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TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 9TH EDITION BY ZERWEKH
TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 9TH EDITION BY ZERWEKH
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TEST BANK FOR NURSINGTODAY TRANSITION AND
TRENDS 9TH EDITION BY
ZERWEKH
, TEST BANK FOR NURSING TODAY
wn wn wn wn
TH
wn TRANSITION AND TRENDS 9 EDITION
wn wn wn wn
BY ZERWEKH
wn wn
All chapters
wn
,Chapter 01: Role Transitions
wn wn wn
Zerwekh: Evolve Resources for Nursing Today, 9th Edition
wn wn wn wn wn wn wn
MULTIPLE wnCHOICE
1. A wngraduate wnnurse wnhas wnbeen wnhired wnas wna wnnurse wnat wna wnlocal wnhospital. wnThe wnnew
nurse wnis wnin wnthe wnhoneymoon wnphase wnof wnrole wntransition wnwhen wnmaking wnwhich wnof
wn
the wnfollowing wnstatements?
wn
a. ―I wnam wnso wnnervous wnabout wnbeing wnon wnmy wnown wnas wna wnnurse.‖
b. ―This wnwill wnbe wna wngreat wnlearning wnexperience.‖
c. ―I wncan‘t wnwait wnto wnhave wna wnsteady wnpaycheck.‖
d. ―This wnjob wnis wnperfect. wnI wncan wnfinally wndo wnthings wnmy wnown wnway.‖
ANS: w n D
The wnhoneymoon wnphase wnis wnwhen wnthe wnstudent wnnurse wnsees wnthe wnworld wnof wnnursing wnas
wnquite wnrosy. wnOften, wnthe wnnew wngraduate wnis wnfascinated wnwith wnthe wnthrill wnof wnarriving wnin
wnthe wnprofession. wnReality wnshock wnoccurs wnwhen wnone wnmoves wninto wnthe wnworkforce wnafter
wnseveral wn years wnof wneducational wnpreparation. wnRecovery wnand wnresolution wnoccur wnwhen wnthe
wngraduate wnnurse wnis wnable wnto wnlaugh wnat wnencountered wnsituations. wnDuring wnthis wntime, wntension
wndecreases, wnperception wnincreases, wnand wnthe wnnurse wnis wnable wnto wngrow wnas wna wnperson.
PTS: 1 DIF: Cognitive wnLevel: wnApplication/Applying
REF: Table wn1.1 OBJ: Identify wnthe wncharacteristics wnof wnreality wnshock.
TOP: Reality MSC: w n NCLEX®: wnSafe wnand wneffective wncare
wnshock wnenvironment
2. Which wnof wnthe wnfollowing wnactions wnby wnthe wngraduate wnnurse wnis wnan wninappropriate
methodology wnto wnrecover wnfrom wnreality wnshock?
wn
a. Networking
b. Obtaining wna wnmentor
c. Returning wnto wnschool
d. Joining wna wnsupport wngroup
ANS: w n C
The wntransition wnperiod wnis wnsuccessfully wnmanaged wnwhen wnthe wngraduate wnis wnable wnto wnevaluate
wnthe wnwork wnsituation wnobjectively wnand wnpredict wneffectively wnthe wnactions wnand wnreactions wnof
wnother wnstaff. wnNurturing wnthe wnability wnto wnsee wnhumor wnin wna wnsituation wnmay wnbe wna wnfirst wnstep.
wnReturning wnto wnschool wnis wna wnpositive wnstep wnafter wnthe wngraduate wnhas wnworked wnthrough wnrole
wntransition, wnhas wnsome wnclinical wnexperience, wnand wnis wnready wnto wnfocus wnon wna wnnew wncareer
wnobjective. wnNetworking, wnobtaining wna wnmentor, wnand wnjoining wna wnsupport wngroup wnwould
wngive wnthe wngraduate wnnurse wnan wnopportunity wnto wntalk wnto wnothers wnexperiencing wnthe wnstress
wnassociated wnwith wnreality wnshock. wnThe wnnurse wnwould wnbenefit wnfrom wn―talking wnthrough‖
wnissues wnand wnlearning wnhow wnto wncope.
PTS: w n w n 1 DIF: Cognitive wnLevel: wnApplication/Applying
REF: w n p. wn9 OBJ: w n Describe wnmethods wnto wnpromote wna wnsuccessful
wntransition. wnTOP: w n Reality wnshock
MSC: w n NCLEX®: wnSafe wnand wneffective wncare wnenvironment wnNot wnapplicable
3. A wnnurse wnis wntrying wnto wnavoid wnburnout. wnWhich wnof wnthe wnfollowing wnactions wnis wna wnvalid
way wnto wnachieve wnthis?
wn
a. Refusing wnto wnconstantly wnwork wnextra wnshifts
b. Withdrawing wnfrom wnpeer wnsupport wngroup
, c. ―Going wnnative‖
d. Changing wnjobs wnevery wn6 wnto wn12
wn months abirb.com/test
ANS: w n A
One wnof wnthe wnquickest wnways wnto wnexperience wnburnout wnis wnto wn―overwork wnthe wnovertime.‖ wnSet
wnpriorities wnwith wn your wnmental wnand wnphysical wnhealth wnbeing wnthe wnhighest wnpriority. wn Learning
wnto wnsay wn―no‖ wnto wnextra wnshifts wnis wna wnpositive wnmeans wnof wncoping wnof wnavoiding wnburnout.
