(Test Bank) Nursing Today

Zerwekh, 10

Nursing

Test Bank

10th Edition

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Test Bank for Nursing Today, The downloadable file consists of 162 pages, and the total size of the file is 1.85 MB. Purchase now only for highly discounted price.

Author(s): Zerwekh

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PRIMEXAM.COM Nursing Today 10th Edition Zerwekh Test Bank Chapter 01: Role Transitions Zerwekh: Nursing Today: Transition and Trends, 10th Edition MULTIPLE CHOICE 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 statements? a. “I am so nervous about being on my own as a nurse.” b. “This will be a great learning exp erience.” 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 preparation. Recovery and resolution occur when the graduate nurse is able to laugh at encountered 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. Nurturing 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 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. 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 val id way to achieve this? a. Refusing to constantly work extra sh ifts 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 common 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 th e 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 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 understanding of reality shock as it applies to nursing? a. “Reality shock is the period when a person moves from school into the workforce.” 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 changing jobs.” ANS: A “Reality shock” is a term often used to describe the reaction experienced when one moves into the workforce after several yea rs of educational preparation. The new graduate is caught in the situation of moving from a familiar, comfortable educational envir onment 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 definition of reality shock. DIF: Cognitive Level: Application/Applying OBJ: Identify the characteristics of reality shock. TOP: Reality shock MSC: NCLEX®: Not applicable PRIMEXAM.COM 5. A student in the last semester of nursing school has established a goal of making a successful role transition to graduate nu rse. Which statement by the student indicates his/her understanding of how to achieve this goal? a. “I should care for increased numbe r of patients to enhance work organization skills.” b. “I will observe staff nurses as they perform nursing procedures to refine technique.” 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 number of patients to help with time management and work organization. The student should also be able to functio n without 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 managem ent. Waiting 7 weeks to evaluate progress would not be helpful to the student. Although regular self -evaluation is an important process, it is the actual experience of taking realistic patient assignments and working typical shift hours that assists with s uccessful role transition. DIF: Cognitive Level: Application/Applying 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 g raduate 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 prac tice. Shock and rejection occur as the nurse tries to understand how nursing school and the “real world” come together. A 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. DIF: Cognitive Level: Application/Applying OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock MSC: NCLEX®: Not applicable 7. A new graduate has worked in 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 t o get all the work done. I can’t stand it!” What phase of reality shock is thi s graduate experiencing? a. Honeymoon b. Shock and rejection c. Recovery d. Role transformation ANS: B The honeymoon phase for the new graduate nurse is short lived when the graduate identifies the conflicts between the way he/s he was taught and the reality of what is done. Shock and rejection 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. Excessive mistrust, frequent pains and illness, a decrease in energy and fatigue, feeling like a failure and blaming oneself for every mistake, a hypercritical attitude, and feeling morally outraged are the characteristics of the shock and rejection phase. The recovery phase is characterized by a beginning sense of humor (usually the first sigh), a decrease in tension, and an increase in the ability to cope with the situations that he/she is faced with. Role transformation is the process of transforming from a student to nurse. DIF: Cognitive Level: Application/Applying OBJ: Compare and contrast the phases of reality shock. TOP: Reality shock MSC: NCLEX®: Not applicable 8. A graduate nurse has been out of school for 3 months and working in a staff nurse position for the past 2 months. What type o f transition is the nurse experiencing? a. A developmental transition b. An organizational transition c. A health -oriented transition d. A situational transition ANS: D A situational transition is a lifestyle change that occurs because of a new situation. Most often the changes are by choice —for instance, graduations, marriages, and new jobs. Developmental transitions include becoming a parent or going through a midlife crisis. An organizational transition involves a change in leadership. A health -oriented transition involves dealing with an illness or health issue, such as coping with a chronic illness. DIF: Cognitive Level: Application/Applying OBJ: Discuss the concepts of transitions. TOP: Types of transitions MSC: NCLEX®: Not applicable PRIMEXAM.COM 9. The graduate nurse understands that transitions occur throughout life. What major factor does the nurse identify as influential in a successful transition from school to practice? a. Level of new knowledge and skills required in the new environment b. Amount of classwork required to obtain a degree c. Personal history of previous developmental transitions d. Influence of classmates and their transitional experiences ANS: A The transition from student to practice reflects a situational transition that is most often affe cted by the anticipation of changes in the new work environment. Classwork no longer affects this transition. A personal history of previous developmental transitio ns and the influence of classmates are not as prominent as the anticipated requirements to function in the new environment of work. DIF: Cognitive Level: Comprehension/Understanding OBJ: Describe methods to promote a successful transition. TOP: Types of transitions MSC: NCLEX®: Not applicable 10. A nurse manager is giving a presentation at a local community college. The nurse manager understands the job expectations of a new graduate when making which of the following statements? a. “A newly graduated nurse should be able to perform as independently a s was demonstrated the last semester of nursing.” b. “A newly graduated nurse should be able to function competently as a registered nurse at the entry level.” c. “A newly graduated nurse should be able to function in the role that was described in the curriculu m for the school of nursing.” d. “A newly graduated nurse should be able to be able to function independently with the ability to make clinical nursing judgments.” ANS: B A newly graduated nurse is expected to be competent and capable. Hospitals frequently provide an extended orientation to assist the new graduate to transition into the independent role of the nurse. The new graduate nurse is not expected to function independ ently with the ability to make clinical nursing judgments. School curriculum and how one functioned the last semester of school are usually not considered in the job expectations of a new graduate. DIF: Cognitive Level: Comprehension/Understanding OBJ: Discuss the concepts of transitions. TOP: Successful transitions MSC: NCLEX®: Not applicable 11. 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 so nice. d. The nurse meets regularly with other new graduates to compare and discuss problems. ANS: B Objectivity and humor are two of the characteristics of a successful transition. “Going native” occurs when the graduate begins to provide care in the manner that the team or group wants it done, not necessarily the correct way. The “honeymoon phase” is when everything is going great. Meeting with other new graduates can be productive, but it is a part of the transition and not an indication of a successful transition. DIF: Cognitive Level: Application/Applying OBJ: Compare and contrast the phases of reality shock. TOP: Characteristics of a successful transition MSC: NCLEX®: Not applicable 12. A student nurse is in the last semester of nursing school. Which action by the nursing student indicates appropriate preparat ion for the transition experience? a. The nursing student requests additional experiences in performing skills and procedures. b. The nur sing student maintains close contact with a nursing instructor to observe nursing procedures. c. The nursing student practices nursing assessments and care on one or two patients to become more competent. d. The nursing student increases communication with a nur sing instructor to maintain a resource person after graduation. ANS: A Students should get all the experience, not just observation, possible before graduation. They should request opportunities 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 is during the last semester that students begin to care for more complex patients (and more patient numbers) to gain experience in the “real world” of nursing management and to have less reliance on the nursing instructor as a resource person. