TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 10TH EDITION BY ZERWEKH All chapters
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TEST BANK FOR NURSING TODAY TRANSITION AND TRENDS 10TH EDITION BY ZERWEKH All chapters
Chapter 01: Role Transitions ................................................................................................................... 2 Chapter 02: Personal Management: Time and Self-Care Strategies ....
Test Bank - Nursing Today: Transition and Trends, 10th Edition (Zerwekh, 2021), Chapter 1-26 | All Chapters
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TEST BANK FOR NURSING TODAYTRANSITION AND TRENDS 10TH EDITIONBY ZERWEKH
Table of Contents
Chapter 01: Role Transitions ................................................................................................................... 2
Chapter 02: Personal Management: Time and Self-Care Strategies . .................................................... 13
Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs . ............................................ 23
Chapter 04: Employment Considerations: Opportunities, Resumes, and Interviewing . ......................... 32
Chapter 05: NCLEX-RN® and the New Graduate .................................................................................. 42
Chapter 06: Historical Perspectives: Influences on the Present ............................................................. 54
Chapter 07: Nursing Education .............................................................................................................. 63
Chapter 08: Nursing Theory ................................................................................................................... 73
Chapter 09: Professional Image of Nursing............................................................................................ 81
Chapter 10: Challenges of Nursing Management andLeadership .......................................................... 88
Chapter 11: Building Nursing Management Skills . .............................................................................. 100
Chapter 12: Effective Communication, Team Building, and Interprofessional Practice ......................... 111
Chapter 13: Conflict Management ....................................................................................................... 121
Chapter 14: Delegation in the Clinical Setting ...................................................................................... 131
Chapter 15: The Health Care Organization and Patterns of Nursing Care Delivery .............................. 144
Chapter 16: Economics in the Health Care Delivery System ................................................................ 154
Chapter 17: Political Action in Nursing ................................................................................................. 165
Chapter 18: Collective Bargaining: Traditional (Union) and Nontraditional Approaches ....................... 176
Chapter 19: Ethical Issues ................................................................................................................... 186
Chapter 20: Legal Issues ..................................................................................................................... 197
Chapter 21: Cultural and Spiritual Awareness...................................................................................... 211
Chapter 22: Quality Patient Care ......................................................................................................... 220
Chapter 23: Nursing Informatics .......................................................................................................... 232
Chapter 24: Using Evidence-Based Practice and Nursing Research ................................................... 242
Chapter 25: Workplace Issues. ............................................................................................................ 251
Chapter 26: Emergency Preparedness ................................................................................................ 262
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, Chapter 01: Role Transitions
MULTIPLE CHOICE
1. A graduate nurse has been hired as a nurse at a local hospital. The new nurse
is inthe . 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.
Realityshock 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 thenurse is able to grow as a person.
.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: Table 1.1 OBJ: Identify the characteristics of reality shock.
TOP: Reality shock MSC: NCLEX®: Safe and effective care environment
.
2. Which of the following actions by the graduate nurse is an inappropriate
methodologyto recover from reality 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 predict effectively the actions and reactions of other staff.
Nurturing
the ability to see humor in a situation may be a first step. Returning to school is a
positivestep . 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.
PTS: 1 DIF: Cognitive Level: Application/Applying .
REF: p. 9 OBJ: Describe methods to promote a successful
transition. TOP: Reality shock
MSC: NCLEX®: Safe and effective care environment Not applicable
.
3. A nurse is trying to avoid burnout. Which of the following actions is a valid way to achieve
this?
a. Refusing to constantly work extra shifts .
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, b. Withdrawing from peer support group
c. “Going native”
d. Changing jobs every 6 to 12 months .
ANS: A
One of the quickest ways to experience burnout is to “overwork the overtime.” Set
priorities with your mental and physical health being the highest priority. Learning to say
“no” to extra shifts is a positive means of coping of avoiding 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
fromother nurses.
.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 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
ofreality shock as it applies to nursing? .
a. “Reality shock is the period when a person moves from school into the
b. workforce.”“Reality shock is the realization that practice and education are not
thesame.”
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
changingjobs.”
ANS: A .
“Reality shock” is a term often used to describe the reaction experienced when one
movesinto 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
definitionof . reality shock.
PTS: 1 DIF: Cognitive Level: Application/Applying . REF:
p. 5 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
indicateshis/her understanding of how to achieve this goal?
a. “I should care for increased numbers of patients to enhance work
organizationskills.” .
b. “I will observe staff nurses as they perform nursing procedures to
3|Page
, refinetechnique.”
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 numbers of patients to help
with . time management and work organization. The student should also be able to
functionwithout 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
animportant process, it is the actual experience of taking realistic patient assignments and
. working typical shift hours that assists with successful role transition.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 13 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.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.
PTS: 1 DIF: Cognitive Level: Application/Applying
REF: p. 7 OBJ: Compare and contrast the phases of reality shock. .
TOP: Reality shock MSC: NCLEX®: Not applicable
7. A new graduate has worked on 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?
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