
e. Be sure to get adequate sleep.
ANS: A, C, D, E
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To maintain health and wellness, the new nurse should begin an exercise routine, incorpo-
rate relaxation into his/her schedule, begin eating adequate nutritious meals and snacks, and
get adequate sleep. The nurse should consider cutting out snacks late at night.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Role transformation
MSC: NCLEX®: Health promotion and maintenance
3. Which action would greatly help the graduate nurse when seeking out em-
ployment? (Select all that apply.)
a. Plan out interviews.
b. Ask to speak to nurses who work on the unit.
c. Wait until the interview to gather all of the information.
d. Find out what type of nursing care is delivered.
e. Determine the length of orientation.
ANS: A, B, D, E
It is important for the graduate nurse to be prepared when seeking out employment. Plan-
ning out interviews, speaking to nurses who work on the units, finding out what type of
nursing care is provided, and determining the length of orientation are all actions the gradu-
ate nurse can take to prepare for employment. Waiting to gather information at the inter-
view can leave the graduate nurse feeling frazzled and disorganized.
DIF: Cognitive Level: Application/Applying
OBJ: Describe methods to promote a successful transition. TOP: Role transformation
MSC: NCLEX®: Not applicable
MULTIPLE CHOICE QUESTION & ANSWERS
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 state-
ments?
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 prepara-
tion. Recovery and resolution occur when the graduate nurse is able to laugh at encountered
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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. Nurtur-
ing 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 expe-
rience, 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 expe-
riencing 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 com-
mon 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
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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 under-
standing of reality shock as it applies to nursing?
a. “Reality shock is the period when a person moves from school into the work-
force.”
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 chang-
ing 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 associ-
ated with “going native.” When nurses move from one position to another, they have al-
ready 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