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Activities to promote successful transition before graduation MSC: NCLEX®: Not applicable PRIMEXAM.COM 13. A graduate nurse has been reviewing the NCSBN’s Transition to Practice model. The graduate nurse understands the intention of the model when making which of the following statements? a. “The intention of the model is to mandate that all state boards of nursing provide a regulatory model for transition to practice.” b. “The intention of the model is to provide educational modules so tha t the new graduate does not need to work with a preceptor.” c. “The intention of the model is to have the new graduate take and pass the NCLEX®, obtain employment, and then enter a transition program.” d. “The intention of the model is to complete the formalized transition program within 6 weeks.” ANS: C The NCSBN’s Transition 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 new graduate would first take and pass the NCLEX®, obtain employment, and then enter the transition program. There are five transition modules with content focused on communication and teamwork, patient -centered care, evidence -based practice, quality improvement, and informatics. The time period for completion of the program is 6 months with an expected additional 6 months of ongoing support. Because of the individual state’s rights, the NC SBN encourages states to adopt this model; however, they do not have the authority to mandate the adoption of the model. This model does not act as a replacement for a preceptor in the clinical practice area. DIF: Cognitive Level: Comprehension/Understanding OBJ: Describe methods to promote a successful transition. TOP: Activities to promote successful transition before graduation MSC: NCLEX®: Not applicable 14. The nurse has an adequate understanding of transitions when making which statement about situational transitions? a. “This type of transition can occur with leadership change.” b. “This type of transition occurs only when one is dealing with a chronic illness.” c. “This type of tra nsition can occur when one has a career change.” d. “This type of transition occurs during a midlife crisis.” ANS: C A situational transition occurs with the change from one situation to another, such as a career change. Dealing with a chroni c illness would be characteristic of a health –illness transition, a leadership change would be an organizational transition, and a midlife crisis would be a developmental transition. DIF: Cognitive Level: Comprehension/Understanding OBJ: Discuss the concept s of transitions. TOP: What are transitions? MSC: NCLEX®: Not applicable 15. A student in the last semester of a nursing school wants to be sure of adequate preparation for the transition experience. Wh ich patient should be added to the clinical assignment to assist in this process? a. A 48 -year-old man with heart failure who has oral and IV medications due and needs a new IV started b. A 38 -year-old woman who cares for herself independently and is going home later today c. A 25 -year-old man who is leaving the hospital against medical advice d. A 40 -year-old man who needs education on diabetes management ANS: A To 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 most complex patient, who requires oral and IV medications and needs to have his IV restarted. The patient who can care for herself independently and the one who is leaving the hospital against medical advice would not provide as much skill experience. Diabetic teaching is important but does not require the time management and work organization skills of a complex patient. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 16. A student nurse is interested in improving nursing skills. What action would be the best for the student nurse to take? a. Ask the instructor for extra skills practice during clinical hours. b. Watc h videos on how to perform the nursing skills that need practice. c. Review current nursing textbooks. d. Observe nurses perform skills in the clinical setting. ANS: A The 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 skills can be performed on real patients, with the guidance of a clinical inst ructor. Therefore, watching skills videos, reviewing nursing textbooks, and observing other nurses would not help the student obtain hands -on practice. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Safe and effective care environment PRIMEXAM.COM 17. A nursing student is nearing the end of his/her clinical experience. The student would like to care for patients who are typically challenging for students in the first year of practice. Which patient would be the best choice for this student? a. A 62 -year-old man with diabetes who needs outpatient care set up b. A 30 -year-old woman with a kidney stone requiring IV pain medications c. A 45 -year-old man with chest tubes recovering from a car crash d. A 25 -year-old woman who received blood yesterday ANS: C The skills that nursing students have identified as the most challenging include code blues, chest tubes, intravenous skills, central lines, bloo d administration, and patient -controlled analgesia. The most appropriate patient for the student to increase his/her skill level would be the 45 -year-old man with chest tubes. The other patients are not considered to be “challenging patients” for most nursing students. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 18. Which statement by the nursing student indicates an understanding of the importance of constructive feedback? a. “I will wait until my clinical evaluation and then make any changes to my practice that are needed.” b. “I will request routine feedback from my inst ructor so I can make any changes needed to improve my skills.” c. “My instructor will let me know if I need to change anything.” d. “I will ask my colleagues if I need to make any changes to my practice.” ANS: B Students are responsible for their skills and growth as health care providers. To ensure that their nursing skills are adequate, students should request periodic feedback from their clinical instructors. Waiting for feedback or asking colleagues would no t be an effective way for nursing students to obtain feedback in a timely manner. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 19. A graduate nurse has clo cked 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 the nurse’s station to other staff members. This fellow nurse is typically upset with floor assignments and thinks that the “new nurses get all the easy assignments.” Which action would be best for the grad uate nurse to take? a. Join the conversation and tell the fellow nurse that he/she does not care for the assignment either. b. Begin a co nversation 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: C The graduate nurse would have the most success by steering clear of the complaining nurse and focus on the positive. Joining the conversation and focusing on the negative will not help the graduate nurse adjust to his/her new job. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 20. A new nurse is caring for five patients on a busy surgical floor. While hanging blood for a patient, the nurse receives notic e that another assigned patient is being taken for surgery. The nurse has not obtained informed consent from the patient. What action should the new nurse take? 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 wi th the patient who 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 that informed consent be obtained from the other patient before going to surgery. The best action for the nurse to take would be to compromise and delegate obtaining informed consent to another nurse. The other actions would be inappropriate and possibly dangerous to the patients involved. DIF: Cognitiv e Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Safe and effective care environment PRIMEXAM.COM 21. The new graduate has an understanding of the nursing journey ahead when stating a. “It is not acceptable for me to make any mistakes at all.” b. “I am not worried about issues with transition. I am tough. I will do just fine!” c. “I know that I will make some mistakes, but I will learn and grow from them.” d. “I am going to keep studying so that I am always right.” ANS: C It is important for graduate nurses to know that they will make mistakes in their nursing careers and that they learn and gro w from them. It is not realistic for graduate nurses to believe that they will not make any mistakes or will not struggle with transition. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable 22. 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 to see if they need the nurse to work. b. Read nursing artic les 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: C It 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. DIF: Cognitive Level: Application/Applying OBJ: Describe methods to promote a successful transition. TOP: Role transformation MSC: NCLEX®: Not applicable MULTIPLE RESPONSE 1. A nurse manager is preparing a group of newly hired nurses to work on the unit. After educating them on reality shock, a stud ent asks what physical and psychological symptoms the nurse may experience? The nurse manager replies: (Select all that apply.) 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 includ e headache, insomnia, feeling stressed out, gastrointestinal upset, and post–student blues. Menorrhagia (excessive menstrual bleeding) is not a typical physical symptom of reality shock. DIF: Cognitive Level: Comprehension/Understanding 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 To maintain health and wellness, the new nurse should begin an exercise routine, incorporate 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 transi tion. TOP: Role transformation MSC: NCLEX®: Health promotion and maintenance 3. Which action would greatly help the graduate nurse when seeking out employment? (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. Planning 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 graduate nurse can take to prepare for employment. Waiting to gather information at the interview 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 Chapter 02: Personal Management: Time and Self -Care Strategies Zerwekh: Nursing Today: Transition and Trends, 10th Edition MULTIPLE CHOICE 1. Which statement indicates the nurse’s understanding of effective time management? a. “The purpose of effective time management is to save hours, minutes, and seconds.” b. “The purpose of effective time management is to do as much as possible in as short a time as possible.” c. “The purpose of effective time management is to do as little as possible.” d. “The purpose of effective time management is to achieve personal and professional goals.” ANS: D Making time to meet your individual, family, professional, and career needs and goal s is vital to the 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 short time would not indicate the nurse’s understanding. Pr ocrastinating and doing as little as possible are not the characteristics of effective time management. DIF: Cognitive Level: Comprehension/Understanding OBJ: Discuss strategies that increase organizational skills and personal priority setting. TOP: Time management MSC: NCLEX®: Not applicable 2. A student nurse resists schedules and prefers to study when it “feels right” and in groups. Which of the following characteri stics fits this student? a. Left-brain dominant b. Right -brain dominant c. Equally right - and left -brain dominant d. Neither right - or left -brain dominant ANS: B Right 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 w ould probably prefer a schedule of activities. Some people are equally right - and left -brain dominant and have a mix of behaviors. There are other people who have no clear pattern. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify your individual time style and personal time -management strategies. TOP: Time management MSC: NCLEX®: Not applicable 3. In 4 weeks, a student nurse will have two tests and one paper due in the same week. What is the most effective time -management strategy for this student n urse? 