Test Bank for Nursing Today: Transition and Trends, 10th Edition (Chapters 1-26)

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TEST BANK FOR NURSING TODAYTRANSITION AND TRENDS 10THEDITION BYZERWEKHAll chapters

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Chapter 01: Role Transitions.abirb.com/testMULTIPLE CHOICE1.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 followingstatements?a.“Iam so nervous about being on my own as anurse.”b.“Thiswill be a great learningexperience.”.c.“Ican’t wait to havea steadypaycheck.”d.“Thisjob is perfect. I can finally do things my ownway.”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 educationalpreparation. 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: 1DIF: Cognitive Level: Application/ApplyingREF: Table 1.1OBJ: Identify the characteristics of reality shock.TOP: Reality shockMSC: 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 mentorc.Returning to schoold.Joining a support group.ANS: CThe transition period is successfully managed when the graduate is able to evaluate thework situation objectively and predict effectively the actions and reactions of other staff.Nurturingthe 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, andjoining a support group would give the graduate nurse an opportunity to talk to othersexperiencing the.

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stress associated with reality shock. The nurse would benefit from “talking through” issuesand learning how to cope.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 9OBJ: Describe methods to promote a successful transition.TOP: Reality shockMSC: 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 achievethis?a.Refusing to constantly work extra shifts.b.Withdrawing from peer support groupc.“Goingnative”d.Changing jobs every 6 to 12 months.ANS: AOne of the quickest ways to experience burnout is to “overwork the overtime.” Setpriorities with your mental and physical health being the highest priority. Learning to say“no” to extrashifts is a positive means of coping of avoiding burnout. “Going native” isthe term that.describes how recent graduates begin to copy and identify the reality of theirrole-transition experience by rejecting the values from nursing school and functioningmore like a team member at their place of employment. Withdrawing from peer supportgroups, “going native,”.and changing jobs every 6 to 12 months would increase thechance of the nurse experiencingburnout. The nurse should instead focus on his/her practice and seek out support fromother nurses..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 7OBJ: Describe methods to promote a successful transition.TOP: Reality shockMSC: 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.“Realityshock is the period when a person moves from school into theb.workforce.”“Reality shock is the realization that practice and education are not thesame.”c.“Realityshock is the period from graduation to becoming an experiencednurse.”.d.“Reality shock is atransition phase that new graduates go through before changingjobs.”ANS: A.

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“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 iscaught in the situation of moving from a familiar, comfortable educational environmentinto a new role in.the workforce where the expectations are not clearly defined or maynot even be realistic. The realization that practice and nursing school are not the same isoften associated with “goingnative.” When nurses move from one position to another,they have already experiencedreality shock. Becoming an experienced nurse takes time and is not part of the definitionof.reality shock.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 5OBJ: Identify the characteristics of reality shock.TOP: Reality shockMSC: NCLEX®: Not applicable5.A student in the last semester of nursing school has established a goal of making asuccessful.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 staffnurses as they perform nursing procedures to refinetechnique.”c.“Ishould seek increasingly close guidance from the nursing instructor to reduce.errors.”d.“Iwill evaluate my progress every 7 weeks or more toallow time for growth.”ANS: AIt is important for the student to start taking care of increased numbers of patients to helpwith.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 toobserve staff, astudent 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 toevaluate 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: 1DIF: Cognitive Level: Application/ApplyingREF: p. 13OBJ: Describe methods to promote a successful transition..TOP: Reality shockMSC: NCLEX®: Not applicable

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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 graduateexperiencing?a.Recovery.b.Shock and rejectionc.Honeymoond.Transition.ANS: CIn the first phase of the role transition process (the honeymoon phase), the graduate nurse isthrilled with completing school and accepting the first job. Life is a bed of roses becauseeveryone 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 entireprocess, 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: 1DIF: Cognitive Level: Application/ApplyingREF: p. 7OBJ: Compare and contrast the phases of reality shock..TOP: Reality shockMSC: NCLEX®: Not applicable7.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 ofasepsis the way I learned them! The staff tell me that wehave to cut corners if we’re going toget all the work done. I can’t stand it!” What phase of reality shock is this graduate.experiencing?a.Honeymoonb.Shock and rejectionc.Recovery.d.Role transformationANS: B.The honeymoon phase for the new graduate nurse is short lived when the graduate identifiesthe conflicts between the way he/she was taught and the reality of what is done. Shock andrejection cause mental and emotional withdrawal, moral outrage, and a hypercritical attitude,.which are just some of the symptoms of the realization that the honeymoon is over. Excessivemistrust, frequent pains and illness, a decrease in energy and fatigue, feeling like a failure andblaming oneself for every mistake, a hypercritical attitude, and feeling morally outraged arecharacteristics of the shock and rejection phase. The recovery phase is characterized by a.

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beginning sense of humor (usually the first sigh), a decrease in tension, and an increase in theability to cope with the situations that he/she is faced with. Role transformation is the processof transforming from student to nurse..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 8OBJ: Compare and contrast the phases of reality shock.TOP: Reality shockMSC: NCLEX®: Not applicable.8.A graduate nurse has been out of school for 3 months and working in a staff nurse position forthe past 2 months. What type of transition is the nurse experiencing?.a.A developmental transitionb.An organizational transitionc.A health-oriented transitiond.A situational transition.ANS: DA situational transition is a lifestyle change that occurs because of a new situation. Most oftenthe changes are by choice—for instance, graduations, marriages, and new jobs..Developmental transitions include becoming a parent or going through a midlife crisis. Anorganizational transition involves a change in leadership. A health-oriented transition involvesdealing with an illness or health issue, such as coping with a chronic illness..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 3OBJ:Discuss the concepts of transitions.TOP: Types of transitionsMSC: NCLEX®: Not applicable.9.The graduate nurse understands that transitions occur throughout life. What major factor doesthe nurse identify as influential in a successful transition from school to practice?a.Level ofnew knowledge and skills required in the new environment.b.Amount of classwork required to obtain a degreec.Personal history of previous developmental transitionsd.Influence of classmates and their transitional experiences.ANS: AThe transition from student to practice reflects a situational transition that is most oftenaffected by the anticipation of changes in the new work environment. Classwork no longer.affects this transition. A personal history of previous developmental transitions and theinfluence of classmates are not as prominent as the anticipated requirements to function in thenew environment of work..PTS: 1DIF: Cognitive Level: Comprehension/Understanding