wn― a
Gb oi r bi .nc ogmn/ t ae st it wnve‖ wnis wnthe wnterm wnthat wndescribes wnhow wnrecent wngraduates wnbegin wnto wncopy
wnand wnidentify wnthe wnreality wnof wntheir wnrole-transition wnexperience wnby wnrejecting wnthe wnvalues
wnfrom wnnursing wnschool wnand wnfunctioning wnmore wnlike wna wnteam wnmember wnat wntheir wnplace wnof
wnemployment. wnWithdrawing wnfrom wnpeer wnsupport wngroups, wn―going wnnative,‖
a bi rb .c o m /t es twn
and wnchanging wnjobs wnevery wn6 wnto wn12 wnmonths wnwould wnincrease wnth e c h a n c e o f wnthe wnnurse
wnexperiencing
burnout. wnThe wnnurse wnshould wninstead wnfocus wnon wnhis/her wnpractice wnand wnseek wnout wnsupport
wnfrom wnother wnnurses.
abirb.com/test
PTS: w n w n 1 DIF: Cognitive wnLevel: wnApplication/Applying
REF: w n p. wn7 OBJ: w n Describe wnmethods wnto wnpromote wna wnsuccessful
wntransition. wnTOP: w n Reality wnshock
MSC: w n NCLEX®: wnSafe wnand wneffective wncare wnenvironment wnNot wnappalibcirabb.cloem/test
4. Which wnof wnthe wnfollowing wnstatements wnby wnthe wngraduate wnnurse wnshows wnan wnunderstanding wnof
wnreality
shock wnas wnit wnapplies wnto abirb.com/test
wnnursing?
a. ―Reality wnshock wnis wnthe wnperiod wnwhen wna wnperson wnmoves wnfrom wnschool
wninto wnthe wnworkforce.‖
b. ―Reality wnshock wnis wnthe wnrealization wnthat wnpractice wnand wneducation wnare wnnot wnthe wnsame.‖
c. ―Reality wnshock wnis wnthe wnperiod wnfrom wngraduation wnto wnbecomai bni gr b . ac onme/ txe spt wnerienced wnnurse.‖
d. ―Reality wnshock wnis wna wntransition wnphase wnthat wnnew wngraduates wngo wnthrough wnbefore
wnchanging wnjobs.‖
ANS: abirb.com/test
w n A
―Reality wnshock‖ wnis wna wnterm wnoften wnused wnto wndescribe wnthe wnreaction wnexperienced wnwhen wnone
wnmoves wninto wnthe wnworkforce wnafter wnseveral wnyears wnof wneducational wnpreparation. wnThe wnnew
wngraduate wnis wncaught wnin wnthe wnsituation wnof wnmoving wnfrom wna wnfamiliar, wncomfortable
wned ucat i o n a l e n v i r o n ment wninto wna wnnew wnrole wnin
a b i r b . c o m / t e s t wn
the wnworkforce wnwhere wnthe wnexpectations wnare wnnot wnclearly wndefined wnor wnmay wnnot wneven wnbe
wnrealistic. wnThe
realization wnthat wnpractice wnand wnnursing wnschool wnare wnnot wnthe wnsame wnis wnoften wnassociated
wnwith wn―going wnnative.‖ wnWhen wnnurses wnmove wnfrom wnone wnposition wnto wnanother, wnthey wnhave
wnalready wnexperienced wnreality wnshock. wnBecoming wnan wnexperienced wnnurse wntakes wntime
a b i r b .icso m
wna n d n /ot et s pt w n art wnof wnthe wndefinition wnofwnreality wnshock.
PTS: w n 1 DIF: Cognitive wnLevel: wnApplication/Applying
w n REF: w n p. wn5 OBJ: w n Identify wnthe wncharacteristics wnof
a b i rb . c om / t es t
wnreali t y s h o ck .
TOP: w n Reality wnshock MSC: w n NCLEX®: wnNot wnapplicable
5. A wnstudent wnin wnthe wnlast wnsemester wnof wnnursing wnschool wnhas wnestabliasbhi r eb .dc oam /gt eos at wnl wnof wnmaking
wna wnsuccessful wnrole wntransition wnto wngraduate wnnurse. wnWhich wnstatement wnby wnthe wnstudent
wnindicates wnhis/her wnunderstanding wnof wnhow wnto wnachieve wnthis wngoal?
a. ―I wnshould wncare wnfor wnincreased wnnumbers wnof wnpatients wnto wnenhance wnwork wnorganization
skills.‖ abirb.com/test
b. ―I wnwill wnobserve wnstaff wnnurses wnas wnthey wnperform wnnursing wnprocedures
abirb.com/test
Downloaded wnby: wnKosimaa wn|
wnp2mansiondreamhouse@gmail.com
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