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 “works best under pressure.” ANS: C The most effective approach to this problem would be to schedule specific time periods to prepare for the tests and write the paper. Waiting until the last minute to study and wr ite the paper creates unnecessary stress and sets the student nurse up for failure. Creating more time for studying does not solve the problem; how that time is organized and how it is used is the key. 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 time for studying, it is unrealistic to delegate “everything possible” and impossible to control all time wasters. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Time management MSC: NCLEX®: Not applicable 4. How can the student nurse increase the efficiency in studying? a. Maintaining a supply of simple ca rbohydrates for a quick energy spurt b. Alternating mental and physical activities to increase productivity c. Working nonstop without breaks to focus concentration d. Delegating tasks of household chores to family members ANS: B Alternating tasks that are mental with tasks that are physical can increase alertness and create a 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 and burnout. Although delegating tasks would be helpful to the student nurse, it does not directly increase studying efficiency. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Time mana gement MSC: NCLEX®: Not applicable 5. The nurse has concluded that he/she is a right brain –dominant person. Based on the nurse’s time style, which unit governance task will the nurse manager recruit this nurse to participate in? a. Devise a plan to restructure the nursing career ladder. b. Write a p rocedure for central line care using new equipment. c. Do the unit time schedule for the next pay period. d. Collate data obtained from a chart audit to report at the next unit staff meeting. ANS: A Right brain –dominant people like to brainstorm to create new, holistic ideas and approaches to old problems, so devising a restructured nursing career ladder would be an appropriate task for this person. Writing procedures, completing time schedule s, and collating data are indicative of a left brain –dominant person. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Time management MSC: NCLEX®: Not applicable 6. What actions should a graduate nurse take in the first work experience to avoid problems with burnout? 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: D Taking care of oneself is a primary component to preventing burnout, for example, avoiding alcohol, maintaining good nutrition, getting adequate amounts of sleep, and avoiding cigarette smoking. Developing social contacts outside the work environment also facilitates the reduction of stress from work. Cross -training in different areas of the hospital, developing a social group with nurses to share work experiences, and meeting with a coun selor would not be helpful to the graduate nurse in avoiding problems with a burnout in the first work experience because they are all related to that experience. DIF: Cognitive Level: Application/Applying OBJ: Discuss the importance of caring for yours elf. TOP: Burnout MSC: NCLEX®: Not applicable 7. Which action by the nurse exemplifies a sense of spiritual health? a. Belonging to a church b. Feeling purposeful and fulfilled c. Feeling loved and cared for d. Changing religious affiliations ANS: B A sense of spiritual health simply means that we have a daily awareness that there is something more to living than mere huma n existence. People who have a sense of spiritual being find their lives to be positive experiences and feel good about the future. Belonging to a church, feeling loved and cared for, and changing religious affiliations are not identified as ways that one exemplifies a sense of spiritual health. DIF: Cognitive Level: Application/Applying OBJ: Discuss the importance of caring for yourself. TOP: Spiritual awareness MSC: 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 there will always be some individuals who do not care for you. It would be unrealistic and hence self -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 negative thoughts or self-defeating beliefs from our minds. Affirmations or positive statements, such as being a caring person, will get through nursing school, getting better with skills or recovering from an illness, and so on are ways to avoid self -defeating comments and behaviors. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify strategies for self-care. TOP: Self-care MSC: NCLEX®: Not applicable 9. 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. Respo nd to people and opportunities reactively. ANS: A 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 effective self -care strategy. Not dealing with feelings is a way to consciously suppress emotions, which can lead to a variety of anxiety disorders. Responding to people and opportunities with a reactive, or “knee -jerk,” response is not a good self-care strategy because the behavior can lead to poor decisions without adequate thought. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify strategies for self-care. TOP: Self-care MSC: NCLEX®: Not applicable 10. Nurse 1: “The manager told me that you and I have to change work schedules to accommodate Jim. That means we will both have to work days and nights in the same week. There’s nothing we can do about it.” Nurse 2: “Let’s take a minute and look at the possible alternatives.” What is 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 behaving codependently. c. Jim and the nurse manager have formed a coalition with the goal of dominating other staff. d. The nurse manager is evidencing good self -esteem by daring to take an unpopular action that will expose criticism. ANS: A Although nurse 1 is reacting to the situation, nurse 2 is taking time to assess the situation more thoroughly and see what choices they might have, which is a proactive response. Many of us go 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 what options are available and what the consequence of the options might be. Exercising our choice potential 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 acting self-confidently to do so. The question is asking about the assessment of nurse 1 and nurse 2 responses, not the nurse manager. DIF: Cognitive Level: Application/Applying OBJ: Identify strategies for self-care. TOP: Self-care—proactive response MSC: NCLEX®: Not applicable 11. A nurse has been out of school for about 6 months. Which of the following would indicate that the nurse is having problems wi th burnout? a. Has chronic fatigue, increased irritability, and feelings of helplessness b. Feels angry about the type of care being delivered and scheduling of staff c. Signs up for extra courses for an advanced degree and works double shifts d. Is disorganized in patient care and has to stay late to finish shift work ANS: A Fatigue, irritability, and feelings of helplessness are all early signs of burnout. Anger about care 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 time management. DIF: Cogni tive Level: Application/Applying OBJ: Describe early signs of compassion fatigue and burnout. TOP: Burnout MSC: NCLEX®: Not applicable 12. The nurse would identify which of the following strategies as a means of increasing feelings of empowerment? a. Requesting an assignment to a different hospital unit b. Assisting friends to cover their shifts when they need time off c. Telling a coworker that a joke heard in private was inconsiderate and thoughtless d. Declining to work an extra shift and going to the movies with friends ANS: D Taking care of oneself is critical to preventing burnout and increasing feelings of empowerment, such as declining to work an extra shift so you can participate in activities with 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 is unresolved. Humor and laughter are impor tant; however, if the joke was unethical, correcting the nurse would not increase empowerment. DIF: Cognitive Level: Application/Applying OBJ: Identify strategies for self-care. TOP: Empowerment MSC: NCLEX®: Not applicable 13. What activity would most likely promote a positive feeling of well -being in a graduate nurse about 6 months after employment ? a. Have a group of staff nurses over for a party. b. Participate in hospital -sponsored programs for community health. 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 peo ple. ANS: D Planning pleasurable activities, such as a hobby or attending a social gathering, that are not associated with nursing or other people’s problems can help you to re-energize and feel better about 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 a friend going through a divorce would not promote a positive feeling of well -being in the graduate nurse. DIF: Cogniti ve Level: Application/Applying OBJ: Identify strategies for self-care. TOP: Empowerment MSC: NCLEX®: Not applicable 14. A nurse is considering pursuing additional education in nursing and hopes to be promoted to a management position. What action should the nurse take to best achieve this? a. Wait until “the time is right” and inquire about program and promotion opportunities. b. Be the best nurse possible and hope a scholarship or promotion will be awarded. c. Set goals with specific related activities and time frames. d. Read three books on time management. ANS: C Setting 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 the situation to see what activities will provide the highest payoff. Waitin g for the right time to achieve promotion, hoping for a scholarship or promotion, and reading books on time management are not effective; instead, the nurse must take action to achieve a goal. DIF: Cognitive Level: Application/Applying OBJ: Discuss strategies that increase organizational skills and personal priority setting. TOP: Time management MSC: NCLEX®: Not applicable 15. A student nurse is feeling stressed about the combination of nursing courses and clinical experience in the semester. What actions can the student nurse take to reduce stress level based on 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. ANS: A Student nurses should create schedules that work with their biological rhythms, such as scheduling difficul t activities at their high-energy times. Shortening sleep, studying right before bed, and only studying when they are not feeling stressed are not advised. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 16. A nurse manager is assigning additional duties to the day shift nurses to keep the unit orderly and 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 honor of Nurse’s Week. d. Take part in a meeting regarding unit policies. ANS: C Right brain –dominant people resist rules and schedules and prefer to complete activities on their own time. Creating a poster board in honor of Nurse’s Week gives the right 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 and specific 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). DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 17. What action by student nurses indicates readiness for successful study habits? a. Combining their study area with the space that they use to pay bills b. Color coding their materials from each class c. Keeping all materials and papers in one bin d. Cleaning their study area at the end of each semester ANS: B 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 to ensure that they can find what they need during study sessions. Students shou ld separate out materials and discard what is no longer needed. Frequently cleaning their study area will help them maintain order. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 18. 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: A Students should set up a time during the day for all phone calls related to business or school. If students need to leave a m essage, they should state when they can be contacted. Keeping the phone turned off is not a realistic option. DIF: Cognitiv e Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 19. A student wants to begin planning for future educational goals. Which of the following actions would 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: A In 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 cross off each goal as it is completed. Doing so provides a sense o f accomplishment and immediate gratification for completing a goal. It is important to continually review the list of goals est ablished to determine if activities or tasks need to be moved based on how quickly they need to be attended to. Reviewing a list of goals yearly would not be sufficient in helping the student plan for completing his/her educational goals. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your goals MSC: NCLEX®: Not applicable 20. 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 shift c. Scheduling a massage on a day off d. Teaching at the local community college one day a week ANS: C A fun, relaxing activity that is not work -related can help prevent burnout, such as scheduling a massage 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. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify strategies for self-care. TOP: Self-care strategies MSC: NCLEX®: Not applicable 21. Which of the following statements by the nursing student is an affirmation? a. “I must maintain as in my school grades.” b. “I am human and capable of making mistakes.” c. “If I fail at something, the results will be catastrophic.” d. “If I am not liked by everyone, I am a failure.” ANS: B Stating, “I am human and capable of making mistakes” is an affirmation or a positive statement concerning the ways we would l ike to think, feel, or behave. The other statements are self -defeating thoughts. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify strategies for self-care. TOP: Self-care activities MSC: NCLEX®: Not applicable MULTIPLE RESPONSE 1. When taking an online or web -enhanced course, what are effective time -management strategies? (Select all that apply.) a. Enroll in an online or web -enhanced course that has fewer than 15 students to 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 posting requirements. c. Create a directory on your computer to place assignments and resources specific for the course. d. Determine what the best time is for logging into the course website and create a schedule for weekly log -in times. e. Develop an online group of colleagues that me et in the chat room or participate in instant messaging. ANS: B, C, D, E Online or web -enhanced courses can take as much, if not more, time as traditional face -to-face classes. The following are helpful strategies to improve time management involving the c ourse:  Print the syllabus and place deadlines on your calendar before the first -course meeting.  Identify how to contact your instructor, and schedule online office hours in your calendar.  Schedule daily times for logging into the class website.  Schedule a time for class work, and select a specific site.  Cultivate collegial support groups with individuals who provide support and are good listeners.  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 the information; do not assume all sites are up -to-date and evidence based) DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify your individual time style and personal time -management strategies. TOP: Time management MSC: NCLEX®: Not applicable 2. To achieve success in the workplace, which actions by the nurse would focus on improving skills? (Select all tha t apply.) a. Taking a course on communication b. Thinking of a way to improve time management c. Understanding the layout of the hospital d. Spending some time working on organizational skills e. Knowing where supplies are on the unit ANS: B, D 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 skills before employment will help the new nurse succeed. A communication course is not related to skills. 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. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 3. What actions by the student would manage the physical environment? (Select all that apply.) 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, D To 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 appropriate tools needed for studying. Students should choose an area with adequate lighting and study in 50 -minute sessions, taking a 10-minute break in between. DIF: Cognitive Level: Application/Applying OBJ: Identify your individual time style and personal time -management strategies. TOP: Managing your time MSC: NCLEX®: Not applicable 4. What actions can the nurse take to manage a habit of procrastinating? (Select all that apply.) 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, mana geable pieces. d. Set up a reward system for project completion. e. Be realistic about what can be accomplished. ANS: A, C, D, E To 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 system; and be realistic about what can be accomplished. Projects sho uld be started ahead of time and be planned to take more time than anticipated. DIF: Cognitive Level: Application/Applying OBJ: Discuss strategies that increase organizational skills and personal priority setting. TOP: Managing tasks MSC: NCLEX®: Not applicable 5. The nurse understands stress -related illness when stating which of the following? (Select all that apply.) a. “Stress can caus e insomnia.” b. “Stress is known to cause muscle and joint pain.” c. “Stress can cause headaches.” d. “Stress is not known to cause any health problems.” e. “Stress can cause gastrointestinal disturbances.” ANS: A, B, C, E Stress is known to cause a variety of physical and psychological ailments, including insomnia, muscle and joint pain, headach es, and gastrointestinal disturbances. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe how compassion fatigue and burnou t affect nurses. TOP: Self-care strategies MSC: NCLEX®: Not applicable Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs Zerwekh: Nursing Today: Transition and Trends, 10th Edition MULTIPLE CHOICE 1. The nurse manager is presenting at a conference and shows an adequate understanding of a mentoring relationship when giving t he following as an example: a. A coach and a player b. A teacher and a learner c. An intern and a resident d. An adviser and a partner ANS: D In nursing, mentor is synonymous with trusted adviser, and mentoring is a partnership between two people. Coaches help individuals find new ways to solve problems, reach goals, and design plans of ac tion to motivate people to perform at the “top of their game.” The teacher 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 relationship because the resident is the clinical expert, and there may also be an evaluation component in this relationship. DIF: Cognitive Level: Application/Applying OBJ: Describe the difference between mentoring, coaching, and precepting. TOP: Mentoring relationship MSC: NCLEX®: Not applicable 2. The nurse professor is lecturing to students in their final semester of nursing school. Which statement by the nurse professo r about mentoring is accurate? a. “Mentoring involves solving an individual’s problems.” b. “Mentoring focuses on the needs of someone else.” c. “Mentoring means helping someone reach his or her long -term goals.” d. “Mentoring requires pairing an experienced person with a novice.” ANS: B Mentoring requires a primary focus on the needs of the mentee and an effort to fulfi ll the most critical of these needs. Meeting these needs first makes achievement of goals more realistic. Mentoring does not involve solving an individual’s problems, helping someone reach long-term goals, or pairing an experienced person with a novice. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Description of mentoring MSC: NCLEX®: Not applicable 3. While discussing a mentoring program with the nursing director, the nurse manager correctly states that mentoring is a a. 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 the relationship as equals working together and based on mutual respect. Mentoring is not used as a method to gain more experience. Mentoring is a dynamic, not a static, relationship. Gaining experience is often ass ociated with precepting. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Description of mentoring MSC: NCLEX®: Not applicable 4. You are a graduate nurse in search of a mentor. To find a good “match,” what action is best? a. Choose an experienced nurse who is successful. b. Look for things you and the potential mentor have 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: B When considering establishing a mentoring relationship, look for commonalities in nursing education, areas of expertise or practice, or interests. Feeling comfortable and building trust are crucial for a successful mentoring relationship. Broad, open -ended questions stimulate discussion 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 a potential mentor. Being an experienced nurse would be an important criterion for a preceptor. DIF: Cognitive Level: Application/Applying OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Effective mentoring relationship MSC: NCLEX®: Not applicable 5. A group of nursing students is discussing mentors. One of the students correctly states a characteristic of a successful mentor when stating which of the following? a. “They ensure that their mentees do not fail.” b. “They push the mentees to a higher level.” c. “They always ask a lot of questions of their mentees.” d. “They encourage mentees to question their skills so they can improve.” ANS: B Mentors need to communicate high expectations to mentees and push them to meet or exceed these expectations. Mentors should not e nsure that mentees do not fail because this is often a great learning experience for mentees. Frequently questioning mentees or encouraging mentees to question their skills is not indicative of a successful mentor. Mentors are good listeners, offer empathy and encouragement, and are generous with their time and knowledge. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Successful mentorship MSC: NCLEX®: Not appli cable 6. The role of the mentee needs to be understood early in the mentoring relationship. What is a characteristic or example of the mentee’s role? a. Not interrupting the mentor b. Absorbing what the mentor explains in detail c. Establishing personal short - and long -term goals d. Finding out what the mentor has to offer in terms of experience ANS: C Establishing your goals early will help you get exactly what you need from the mentoring relationship. The mentee should ask questions when clarification is needed because communication is very important. The mentor’s nursing experience is not considered part of the mentee’s role. Absorbing information may relate more to a preceptor providing information on content o r skills. Fi nding out the experience is probably more applicable to the preceptor relationship. DIF: Cognitive Level: Application/Applying OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Role of a mentee MSC: NCLEX®: Not applicab le 7. Which statement indicates the student nurse’s understanding of a situational relationship? a. “A situational relationship occurs only one time.” b. “A situation relationship is established by the organization.” c. “In a situational relationship, both mentee and mentor mutually accept it.” d. “A situational relationship is structured to ensure situational success.” ANS: A Characteristically, a situational mentoring relationship is a one -time event. Organizations usually establish formal relationships. Acceptance by the mentee and mentor is characteristic of an informal relationship. A structured relationship is formal. DIF: Cognitive Level: Comprehension/Understanding OBJ: Discuss the types of mentoring relationships. TOP: Situational mentoring relationship MSC: NCLEX®: Not applicable 8. A nursing school wants to partner with a hospital to form a Dedicated Education Unit (DEU). What statement by the Dean to the hospital CEO explains this concept? a. “The staff nurses take th e place of nursing instructors.” b. “The faculty is available on site to oversee the experience.” c. “The students will only be those at the top of the class.” d. “The preceptor will have three to four nursing students.” ANS: A DIF: Cognitive Level: Comprehension/Understanding OBJ: Examine components of preceptorship programs and nurse residency programs. TOP: Dedicated educational unit MSC: NCLEX®: Not applicable 9. A new graduate is looking for a mentor. Which staff nurse would be the best choice? a. A skilled clinician who appears hurried, curt, and occasionally sarcastic b. A new graduate who worked 2 years as an LPN and seems confident c. A nurse who has 3 years of experience, good skills, and a sense of humor d. A seasoned nurse who is highly intellectual b ut is aloof and self -centered ANS: C The mentor not only serves as a role model or counselor for the new graduate but also actively advises, guides, and promotes the graduate’s career. It is important to select someone who will work with you and has nursin g experience. Frequently, nurses with 3 to 5 years of experience remember their own role transition and can relate to what the new graduate is experiencing. The clinician is curt and sarcastic, which would not be supportive behavior for a mentor. The new graduate would not be the best choice. The seasoned nurse is aloof and self-centered and would not be a good candidate for a mentor because mentors are willingly and personally invested in their mentee. DIF: Cognitive Level: Analysis/Analyzing OBJ: Describe the characteristics of effective mentors, mentees, and preceptors. TOP: Selecting a mentor MSC: NCLEX®: Not applicable 10. Which of the following statements by the nurse indicates an understanding of mentors? a. “Mentors foster the ment ee’s individual growth and development over an extended period of time.” b. “Mentors develop nurturing relationships during work time.” c. “Mentoring is the approach of assisting an individual’s growth through partnership.” d. “The strength of mentoring lies in the facilitation and development of personal qualities.” ANS: A Mentoring involves a focus on fostering the mentee’s individual growth and development over an extended period of time. Mento rs develop nurturing relationships during personal time. Coaching is the approach of assisting an individual’s growth through partnership. The strength of mentoring lies in the mentor’s specific knowledge and wisdom. DIF: Cognitive Level: Comprehension/Understanding OBJ: Describe the difference between mentoring, coaching, and precepting. TOP: What mentoring is and is not MSC: NCLEX®: Not applicable 11. A nursing student is in the mentoring process. Which action would occur if the student nurse were in the “follow” phase? a. The nursing student observes as the mentor places a urinary catheter. b. The nursing student places a urinary catheter while the mentor stands nearby for guidance. c. The nursing student reads the hospital policy regarding urinary catheter placement. d. The nursing student places the urinary catheter without guidance from the mentor. ANS: B In the “follow” phase, the student nurse and the mentor walk side by side down the same path, and the mentor assumes a more passive role. Therefore, the student would place the urinary catheter, wit h the mentor nearby for guidance. In the “lead” phase, the student would observe the mentor; in the “get -out-of-the-way” phase, the student nurse would place the urinary catheter without guidance. Reading the hospital policy on urinary catheterization does not indicate a phase of the mentoring process. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Describing the mentoring process MSC: NCLEX®: Not applicable 12. A nursing student is in the mentoring process. Which action would occur if the nursing student were in the “Get -out-of-the-way” phase? a. The nursing student would assess chest tubes with the mentor nearby for guidance. b. The nursing student would assess chest tubes independently. c. The nursing student would observe the mentor assessing chest tubes. d. The nursing student would read the hospital policy on chest tubes. ANS: B In the “get-out-of-the-way” phase, the nursing student would assess chest tubes independently . In the “follow” phase, the nursing student would observe the mentor assessing chest tubes. In the “lead” phase, the nursing student would assess chest tubes with the mentor nearby for guidance. Reading hospital policy on chest tubes does not indicate a p hase in the mentoring process. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: Describing the mentoring process MSC: NCLEX®: Not applicable 13. A nursing student is meeting with a possible mentor for the last semester of nursing school. Which of the following questions would be most appropriate for the student to ask? a. “Do you like working on this unit?” b. “Do you like your coworkers?” c. “How are thing s going today?” d. “What kinds of problems are you having?” ANS: C The nursing student should ask open -ended questions, such as “How are things going today?”. The questions “Do you like working on this unit?”, “Do you like your coworkers?”, and “What kinds of problems are you having?” are closed -ended questions. Open -ended questions stimulate discussion and are less likely to make the other person feel vulnerable. DIF: Cognitive Level: Knowledge/Remembering OBJ: Implement strategies for finding a mentor. TOP: How to find a mentor MSC: NCLEX®: Not applicable 14. Which statement by the nursing student best describes the characteristics of a mentee? a. “The mentee should be passive and observe only.” b. “The mentee should challenge constructive feedback.” c. “The mentee should communicate clearly.” d. “The mentee should let learning opportunities come to him/her.” ANS: C The mentee should always strive to communicate clearly with the mentor. Being passive, challenging constructive feedback, and not seeking out learning oppor tunities are not the characteristics of a mentee. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify the characteristics of effective mentors, mentees, and preceptors. TOP: What are the characteristics of a mentee? MSC: NCLEX®: Not applicable 15. Which action by the mentor can help reduce the impact of reality shock on the mentee during the honeymoon phase? a. Listen as the mentee discusses the excitement of starting a new position as a nurse. b. Avoid discussions about the excitement of the mentee’s new position as a nurse. c. Ask the mentee not to discuss the new position during work hours. d. Tell the mentee that the excitement will not last long. ANS: A To help reduce the impact of reality shock, the mento r can listen as the mentee discusses the excitement of starting a new position as a nurse. Avoiding discussions about the new position or telling the mentee that the excitement will not last long are not ways to help reduce the impact of reality shock. DIF: Cognitive Level: Application/Applying OBJ: Discuss the types of mentoring relationships. TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable 16. What action can the mentor take to help reduce the impact of reality shock on the mentee during the shock or rejection phase? a. Withhold personal transition stories. b. Encourage the mentee to discuss his/her feelings. c. Encourage mentees to keep their feelings to themselves during work hours. d. Ignore the feelings caused by reality shock. ANS: B During the s hock or rejection phase, the mentor can encourage the mentee to discuss his/her feelings to decrease the impact of reality shock. Withholding their own personal transition stories, encouraging mentees to keep their feelings to themselves, or ignoring these feelings are not ways that the mentor can help the mentee through this time of transition. DIF: Cognitive Level: Application/Applying OBJ: Discuss the types of mentoring relationships. TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable 17. Which action by the mentor can help reduce the impact of reality shock on the mentee during the recovery phase? a. Encourage the mentee to perform skills that he or she is comfortable with. b. Maintain a semiopen line of communication. c. Encourage the mentee to try new skills. d. Allow the mentee to work independently. ANS: C During the recovery phase, the mentor should encourage the mentee to step outside of his/her comfort zone. This can be best achieved by encouraging the mentee to try new skills. T he mentee should maintain an open line of communication while working with the