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REF: p. 4OBJ: Describe methods to promote a successful transition. TOP:Types of transitionsMSC: NCLEX®: Not applicable.10.A nurse manager is giving a presentation at a local community college. The nurse managerunderstands the job expectations of a new graduate when making which of the followingstatements?.a.“A graduatenurse should be able to perform as independently as was demonstrated thelast semesterof nursing.”b.“Agraduate nurse should be able to function competently as a registered nurse at theentrylevel.”.c.“A graduate nurse should be able to function in the role that was described in thecurriculum for the school ofnursing.”d.“A graduatenurse should be able to be able to function independently with ability.to make clinical nursingjudgments.”ANS: BThe job expectations of a new graduate nurse are those of an entry-level new employee. This.frequently includes an extended orientation to assist the new graduate to transition into theindependent role of the nurse. The new graduate nurse is not expected to functionindependently with the ability to make clinical nursing judgments. School curriculum andhow.one functioned the last semester of school are usually not considered in the jobexpectations of a new graduate.PTS: 1DIF: Cognitive Level: Comprehension/Understanding.REF: p. 12OBJ: Discuss the concepts of transitions.TOP: Successful transitionsMSC: NCLEX®: Not applicable11.Which action by the graduate nurse shows that a successful transition to nursing has been.made?a.The nurse begins to work with the nursing team and functions as others expect.b.The nurse begins to objectively evaluate work experiences and enjoy the humor of.clinical situations.c.The nurse believes everything is great, patients are wonderful, and the new unit is sonice.d.The nurse meets regularly with other new graduates to.compare and discussproblems.ANS: BObjectivity and humor are two of the characteristics of a successful transition.“Goingnative”.occurs when the graduate begins to provide care in the manner that the team or group wantsit done, not necessarily the correct way. The“honeymoonphase”is when everything is going

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great. Meeting with other new graduates can be productive, but it is a part of the transition and.not an indication of successful transition.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 8OBJ: Compare and contrast the phases of reality shock..TOP: Characteristics of a successful transitionMSC: NCLEX®: Not applicable12.A student nurse is in the last semester of nursing school. Which action by the nursing studentindicates appropriate preparation for the transition experience?.a.The nursing student requests additional experiences in performing skills andprocedures.b.The nursing student maintains close contact with a nursing instructor.to observenursing procedures.c.The nursing student practices nursing assessments and care on one or two patients tobecome more competent.d.The nursing student increases communication with a nursing instructor to maintain.a resource person after graduation.ANS: AStudents should get all the experience, not just observation, you can before graduation. Ask to.perform procedures and skills and request feedback from staff nurses and instructors.Students should also begin to build resources that will be available after graduation. It isduring the last semester that students begin to care for more complex patients (and morepatient numbers) to.gain experience in the“realworld”of nursing management and to haveless reliance on the nursing instructor as a resource person.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 13OBJ: Describe methods to promote a successful transition.TOP: Activities to promote successful transition before graduationMSC: NCLEX®: Not applicable.13.A graduate nurse has been reviewing theNCSBN’sTransition to Practice model. The graduatenurse understands the intention of the model when making which of the followingstatements?.a.“Theintention of the model is to mandate that all state boards of nursing provide ab.regulatory model for transition“The intention of the model is to provide educationalmodules so that the new topractice.”graduate does not need to work with apreceptor.”.c.“Theintention of the model is to have the new graduate take and pass the

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NCLEX®, obtain employment, and then enter a transitionprogram.”d.“Theintention of the model is to complete the formalized transition program.within6weeks.”ANS: CTheNCSBN’sTransition to Practice model is a regulatory model that is designed to promote.public safety by supporting the role-transition experience of newly licensed nurses. The newgraduate would first take and pass the NCLEX®, obtain employment, and then enter thetransition program. There are five transition modules with content focused on communicationand teamwork, patient-centered care, evidence-based practice, quality improvement, and.informatics. The time period for completion of the program is 6 months with an expectedadditional 6 months of ongoing support. Because of individual state’s rights, the NCSBNencourages states to adopt this model; however, they do not have the authority to mandate.adoption of the model. This model does not act as a replacement of a preceptor in the clinicalpractice area.PTS: 1DIF: Cognitive Level: Comprehension/Understanding.REF: pp. 16-17OBJ: Describe methods to promote a successful transition.TOP: Activities to promote successful transition before graduationMSC: NCLEX®: Not applicable.14.The nurse has an adequate understanding of transitions when making which statement aboutsituational transitions?a.“Thistype of transition can occur with leadershipchange.”.b.“Thistype of transition occurs only when one is dealing with a chronicillness.”c.“Thistype of transition can occur when one hasa career change.”d.“Thistype of transition occurs during a midlifecrisis.”.ANS: CA situational transition occurs with change from one situation to another, such as a careerchange. Dealing with a chronic illness would be characteristic of a health–illness transition, aleadership change would be an organizational transition, and a midlife crisis would be a.developmental transition.PTS: 1DIF: Cognitive Level: Comprehension/UnderstandingREF: p. 3OBJ: Discuss the concepts of transitions..TOP: What are transitions?MSC: NCLEX®: Not applicable15.A student in the last semester of nursing school wants to be sure of adequate preparation for.the transition experience. Which patient should be added to the clinical assignment to assist inthis process?

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a.A 48-year-old man with heart failure who has oral and IV medications due and needs anew IV started.b.A 38-year-old woman who cares for herself independently and is going home later todayc.A 25-year-old man who is leaving the hospital against medical advice.d.A 40-year-old man who needs education on diabetes managementANS: ATo adequately prepare for role transition, the student nurse needs realistic assignments and.real-life experiences. It would be most appropriate for the student to accept the“busy”patient,who requires oral and IV medications and needs to have his IV restarted. The patient who cancare for herself independently and the one who is leaving the hospital against medical advicewould not provide as much skill experience. Diabetic teaching is important but does not.require the time management and work organization skills of a“busy”patient.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 13 OBJ: Describe methods to promote a successful transition. TOP: Roletransformation MSC: NCLEX®: Not applicable16.A student nurse is interested in improving his/her nursing skills. What action would be the.bestfor the student nurse to take?a.Ask his/her instructor for extra skills practice during clinical hours.b.Watch videos on how to perform the nursing skills that he/she needs to practice.c.Review his/her nursing textbooks..d.Observe nurses perform skills in his/her clinical setting.ANS: AThe best way for the nursing student to improve skills is to get hands-on practice. The student.would benefit most from requesting extra skills practice during clinical hours, where skillscan be performed on real patients, with the guidance of a clinical instructor. Therefore,watchingskills videos, reviewing nursing textbooks, and observing other nurses would not help the.student obtain hands-on practice.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 13OBJ: Describe methods to promote a successful transition..TOP: Role transformationMSC: NCLEX®: Safe and effective care environment17.A nursing student is nearing the end of his/her clinical experience. The student would like tocare for patients who are typically challenging for students in the first year of practice. Which.patient would be the best choice for this student?

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a.A 62-year-old man with diabetes who needs outpatient care set upb.A 30-year-old woman with a kidney stone requiring IV pain medicationsc.A 45-year-old man with chest tubes recovering from a car accident.d.A 25-year-old woman who received blood yesterdayANS: CThe skills that nursing students have identified as the most challenging include code blues,.chest tubes, intravenous skills, central lines, blood administration, and patient-controlledanalgesia. The most appropriate patient for the student to increase his/her skill level would bethe 45-year-old man with chest tubes. The other patients are not considered to be“challenging.patients”for most nursing students.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 13OBJ: Describe methods to promote a successful transition..TOP: Role transformationMSC: NCLEX®: Not applicable18.Which statement by the nursing student indicates an understanding of the importance of.constructive feedback?a.“Iwill wait until my clinical evaluation and then make any changes to my practice thatareneeded.”b.“I will request routine feedback from my instructor so I can make any changes.needed toimprove myskills.”c.“Myinstructor will let me know if I need to changeanything.”d.“Iwill ask my colleagues if I need to make any changes to mypractice.”.ANS: BStudents are responsible for their skills and growth as health care providers. To ensure thattheir nursing skills are adequate, students should request periodic feedback from their clinical.instructors. Waiting for feedback or asking colleagues would not be an effective way fornursing students to obtain feedback in a timely manner.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 14OBJ: Describe methods to promote a successful transition.TOP: Role transformationMSC: NCLEX®: Not applicable19.A graduate nurse has clocked in for his/her second shift on a busy orthopedic unit. After.accepting the assignment, the graduate nurse notices a fellow nurse complaining loudly at thenurse’sstation to other staff members. This fellow nurse is typically upset with floorassignments and thinks that the“newnurses get all the easyassignments.” Whichaction.would be best for the graduate nurse to take?

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a.Join the conversation and tell the fellow nurse that he/she does not care for theassignment either.b.Begin a conversation with another staff member about the fellow nurse who is.complaining.c.Steer clear of the nurse who is complaining and try to focus on the positive.d.Begin complaining about his/her own assignment..ANS: CThe graduate nurse would have the most success by steering clear of the complaining nurseand focus on the positive. Joining the conversation and focusing on the negative will not help.the graduate nurse adjust to his/her new job.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 14OBJ: Describe methods to promote a successful transition..TOP: Role transformationMSC: NCLEX®: Not applicable20.A new nurse is caring for five patients on a busy surgical floor. While hanging blood for a.patient, the nurse receives notice that another assigned patient is being taken for surgery. Thenurse has not obtained informed consent from the patient. What action should the new nursetake?a.Immediately leave the room he/she is in and obtain informed consent from the.patient.b.Allow the patient to go to surgery without obtaining informed consent.c.Delegate obtaining informed consent to another nurse while staying with t.he patientwho is receiving blood.d.Ask the transporter to obtain informed consent from the patient.ANS: C.Although the nurse must stay with the patient while hanging blood, it is important thatinformed consent be obtained from the other patient before going to surgery. The best actionfor the nurse to take would be to compromise and delegate obtaining informed consent toanother nurse. The other actions would be inappropriate and possibly dangerous to the.patients involved.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 15OBJ: Describe methods to promote a successful transition..TOP: Role transformationMSC: NCLEX®: Safe and effective care environment21.The new graduate has an understanding of the nursing journey ahead when stating.a.“Itis not acceptable for me to make any mistakes atall.”

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b.“Iam not worried about issues with transition. I am tough. I will do justfine!”c.“Iknow that I will make some mistakes, but I will learn and grow fromthem.”d.“Iam going to keep studying so that I am alwaysright.”.ANS: CIt is important for graduate nurses to know that they will make mistakes in their nursingcareers and that they learn and grow from them. It is not realistic for graduate nurses to.believe that they will not make any mistakes or will not struggle with transition.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 20 OBJ: Describe methods to promote a successful transition. TOP: Roletransformation MSC: NCLEX®: Not applicable22.A nurse has worked the past 5 days in a row to make some extra money. Today is a scheduled.day off. Which of the following actions would be the best for this nurse to take?a.Call the unit tosee if they need the nurse to work.b.Read nursing articles and take practice quizzes to stay up-to-date.c.Take his/her small children to the zoo..d.Work on a continuing education requirement.ANS: CIt is important that the nurse take time to relax and have fun. Taking his/her small children to.the zoo is a non–work-related activity that would ease stress and be enjoyable.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 15OBJ: Describe methods to promote a successful transition.TOP: Role transformationMSC: NCLEX®: Not applicable.MULTIPLE RESPONSE1.A nurse manager is preparing a group of newly hired nurses to work on the unit. Aftereducating them on reality shock, a student asks what physical and psychological symptoms.the nurse may experience? The nurse manager replies: (Select all that apply.)a.“Itis not possible to experience any physical or psychological symptoms from realityshock.”.b.“Youmay experienceheadaches.”c.“Itis possible that you will experience gastrointestinalupset.”d.“Youcould experienceinsomnia.”e.“Womenmayexperience menorrhagia.”.

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ANS: B, C, DReality shock can cause physical and psychological symptoms that are important for the nurseto be aware of. These can include headache, insomnia, feeling stressed out, gastrointestinal.upset, and post-student blues. Menorrhagia (excessive menstrual bleeding) is not a typicalphysical symptom of reality shock but is caused by uterine fibroids, endometriosis, or uterinepolyps. Amenorrhea (absent menstrual flow) may be experienced because of stress associated.with reality shock.PTS: 1DIF: Cognitive Level: Comprehension/UnderstandingREF: p. 9OBJ: Identify the characteristics of reality shock..TOP: What are the phases of reality shock?MSC: NCLEX®: Psychosocial integrity2.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, ETo maintain health and wellness, the new nurse should begin an exercise routine, incorporaterelaxation into his/her schedule, begin eating adequate nutritious meals and snacks. The nurseshould consider cutting out snacks late at night..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 15 TOP: Role transformation OBJ: Describe methods to promote a successful transition. MSC:NCLEX®: Health promotion and maintenance.3.Which action would greatly help the graduate nurse when seeking out employment? (Selectall 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, EIt is important for the graduate nurse to be prepared when seeking out employment. Planning.out interviews, speaking to nurses who work on the units, finding out what type of nursing

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care is provided, and determining the length of orientation are all actions the graduate nursecan take to prepare for employment. Waiting to gather information at the interview can leave.the graduate nurse feeling frazzled and disorganized.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 16OBJ: Describe methods to promote a successful transition..TOP: Role transformationMSC: NCLEX®: Not applicable........

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.Chapter 02: Personal Management: Time and Self-Care Strategies ..MULTIPLE CHOICE1.Which statement indicates thenurse’sunderstanding of effective time management?.a.“Thepurpose of effective time management is to save hours, minutes, andseconds.”b.“The purpose of effective time management is to do as much as possible in as short.atime aspossible.”c.“Thepurpose of effective time management is to do as little aspossible.”d.“The purpose of effective time management is to achieve personal andprofessionalgoals.”.ANS: DMaking time to meet your individual, family, professional, and career needs and goals is vitalto overall success and is the primary purpose of time management. Stating that the purpose of.effective time management as saving time or doing as much or as little as possible in a shorttime would not indicate the nurse’s understanding. Procrastinating and doing as little aspossible are not characteristic of effective time management..PTS: 1DIF: Cognitive Level: Comprehension/UnderstandingREF: p. 24 OBJ: Identify strategies for self-care. TOP: Time management MSC: NCLEX®: Notapplicable.2.A student nurse resists schedules and prefers to study when it“feelsright”and in groups. Whichof the following characteristics fits this student?.a.Left-brain dominantb.Right-brain dominantc.Equally right- and left-brain dominantd.Neither right or left brain dominant.ANS: BRight-brain–dominant people resist schedules and choose to do things their own way. Left-brain–dominant people process information in a linear, sequential manner, so they would.probably prefer a schedule of activities. Some people are equally right- and left-braindominant and have a mix of behaviors. There are other people who have no clear pattern..PTS: 1DIF: Cognitive Level: Knowledge/RememberingREF: p. 26OBJ: Identify your individual time style and personal time-management strategies.TOP: Time managementMSC: NCLEX®: Not applicable.

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3.In 4 weeks, a student nurse will have two tests and one paper due in the same week. What is themost effective time-management strategy for this student nurse?a.Control time wasters to have more time for studying and writing..b.Delegate everything possible to create more time for studying.c.Schedule specific times on a calendar to study for the tests and to work on the paper..d.Wait until the last minute because the student nurse“worksbest underpressure.”ANS: CThe most effective approach to this problem would be to schedule specific time periods toprepare for the tests and write the paper. Waiting until the last minute to study and write the.paper creates unnecessary stress and sets the student nurse up for failure. Creating more timefor studying does not solve the problem; how that time is organized and how it is used is thekey. Procrastinating by putting off assignments until the last minute can lead to extreme.anxiety and stressful behavior. Although delegating some tasks is realistic and can create timefor studying, it is unrealistic to delegate “everything possible” and impossible to control alltime wasters..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 29OBJ: Identify your individual time style and personal time-management strategies..TOP: Time managementMSC: NCLEX®: Not applicable4.How can the student nurse increase studying efficiency?a.Maintaining a supply of simple carbohydrates for a quick energy spurt.b.Alternating mental and physical activities to increase productivityc.Working nonstop without breaks to focus concentrationd.Delegating tasks of household chores to family members.ANS: BAlternating tasks that are mental with tasks that are physical can increase alertness and createa natural energy spurt to keep going. Carbohydrate-induced energy spurts are short lived and.ineffective for studying efficiency. Working nonstop without breaks leads to fatigue andburnout. Although delegating tasks would be helpful to the student nurse, it does not directlyincrease studying efficiency..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 42OBJ: Identify your individual time style and personal time-management strategies.TOP: Time managementMSC: NCLEX®: Not applicable.5.The nurse has concluded that he/she is a right-brain–dominant person. Based on thenurse’s

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time style, which unit governance task will the nurse implement?.a.Devise a plan to restructure the nursing career ladder.b.c.Write a procedure for central line care using new equipment.Do the unit time schedule for thenext pay period.d.Collate data obtained from a chart audit to report at the next unit staff meeting..ANS: ARight-brain–dominant people like to brainstorm to create new, holistic ideas and approachesto old problems, so devising a restructured nursing career ladder would be an appropriate task.for this person. Writing procedures, completing time schedules, and collating data areindicative of a left-brain–dominant person..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 26OBJ: Identify your individual time style and personal time-management strategies.TOP: Time managementMSC: NCLEX®: Not applicable.6.What actions should a graduate nurse take in the first work experience to avoid problems withburnout?a.Cross-train to work in different areas of the hospital..b.Develop a social group of nurses with whom to share work experiences.c.Plan on several sessions with a counselor regarding managing stress.d.Maintain good nutrition and good sleep habits..ANS: DTaking care of oneself is a primary component to preventing burnout—for example, avoidingalcohol, maintaining good nutrition, getting adequate amounts of sleep, and avoiding cigarette.smoking. Developing social contacts outside the work environment also facilitates reductionof stress from work. Cross-training in different areas of the hospital, developing a socialgroup with nurses to share work experiences, and meeting with a counselor would not behelpful tothe graduate nurse in avoiding problems with burnout in the first work experience because.they are all related to that experience.PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 37OBJ: Discuss the importance of caring for yourself..TOP: BurnoutMSC: NCLEX®: Not applicable7.Which action by the nurse exemplifies a sense of spiritual health?.a.Belonging to a church

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b.Feeling purposeful and fulfilledc.Feeling loved and cared ford.Changing religious affiliations.ANS: BA sense of spiritual health simply means that we have a daily awareness that there issomething more to living than mere human existence. People who have a sense of spiritual.being find their lives to be positive experiences and feel good about the future. Belonging to achurch, feeling loved and cared for, and changing religious affiliations are not identified asways that one exemplifies a sense of spiritual health..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 39OBJ: Discuss the importance of caring for yourself.TOP: Spiritual awarenessMSC: NCLEX®: Not applicable.8.Which of the following is an example of a self-defeating belief?a.I must always feel loved by everyone.b.I am a caring person..c.I will get through nursing school.d.I am getting better.ANS: A.Feeling as though you need to be loved by everyone is a self-defeating belief because therewill always be some individuals who do not care for you. It would be unrealistic and henceself-defeating to have or express the need to be loved by everyone. There are many ways to.exercise our mental potential. One of the first ways is to concentrate on removing negativethoughts or self-defeating beliefs from our minds. Affirmations or positive statements, such asbeing a caring person, will get through nursing school, getting better with skills or recoveringfrom an illness, and so on are ways to avoid self-defeating comments and behaviors..PTS: 1DIF: Cognitive Level: Knowledge/RememberingREF: p. 43OBJ: Identify strategies for self-care..TOP: Self-careMSC: NCLEX®: Not applicable9.Which is an example of an effective self-care strategy for a nurse?a.Plan time for physical recuperation after working extra hours..b.Push feelings of sadness, joy, anger, and fear out of awareness.c.Use alcohol to reduce tension.d.Respond to people and opportunities reactively..ANS: A

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Taking care of ourselves physically entails getting proper nutrition and adequate sleep,exercising on a regular basis, and planning for additional time to recuperate when working.extra hours. Using alcohol or drugs only medicates feelings and is not considered an effectiveself-care strategy. Not dealing with feelings is a way to consciously suppress emotions, whichcan lead to a variety of anxiety disorders. Responding to people and opportunities with areactive, or “knee-jerk,” response is not a good self-care strategy because the behavior can.lead to poor decisions without adequate thought.REF: pp. 41-42 PTS: 1 DIF: OBJ: Cognitive Level: Knowledge/Remembering Identify strategies forself-care..TOP: Self-careMSC: NCLEX®: Not applicable10.Nurse 1:“The managertold me that you and I have to change work schedules to.accommodateJim. That means we will both have to work days and nights in the same week.There’s nothingwe can do about it.” Nurse 2: “Let’s take a minute and look at the possiblealternatives.” Whatis the best assessment of this situation?a.Nurse 1 is exhibiting reactive behavior, and nurse 2 is being proactive..b.Nurse 1 is exhibiting a sense of empowerment, and nurse 2 is behavingc.codependently.Jim and the nurse manager have formed a coalition with the goal ofdominating.other staff.d.The nurse manager is evidencing good self-esteem by daring to take an unpopularaction that will expose criticism..ANS: AWhereas nurse 1 is reacting to the situation, nurse 2 is taking time to assess the situation morethoroughly and see what choices they might have, which is a proactive response. Many of usgo through life never realizing that we have many choices. You can choose to respond to.people and situations rather than react. It is important to assess the situation and see whatoptions are available and what the consequence of the options might be. Exercising our choicepotential also entails that we act responsibly toward others. Codependent behavior is a type of.control or enabling behavior. Empowerment is the power to do something and actingself-confidently to do so. The question is asking about the assessment of nurse 1 and nurse 2responses, not the nurse manager..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: Box 2.10 OBJ:Identify strategies for self-care.TOP: Self-care—proactive responseMSC: NCLEX®: Psychosocial integrity.

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11.A nurse has been out of school about 6 months. Which of the following would indicate that thenurse is having problems with burnout?a.Has chronic fatigue, increased irritability, and feelings of helplessness.b.Feels angry about the type of care being delivered and scheduling of staffc.Signs up for extra courses for an advanced degree and works double shiftsd.Is disorganized in patient care and has to stay late to finish shift work.ANS: AFatigue, irritability, and feelings of helplessness are all early signs of burnout. Anger aboutcare may be very appropriate; how the anger is directed is important. Overscheduling oneself.is something that may promote early burnout, as are disorganization and poor timemanagement.PTS: 1DIF: Cognitive Level: Application/Applying.REF: Box 2.6OBJ: Describe early signs of compassion fatigue and burnout.TOP: BurnoutMSC: NCLEX®: Not applicable12.The nurse would identify which of the following strategies as a means of increasing feelings.ofempowerment?a.Requesting an assignment to a different hospital unitb.Assisting friends to cover their shifts when they need time off.c.Telling a coworker that a joke heard in private was inconsiderate and thoughtlessd.Declining to work an extra shift and going to the movies with friendsANS: D.Taking care of oneself is critical to preventing burnout and increasing feelings ofempowerment, such as declining to work an extra shift so you can participate in activitieswith friends and family. Take care of yourself first; then assist others as you are able.Moving to a different hospital unit may be a type of avoidance with an issue that isunresolved. Humor and.laughter are important; however, if the joke was unethical, correcting the nurse would notincrease empowerment..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 37OBJ: Identify strategies for self-care.TOP: EmpowermentMSC: NCLEX®: Not applicable.13.What activity would most likely promote a positive feeling of well-being in a graduate nurseabout 6 months after employment?a.Have a group of staff nurses over for a party.b.Participate in hospital-sponsored programs for community health..

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c.Spend some time with an old friend who is in the middle of a divorce.d.Get involved in a new hobby, and attend social gatherings to meet new people.ANS: D.Planning pleasurable activities, such as a hobby or attending a social gathering, that are notassociated with nursing or other people’s problems can help you to reenergize and feel betterabout yourself. Having nurses over for a party or participating in hospital-sponsored programs.would not give the graduate nurse the time needed away from nursing. Spending time with afriend going through a divorce would not promote a positive feeling of well-being in thegraduate nurse..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 39OBJ: Identify strategies for self-care.TOP: EmpowermentMSC: NCLEX®: Not applicable.14.A nurse is considering pursuing additional education in nursing and hopes to be promoted to amanagement position. What action should the nurse take to best achieve this?a.Wait until“thetime isright”and inquire about program and promotion opportunities..b.Be the best nurse possible and hope a scholarship or promotion will be awarded.c.Set long-range, mid-range, and short-range goals with specific related activities and timeframes to meet these goals..d.Read three books on time management.ANS: CSetting goals so that you can prioritize your approach and identifying specific activities and.time frames to work toward a management promotion are keys to success. Assess thesituation to see what activities will provide the highest payoff. Waiting for the right time toachieve promotion, hoping for a scholarship or promotion, and reading books on timemanagement are not effective; instead, the nurse must take action to achieve a goal..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 33OBJ: Identify strategies for self-care..TOP: Time managementMSC: NCLEX®: Not applicable15.A student nurse is feeling stressed about the combination of nursing courses and clinicalexperience in the semester. What actions can the student nurse take to reduce stress level.basedon biological rhythms?a.Schedule difficult activities at high-energy times.b.Shorten sleep time to accommodate increased study times.c.Study before bedtime to increase memorization..d.Only study when not feeling stressed.

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ANS: AStudent nurses should create schedules that work with their biological rhythms, such as.scheduling difficult activities at their high-energy times. Shortening sleep, studying rightbefore bed, and only studying when they are not feeling stressed are not advised..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 24OBJ: Identify your individual time style and personal time-management strategies.TOP: Managing your timeMSC: NCLEX®: Not applicable.16.A nurse manager is assigning additional duties to the day shift nurses to keep the unit orderlyand running smoothly. Which assignment would be the best for a right-brain–dominant nurse?.a.Clean up the break room by noon.b.Assist with completing a unit project, based on specific rules and guidelines.c.Create a poster board in honorof Nurse’sWeek.d.Take part in a meeting regarding unit policies..ANS: C.Right-brain–dominant people resist rules and schedules and prefer to complete activities ontheir own time. Creating a poster board inhonor of Nurse’sWeek gives theright-brain–dominant nurse a chance to create in a personal way without rules and restrictions..Cleaning up the break room by noon, assisting with a unit project guided by rules andspecific guidelines, and taking part in a unit policy meeting would be better suited for a left-brain–dominant nurse (structure, organization, rules, time limits, and priorities are important)..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 26.OBJ: Identify your individual time style and personal time-management strategies.TOP: Managing your timeMSC: NCLEX®: Safe and effective care environment17.What action by student nurses indicates readiness for successful study habits?.a.Combining their study area with the space that they use to pay billsb.Color coding their materials from each classc.Keeping all materials and papers in one bin.d.Cleaning their study area at the end of each semesterANS: B

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To ensure success, students should first separate the area where they study from the area.where they pay bills. Second, students should color code their materials from each class toensure that they can find what they need during study sessions. Students should separate outmaterials and discard what is no longer needed. Frequently cleaning their study area will helpthem maintain order..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 31OBJ: Identify your individual time style and personal time-management strategies..TOP: Managing your timeMSC: NCLEX®: Not applicable18.What actions can a student take to manage the phone calls received throughout the day?.a.Set a specific time during the day for business- or school-related phone calls.b.Allow phone calls at any time as long as they are short.c.If the student needs to leave a message, state that he/she can be contacted any time.d.Keep the phone turned off until all studying is completed for the day..ANS: AStudents should set up a time during the day for all phone calls related to business or school.If students need to leave a message, they should state when they can be contacted. Keeping.the phone turned off is not a realistic option.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 28OBJ: Identify your individual time style and personal time-management strategies.TOP: Managing your timeMSC: NCLEX®: Not applicable.19.A student wants to begin planning for future educational goals. Which of the following actionswould NOT help the student plan?a.Review a list of goals once a year.b.Make a master list of goals..c.Prioritize goals.d.Cross out goals as they are met.ANS: AIn planning goal-related activities, making a master list of goals and prioritizing the list are.helpful strategies for completing activities and accomplishing goals. It is also helpful to crossoff each goal as it is completed. Doing so provides a sense of accomplishment and immediategratification for completing a goal. It is important to continually review the list of goals.established to determine if activities or tasks need to be moved based on how quickly theyneed to be attended to. Reviewing a list of goals yearly would not be sufficient in helping thestudent plan for completing his/her educational goals..

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PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 35OBJ: Identify your individual time style and personal time-management strategies..TOP: Managing your goalsMSC: NCLEX®: Not applicable20.Which of the following actions by the nurse helps prevent burnout?a.Picking up extra shifts each week.b.Staying late to help out at the end of each shiftc.Scheduling a massage on a day offd.Teaching at the local community college one day a week.ANS: CA fun, relaxing activity that is not work-related can help prevent burnout, such as scheduling amassage on a day off. Picking up extra shifts, staying late to help out at the end of the shift,.and teaching part-time one day a week may lead to burnout if the nurse is not careful.PTS: 1DIF: Cognitive Level: Knowledge/RememberingREF: p. 36OBJ: Identify strategies for self-care..TOP: Self-care strategiesMSC: NCLEX®: Health promotion and maintenance21.Which of the following statements by the nursing student is an affirmation?a.“Imust maintain As in my schoolgrades.”.b.“Iam human and capable of makingmistakes.”c.“IfI fail at something, the results will becatastrophic.”d.“If Iam not liked by everyone, I am afailure.”.ANS: BStating, “I am human and capable of making mistakes” is an affirmation or apositivestatement concerning the ways we would like to think, feel, or behave. The other statements.are self-defeating thoughts.PTS: 1DIF: Cognitive Level: Knowledge/RememberingREF: Box 2.9OBJ: Identify strategies for self-care..TOP: Self-care activitiesMSC: NCLEX®: Not applicableMULTIPLE RESPONSE.1.When taking an online or web-enhanced course, what are effective time-managementstrategies? (Select all that apply.)a.Enroll in an online or web-enhanced course that has fewer than 15 students to.

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reduce the amount of time it takes to respond to everyone in the class.b.Print your syllabus and create a calendar with assignment due dates and discussion postingrequirements..c.Create a directory on your computer to place assignments and resources specific for thecourse.d.Determine what the best time is for logging into the course website and create a schedulefor weekly log-in times..e.Develop an online group of colleagues that meet in the chat room or participate in instantmessaging..ANS: B, C, D, EOnline or web-enhanced courses can take as much, if not more, time as traditional face-to-faceclasses. The following are helpful strategies to improve time management involving thecourse:.•Print the syllabus and place deadlines on your calendar before the firstcourse meeting.•Identify how to contact your instructor, and schedule online office hours.inyour calendar.•Schedule weekly times for logging into the class website.•Schedule a time for class work, and select a specific site.•Develop collegial support groups..•Be active in the course by participating appropriately in discussion groups.•Establish an evidence-based file to download important articles (.pdf.format).•Bookmark websites (but before bookmarking these, review theinformation; do not assume all sites are up-to -date and evidence based)..PTS: 1DIF: Cognitive Level: Knowledge/RememberingREF: pp. 31-32OBJ: Identify your individual time style and personal time-management strategies.TOP: Time managementMSC: NCLEX®: Not applicable.2.To achieve success in the workplace, which actions by the nurse would focus on improvingskills? (Select all that apply.).a.Taking a course on communicationb.Thinking of a way to improve time managementc.Understanding the layout of the hospitald.Spending some time working on organizational skills.e.Knowing where supplies are on the unitANS: B, D

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Employers of new graduates identify lack of organizational and time-management skills as.areas where new nurses need improvement and assistance. Focusing on improving these skillsbefore employment will help the new nurse succeed. A communication course is not relatedtoskills. Understanding the layout of the hospital also is not focused on improving skills..Knowing where supplies are may help with time management but will not improve skills.PTS: 1DIF: Cognitive Level: Comprehension/UnderstandingREF: p. 24.OBJ: Identify your individual time style and personal time-management strategies.TOP: Managing your timeMSC: NCLEX®: Not applicable3.What actions by the student would manage the physical environment? (.Select all thatapply.)a.Set up an area that is specific to school work.b.Choose a work area that has soft, dim lighting.c.Choose a work area that is free from distractions.d.Gather appropriate tools before each study session begins..e.Study for 30 minutes at a time and take a 5-minute break in between.ANS: A, C, DTo have success when studying, students should first set up an area that is specific to school.work. Students should choose a work area that is free from distractions and gather appropriatetools needed for studying. Students should choose an area with adequate lighting and study in50-minute sessions, taking a 10-minute break in between..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: pp. 26-27OBJ: Identify your individual time style and personal time-management strategies..TOP: Managing your timeMSC: NCLEX®: Not applicable4.What actions can the nurse take to manage a habit of procrastinating? (Select all thatapply.)a.Consider the consequences of not completing each activity..b.Start on time and plan for the project to end on time.c.Break projects into small, manageable pieces.d.Set up a reward system for project completion..e.Be realistic about what can be accomplished.ANS: A, C, D, ETo avoid procrastination, the nurse should consider the consequences of not completing each.activity. The nurse should break down projects into small, manageable pieces; set up a reward

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system; and be realistic about what can be accomplished. Projects should be started ahead oftime and be planned to take more time than anticipated..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: pp. 30-31OBJ: Discuss strategies that increase organizational skills and personal priority setting..TOP: Managing tasksMSC: NCLEX®: Not applicable5.The nurse understands stress-related illness when stating which of the following? (Select allthat apply.).a.“Stresscan causeinsomnia.”b.“Stressis known to cause muscle and jointpain.”c.“Stresscan causeheadaches.”.d.“Stressis not known to cause anyhealth problems.”e.“Stresscan cause gastrointestinaldisturbances.”ANS: A, B, C, E.Stress is known to cause a variety of physical and psychological ailments, including insomnia,muscle and joint pain, headaches, and gastrointestinal disturbances.PTS: 1DIF: Cognitive Level: Knowledge/Remembering.REF: p. 36OBJ: Describe how compassion fatigue and burnout affect nurses.TOP: Self-care strategiesMSC: NCLEX®: Health promotion and maintenance......

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Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs .abirb.com/testMULTIPLE CHOICE1.The nurse manager is presenting at a conference and shows an adequate understanding of a.mentoring relationship when giving the following as an example:a.A coach and a playerb.A teacher and a learner.c.An intern and a residentd.An advisor and a partnerANS: D.In nursing,mentoris synonymous with trusted advisor, and mentoring is a partnershipbetween two people. Coaches help individuals find new ways to solve problems, reach goals,and design plans of action to motivate people to perform at the “top of their game.” Theteacher and learner relationship involves an evaluation component (receiving a grade in a.course). The intern reports to the resident, so there is more of a precepting relationshipbecause the resident is the clinical expert, and there may also be an evaluation component inthis relationship..PTS: 1DIF: Cognitive Level: Application/ApplyingREF: p. 53OBJ: Describe the difference between mentoring, coaching, and precepting.TOP: Mentoring relationshipMSC: NCLEX®: Not applicable.2.The nurse professor is lecturing to students in their final semester of nursing school. Whichstatement by the nurse professor about mentoring is accurate?.a.“Mentoringinvolves solvinganindividual’sproblems.”b.“Mentoringfocuses on the needs of someoneelse.”c.“Mentoringmeans helping someone reach his or her long-termgoals.”d.“Mentoringrequires pairing an experienced person with anovice.”.ANS: BMentoring requires a primary focus on the needs of the mentee and an effort to fulfill the mostcritical of these needs. Meeting these needs first makes achievement of goals more realistic..Mentoring does not involve solving an individual’s problems, helping someone reachlong-term goals, or pairing an experienced person with a novice..PTS: 1DIF: Cognitive Level: Comprehension/Understanding

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REF: p. 53OBJ: Identify characteristics of effective mentors, mentees, and preceptors.TOP: Description of mentoringMSC: NCLEX®: Not applicable.3.While discussing a mentoring program with the nursing director, the nurse manager correctlystates that mentoring is aa.partnership.b.one-way street.c.static relationship.d.method of gaining more experience.ANS: A..Mentoring is a partnership and a two-way street, with both parties freely contributing to therelationship as equals working together and based on mutual respect. Mentoring is not used asa method to gain more experience. Mentoring is a dynamic, not a static, relationship. Gaining.experience is often associated with precepting.PTS: 1DIF: Cognitive Level: Comprehension/UnderstandingREF: p. 54OBJ: Identify characteristics of effective mentors, mentees, and preceptors..TOP: Description of mentoringMSC: NCLEX®: Not applicable4.You are a graduate nurse in search of a mentor. To find a good“match,”what should you look.for?a.b.Choose an experienced nurse who is successful.Look for things you and the potential mentorhave in common.c.Be very specific with the questions you ask of the possible mentor..d.Be careful not to disclose too much personal information.ANS: BWhen considering establishing a mentoring relationship, look for commonalities in nursing.education, areas of expertise or practice, or interests. Feeling comfortable and building trustare crucial for a successful mentoring relationship. Broad, open-ended questions stimulatediscussion and offer an opportunity to assess and establish the mentor relationship. It is.important to discuss yourself and be open in a light and friendly manner when talking with apotential mentor. Being an experienced nurse would be an important criterion for a preceptor.PTS: 1DIF: Cognitive Level: Application/Applying.REF: p. 55OBJ: Identify characteristics of effective mentors, mentees, and preceptors.TOP: Effective mentoring relationshipMSC: NCLEX®: Not applicable

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