mentee. DIF: Cognitive Level: Application/Applying OBJ: Discuss the types of mentoring relationships. TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable 18. Which action by the mentor can help reduce the impact of reality shock on the mentee during the resolution phase? a. Expect the mentee to problem solve clinical issues independently. b. Continue to practicing skills that he or she is comfortable with. c. Reinforce positive qualities that the mentee possesses. d. Point out negative qualities for the mentee to change. ANS: C The role of the mentor during the resolution phase is to remain supportive to the mentee. Pointing out positive qualities tha t the mentee possesses is one way to achieve this. Expecting the mentee to problem solve independently and pointing out negative characteristics will not assist in the resolution of reality shock. DIF: Cognitive Level: Application/Applying OBJ: Discuss the types of mentoring relationships. TOP: Mentoring through reality shock MSC: NCLEX®: Not applicable MULTIPLE RESPONSE 1. Review the following characteristics. Which best describe the role of the mentor? (Select all that apply.) a. Requires a primary focus on the needs of the new nurse b. Assists the new nurse with difficult nursing procedures c. Serves as a primary resource on the nursing unit for the new nurse d. Is assigned to the new nurse for the orientation period e. Is interested in the new nurse’s personal growth and nursing goals f. Is available to the new nurse after hours to discuss problems and needs ANS: A, E, F A mentor is more interested in a nurturing role, focusing on the needs of the new nurse and frequently sharing personal time. The preceptor acts in a formal role and functions during a defined period of time. The primary focus of the preceptor is to serve as a role model during the specified period. The other options (assists the new nurse with difficult nursing procedures, serves as a primary resource on the nursing unit, and is assigned to the new nurse for the orientation period) are the characteristics of a preceptor. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the difference between mentoring, coaching, and precept ing. TOP: Characteristics of a mentor MSC: NCLEX®: Not applicable 2. A nurse manager and a nurse director are discussing e -mentoring. Which statements by the nurse director indicate an understanding of the components of e -mentoring? (Select all that apply.) a. “E-mentoring involves distance mentoring.” b. “E-mentoring is done through instant messaging.” c. “E-mentoring involves contact between mentee and mentor via electronic mail.” d. “E-mentoring is a mentoring program for first -year nursing st udents.” e. “E-mentoring uses a videoconferencing system such as Skype to meet virtually.” f. “E-mentoring involves planning meetings to discuss the progress of the preceptorship.” ANS: A, B, C, E According to Knight, e -mentoring reflects mentoring that takes place over a distance (learner and faculty are not in face -to-face communication), usually by electronic communication facilitation. More recently, the use of e-mentoring can be via e-mail, smartphone, Skype, and webinars. Meeting in person and the mentoring program do not describe the virtual component of e-mentoring. DIF: Cognitive Level: Knowledge/Remembering OBJ: Discuss the types of mentoring relationships. TOP: E-mentoring MSC: NCLEX®: Not applicable 3. A group of nursing students are discussing the characteristics of a successful mentor. Which of the following statements iden tify these characteristics? (Select all that apply.) a. “Successful mentors are passive.” b. “Successful mentors communicate high expectations.” c. “Successful mentors are good listeners.” d. “Successful mentors show empathy.” e. “Successful mentors are nonjudgmental.” ANS: B, C, D, E Successful mentors communicate high expectations, are good listeners, show empathy, and are nonjudgmental. Successful mentors are not passive but are actively involved with the growth of the mentee. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the characteristics of effective mentors. TOP: What are the characteristics of a successful mentor? MSC: NCLEX®: Not applicable 4. Which statement(s) by the nursing student best describes the attributes of a mentor? (Select all that apply.) a. “A mentor actively advises, supports, and promotes the mentee’s career.” b. “A mentor is a profession al who has any amount of experience as a nurse.” c. “Mentors have the mentee’s best interest at heart.” d. “Mentors bolster self -confidence.” e. “Mentors provide support for only a short period of time.” ANS: A, C, D A mentor is an experienced nurse who advises, supports, and promotes the mentee’s career. The mentor has the mentee’s best interest at heart and bolsters self -confidence. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the characteristics of effective mentors. TOP: When do we need mentors? MSC: NCLEX®: Not applicable Chapter 04: Employment Considerations: Opportunities, Resumes, and Interviewing Zerwekh: Nursing Today: Transition and Trends, 10th Edition MULTIPLE CHOICE 1. Which statement by the nursing student indicates an understanding of the purpose in setting a career goal? a. “To guarantee you will achieve your goal” b. “To keep you focused on your job search” c. “To help you define your professional identity” d. “To impress those who are part of the interview process” ANS: C A career goal defines who or what you wish to be professionally. In addition, it will help tie together the elements of your job search —the resume writing, research, employer contacts, and interview process —by giving you direction. Setting a career goal does not guarantee the achievement of that goal. It does not help focus on the job search or impress those participating in the interview process. DIF: Cognitive Level: Knowledge/Remembering OBJ: Develop short -term career goals. TOP: Career goals MSC: NCLEX®: Not applicable 2. A nursing professor correctly states the expectations of the job market for nursing as a. expected downsizing, decreased numbe r of nursing positions. b. expected decrease in the number of unlicensed assistive personnel. c. expected increase in unlicensed assistive personnel. d. expected increased hiring of new graduates. ANS: D According to the Bureau of Labor Statistics Occupational Outlook Handbook (2018), “Employment of registered nurses is expecte d to grow 15 percent from 2016 to 2026, which is faster than the average for all occupations.” The nursing professor would be incorrect if he or she stated the expectations to be a decreased number of nursing positions. The job market for unlicensed assistive personnel is not relevant. DIF: Cognitive Level: Comprehension/Understanding OBJ: Assess trends in the job market. TOP: Job trend MSC: NCLEX®: Not applicable 3. Which action by the graduate nurses shows understanding of resume writing? a. Ensures that all of the dates for their employment history are specific b. Does not overstate skills c. Includes a thorough discussion of experienc es as a nursing student d. Includes only last two positions ANS: B A resume is a concise, factual presentation of a person’s educational and professional history, usually not more than two pag es in length. It is important not to overstate skills. Graduate nurses should not include a thorough discussion of their experiences as a nursing student. They should include all employment positions within the past 7 years, including the months and years of employment, but not the specific dates. DIF: Cognitive Level : Comprehension/Understanding OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable 4. The nursing professor is assisting a group of nursing students in creating resumes. The professor instructs them to include w hich of the following demographic data? a. Career goal b. Address c. Experience d. Education ANS: B The student’s name, address, telephone number, and e -mail address should be at the top of the resume page. Students should be sure to provide correct, current information so employers can easily access the contact information. Career goals, experience , and education are not c onsidered to be demographic data. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable 5. Which statement by the graduate nurse indicates an understanding of the importance of a cover letter? a. “It is optional.” b. “It is necessary only if your resume needs further explanation.” c. “It should recapitulate all of the important points of your resume.” d. “It should introduce you to the reader.” ANS: D Along with your resume, the nurse should enclose a cover letter that gives a brief introduction. The cover letter should summarize important strengths or give information regarding change of specialty (after yo u graduate and have experience). Remember that this letter should not be longer than three to five well -written paragraphs in one to two pages. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable 6. A graduate nurse has not heard from a prospective employer 3 days after submitting a resume. Which action should the graduate nurse take? a. Call. b. Write a letter. c. Do nothing. d. Contact another employment setting. ANS: C Only a few days have passed, so do nothing. If the graduate nurse still has not heard from the prospective employer within 7 to 10 days, give the employer a call to make sure the resume and cover letter were received and to schedule an interview. DIF: Cognitive Level: Application/Applying OBJ: Identify the primary aspects of obtaining employment. TOP: Employment considerations MSC: NCLEX®: Not applicable 7. The nurse has an adequate understanding of employment benefits. Which of the following is not included in a benefit package? a. Health insurance b. Car insurance c. Pensions d. Disability coverage ANS: B Health insurance, pension, and disability are common in benefit packages, whereas car insurance is not. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the primary aspects of obtaining employment. TOP: Employment considerations MSC: NCLEX®: Not applicable 8. What is the best short -term objective for the resume of a new nursing graduate seeking employment on a medical -surgical unit? a. Obtain a position that further develops interests and skills. b. Provide a basis for moving up the career ladder to a supervisory position within 5 years. c. Acquire a staff nurse position with options to use tuition benefits to obtain advanced degrees. d. Obtain an entry -level position as a staff nurse on a medical -surgical unit. ANS: D As a new graduate, the best short -term career goal or objective would be to obtain an entry -level position as a staff nurse. Career objectives or goals are not end results (e.g., education or eventual administration positions) but steps to assist the graduate nurse to another point. The objective should be specific to what the nurse needs at the time. Obtaining a position that further develops interests and skills is a good choice, but obtaining an entry -level position on a medical -surgical unit is more specific for a recent graduate. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the primary aspects of obtaining employment. TOP: Resume writing MSC: NCLEX®: Not applicable 9. The nurse knows that which of the following information is not part of a good resume? a. Age b. Education c. Professional memberships d. Occupational experience ANS: A A resume is a concise, factual presentation of a nurse’s education and professional history. Age is not considered an important point in a resume, and prospective employers cannot request this information during the interviewing process. Date of birth a nd so on may be asked at a later time during the employment process. Any type of occupational or work history is to be included along with membership in professional organizations. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable 10. Assuming all of the following statements are true, which should be included in a resume to highlight information that would b e valuable to an employer? a. Desires annual salary of $30,000 to $32,000 b. Is fluent in American Sign Language c. Is the president of state downhill ski club d. Plans to move out of state after 1 year of employment ANS: B The ability to use American Sign Language is a skill that would be worthwhile to the employer because it presents to the empl oyer an extrapersonal skil l. The salary, ski club, and relocation plans are not appropriate for a resume. DIF: Cognitive Level: Comprehension/Understanding OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Resume writing MSC: NCLEX®: Not applicable 11. The knowledgeable nurse can list which strategy as one that will foster a successful interview? a. Demonstrate interest in what the interviewer has to say. b. Exercise the option to disagree with the interviewer. c. Check off on a list when each item is covered by the interviewer. d. Answer questions with as much detail as possible. ANS: A Recruiters appreciate applicants who know some basic facts about their institution and show an interest in what the interviewer has to say. Becoming familiar with the institution before the interview will demonstrate interest. Do not contradict or argue with the interviewer. Answer questions succinctly and concisely; do not expound on ideas. DIF: Cognitive Level: Comprehension/Understanding OBJ: Describe the essential steps involved in the interviewing process. TOP: Phases of the interview MSC: NCLEX®: Not applicable 12. During a job interview, the interviewee is asked, “What do you believe your weaknesses to be?” What is the best reply? a. “I’ve never thought about having any weaknesses.” b. “I’m looking forward to strengthening my ability to plan care for a group of patients.” c. “My instructors told me I was disorganized.” d. “My biggest problem is in planning and implementing discharge teaching.” ANS: B It is important to develop responses to probable interview questions. This is not an uncommon question, and the graduate nurse should prepare a positive response, such as “strengthening the ability to plan for a group of patients.” Telling the inter viewer that you never thought about your weaknesses or that you need help with planning and implementing discharge teaching does not indicate that you are prepared for the interview. The option about admitting disorganization is not a positive response. DIF: Cognitive Level: Application/Applying OBJ: Discuss typical questions asked by interviewers. TOP: Phases of the interview MSC: NCLEX®: Not applicable 13. A student nurse tells a faculty member that a real fear of finding employment is not liking the first job and wanting to leav e right away. What is the best suggestion from the faculty member? a. “If you leave, give at least 4 weeks’ notice.” b. “Don’t worry abou t leaving your first job; lots of people do it.” c. “Study up on reality shock so you are prepared to deal with it.” d. “You will need to stick with it for at least 2 years.” ANS: C The best advice from the faculty member is to advise the student to study transitions and reality shock so the student is pre pared should it happen. Giving adequate notice is important when leaving, but that does not help the student prepare for the possib ility that the first job is not a good fit. People may often leave first jobs, but this will leave a bad impression with the instit ution if the new nurse leaves prematurely without exploring other options. It is advisable to stay with a position for a year . DIF: Cognitive Level: Application/Applying OBJ: Analyze your own priorities and needs in a job. TOP: Self-assessment MSC: NCLEX®: Not applicable 14. The graduate nurse interprets the phrase “dress for success” to mean which of the following? a. Wear a casual hairstyle and clothing that reflects your off -duty personality or hobbies. b. Buy new, very conservative dark clothing to wear. c. Select clothing that could be worn at a cocktail party. d. Wear a neat hairstyle and well -fitting, tailored, business -like clothes. ANS: D The interviewer may judge the applicant’s professional skills by personal appearance. A neat appearance and business clothing present a positive image. A prospective employer may anticipate the type of employee the graduate nurse will be by observing dress and personal hygiene. Casual or inappropriate clothing (e.g., cocktail party attire) does not fulfill the phrase “ dress for success.” It is not necessary to buy new clothing or wear something very dark and conservative. DIF: Cogniti ve Level: Knowledge/Remembering OBJ: Describe the essential steps involved in the interviewing process. TOP: The interview process MSC: NCLEX®: Not applicable 15. The interviewer says, “We are looking for a bright, interested, empathetic, hard-working person for this position in oncology nursing. Do you fit this bill?” The new graduate nurse is interested, carried a straight C average, and has worked full time while going to school. Assuming the following statements are true, what would be the best answer? a. “I’m definitely interested in oncology, and I think I’m a hard worker. My instructor said I was developing empathy. My grade point average of C doesn’t reflect my real ability.” b. “My previous employer rated my work as excellent. It was ther e that I became interested in helping support oncology patients as they cope with their illness. I chose to do an independent study on emotional reactions to the diagnosis of cancer and received an A.” c. “I worked full time while going to school, so my grade s suffered. I’ve had my share of life’s disappointments, so I can sympathize with cancer patients. I will work hard, but I have to make time for my family, too.” d. “I’m interested. My parents always told me I was bright. I work as hard as the next person. I’ ve learned not to get too involved with patients.” ANS: B The new graduate should focus on strengths and accomplishments during the interview and relate them to the position he or she is applying for. The interviewee should not provide extraneous information or make excuses for a C average. The interviewee shou ld keep it professional (avoid comments about sympathizing with patients); the interviewer does not care about the applicant’s family’s opinion. DIF: Cognitive Level: Application/Applying OBJ: Discuss typical questions asked by interviewers. TOP: The interview process MSC: NCLEX®: Not applicable 16. As the interview is drawing to a close, the interviewer asks the applicant, “What questions could I answer for you?” Which of the following questions would it be most advisable to ask to create a favorable impression? a. “What will happen if I am unable to me et the outcomes for the competency -based orientation?” b. “Do you still have tuition reimbursement for courses to obtain my next degree?” c. “How soon will I be responsible for the supervision of other staff?” d. “After completing orientation, when will the first p ay raise be given?” ANS: C Prepare a few questions. This will be the applicant’s opportunity to gather important details and possibly impress the interv iewer by showing interest in the position. Keep questions on the positive side and inquire about the responsibilities of the position. It would be inappropriate to inquire about pay raises at this time. Inquiries about pay and tuition reimbursement would be appropriate after the job offer has been provided. DIF: Cognitive Level: Application/Applying OBJ: Discuss typical questions asked by interviewers. TOP: The interview process MSC: NCLEX®: Not applicable 17. A new graduate uses social networking as a means of communicating with family and friends. What is important for the new graduate to consider when post ing information on Facebook in terms of seeking employment? a. Use a professional photo, perhaps just a headshot. b. Set the site to “public” so recruiters can search and find. c. Provide pictures of family and friends and remove any inappropriate information. d. Avoi d using social networking sites because employers do not like them. ANS: A It is important to make a good impression with a potential employer; remember that the new graduate’s appearance on the social networking website will be what an employer first sees. Be sure to use a professional photo, perhaps just a headshot, and mak e the account private to prevent employers from searching for you if you want to use the account for family and friends. Potential employers may dismiss you as a candidate after viewing inappropriate photographs or information. DIF: Cognitive Level: Application/Applying OBJ: Identify the primary aspects of obtaining employment. TOP: Social networking MSC: NCLEX®: Not applicable 18. Which of the following assignments should the new nurse question before accepting? a. A 38 -year-old man with cellulitis of the right arm b. A 25 -year-old woman with a left femur fracture c. A charge nurse over the unit for the day d. A 50 -year-old man with right hip replacement ANS: C New nurses should not be placed in the charge nurse role until the role of staff nurse has been mastered. New nurses who must accept the role of charge nurse should consider their resources in order to maintain safety for the patients. The other assignments are appropriate for the new nurse. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the primary aspects of obtaining employment. TOP: Researching prospective employers MSC: NCLEX®: Safe and effective care environment 19. A graduate nurse is in the process of applying for a first -time nursing job. What should the graduate nurse keep in mind when using social media networks? a. There is no risk of potential employers searching for the nurse on soci al media websites. b. Employers cannot use material found on social media websites to eliminate candidates. c. A small percentage of recruiters have eliminated candidates based on material found on social media websites. d. As long as no identifying patient informa tion is provided on the social media website, recruiters can overlook any videos posted about the patients the nurse has cared for. ANS: C It is important for the graduate nurse to keep in mind that recruiters search social media websites to gather informa tion about candidates. It is reported that 49% of the recruiters have eliminated candidates based on material found on social media websites. Recall that the nurse has an ethical obligation to maintain and protect patient privacy and confidentiality. The nurse should never share or post patient images, videos, or any information pertaining to a patient on any form of electronic media; this includes the use of cell phones, smartphones, cameras, and other electronic devices in the clinical setting. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the primary aspects of obtaining employment. TOP: Social networking MSC: NCLEX®: Not applicable 20. Which of the following actions by the graduate nurse would not be advised during an interview campaign? a. Plan three interviews in a day. b. Identify a date to begin employment. c. Ask questions about the interview process. d. Research the prospective employer. ANS: A The graduate nurse should identify a desirable date to begin employment, ask questions about the inter view process, research the prospective employer, and plan no more than two interviews in one day. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the essential steps involved in the interviewing process. TOP: The interview process MSC: NCLEX®: Not applicable 21. Which of the following actions would not help the graduate nurse prepare for an interview? a. Practice verbal responses to sample questions in front of a mirror. b. Ask a family member to play the role of the interviewer. c. Begin preparing for the interview the day before. d. Ask for constructive feedback regarding answers to sample questions. ANS: C The graduate nurse should practice verbal responses to sample questions in front of a mirror, ask a family member to play the role of the intervie wer, and ask for constructive feedback regarding answers to sample questions. The graduate nurse should not begin preparing for the interview the day before; preparation should begin earlier. DIF: Cognitive Level: Application/Applying OBJ: Identify the essential steps involved in the interview process. TOP: The interview process MSC: NCLEX®: Not applicable MULTIPLE RESPONSE 1. What actions should the graduate nurse take to assess an organization? (Select all that apply.) a. Talk to those who work in the organization of interest. b. Read the organization’s mission statement. c. Evaluate the reputation of the leadership. d. Listen to rumors about the organization. e. Read and analyze the recruitment materials. ANS: A, B, C, E To properly assess an organization, the graduate nurse should talk to those who work in the organization of interest, read the organization’s mission statement, evaluate the reputation of the leadership, and read and analyze the recruitment materials. Rumors are not helpful and should be ignored. DIF: Cognitive Level: Application/Applying OBJ: Identify the primary aspects of obtaining employment. TOP: What do I need to know to assess the organization? MSC: NCLEX®: Not applicable 2. The graduate nurse understands information that is necessary for a resume when making which of the following statements? (Select all that apply.) a. “I need to include my name, address, and phone number.” b. “I should include the name of the position that I am a pplying for.” c. “I need to include where I received my educational training.” d. “I need to list all my previous employer(s).” e. “I should include references on my resume.” f. “I should list my age and marital status.” ANS: A, B, C The graduate nurse should include the following on a resume: name, address, phone number, name of position applying for, and educational training. Previous employer(s) within the past 7 years are included. References accompany the resume but on a separate page. Age and marit al status are not included on the resume. This information will be obtained by human resources after the person has been hired. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Information necessary for a resume MSC: NCLEX®: Not applicable 3. Which of the following actions should the graduate nurse take to ensure a great first impression? (Select all that apply.) a. Arrive at the interview right on time. b. Establish eye contact during the interview. c. Minimize distracting nervous mannerisms. d. Show enthusiasm and body language. e. Smile when introduced. ANS: B, C, D, E The graduate nurse should establish eye contact during the interview, minimize distracting nervou s mannerisms, show enthusiasm and body language, and smile when introduced. The graduate nurse should arrive 10 to 15 minutes early to gather additional information about the organization or just to relax prior to the interview starting. DIF: Cognitive Level: Application/Applying OBJ: Describe the essential steps involved in the interviewing process. TOP: Strategies for interview success MSC: NCLEX®: Not applicable 4. The graduating student is preparing a portfolio prior to a job interview. What documents does the student include? (Select all that apply.) a. Completed skills checklists b. Certificates of attendance at conferences c. Documentation from group projects d. Transcripts from all courses taken e. Narrative notes from clinical instructors ANS: A, B, C, E Good items to include in a portfolio include skills checklists, certificates of attendance, documentation from group projects , and narrative notes from clinical instructors. Transcripts are not included. DIF: Cognitive Level: Knowledge/Remembering OBJ: Describe the key aspects of an e-portfolio and a resume. TOP: Strategies for interview success MSC: NCLEX®: Not applicable Chapter 05: NCLEX -RN® Exam and the New Graduate Zerwekh: Nursing Today: Transition and Trends, 10th Edition MULTIPLE CHOICE 1. The graduate nurse understands the purpose of the NCLEX -RN® when stating which of the following? a. “The exam provides feedback to the candidate regarding areas of weakness in nursing practice.” b. “The exam determines the candidate’s ability or inability to meet minimum standards for safe practice.” c. “The exam gives employers an opportunity to hire graduates who have scored highest among first -time licensure candidates.” d. “The exam prepares new graduates as efficient, effective staff nurses.” ANS: B The purpose of the NCLEX -RN® is to determine whether a candidate is competent to perform safe, effective, and entry -level nursing care. It does not prepare nurses but rather measures their performance on a test. Candidates who are unsuccessful rec eive information about their weak areas on the test, but this is not the purpose of it. Employers want to know if the person has passed because there is no specific score given other than pass or fail. DIF: Cognitive Level: Comprehension/Understanding OBJ: Discuss the role of the National Council of State Boards of Nursing. TOP: NCLEX® MSC: NCLEX®: Not applicable 2. Which statement by the nursing professor is accurate about the NCLEX -RN®? “The purpose of the NCLEX -RN® test plan is to ensure that all a. test takers answer items of comparable difficulty.” b. test takers answer approximately the same number of items.” c. test items are job related.” d. clinical specialties will be equally represented.” ANS: C The content of the NCLEX® is based on a test plan that is determined by the National Council. The test plan reflects entry -level nursing practice as identified by research and the job analysis study of newly licensed registered nurses. Each candidate will receive different levels of questions in a computer -adaptive format. The focus of the exam is not on clinical specialties. The test has a minimum of 75 questions and a maximum of 265 questions, so a test taker can answer any number of questions between these two numbers until he/she either reaches a passing standard or fails. DIF: Cognitive Level: Comprehension/Understanding OBJ: Discuss the role of the National Council of State Boards of Nursing. TOP: NCLEX® test plan MSC: NCLEX®: Not applicable 3. In trends class, a student tells the instructor, “I don’t think I can possibly pass the NCLEX -RN®. I hated psych nursing, but now I’ve h eard that a huge amount of the NCLEX® is psych related.” What is the best response from the instructor? a. “Perhaps you should consider retaking the psychiatric nursing course.” b. “There are equal numbers of questions related to each aspect of client needs.” c. “Psychosocial integrity is the basis for about 6% to 12% of the examination.” d. “You will need to take a review course that teaches psychiatric nursing principles.” ANS: C The last detailed test plan (2019) from the National Council designated from about 6% to 12% of the total questions to be fro m the area of psychosocial integrity. The student may not be able to retake nursing courses or a review course. Stating that the content area has the same number of questions would be inaccurate. Each of the categories of client needs has a different percentage, so questions are based on that percentage from the detailed test plan and not on equal numbers from each area. DIF: Cogniti ve Level: Comprehension/Understanding OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX -RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable 4. Which statement indicates the graduate nurse’s understanding of the process at the NCLEX® testing site? a. “I will be photographed and have a palm vein scan.” b. “I will be placed in a locked testing cubicle.” c. “I will answer 300 test questions.” d. “I will be given some questions as a paper -and-pencil test.” ANS: A Read the Candidate Bulletin and the instruction packet carefully. All candidates will be photographed and will have a palm vein scan as part of the identification process at the testing location. Candidates are not locked in a testing cubicle or given a paper -and-pencil test. The number of questions on each candidate’s test may vary, with a minimum of 75 questions and a maximum of 265 questions. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX -RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable 5. Which statement made by the graduate nurse indicates the understanding of the NCLEX -RN® passing score? a. “Candidates seeking licensure in California and New York must score higher.” b. “The passing score is the same for licensure in all states.” c. “Candidates from BSN programs must score one standard deviation higher than the ADN graduates.” d. “ADN graduates must answer 80% of the 265 questions correctly to pass.” ANS: B Every state has the same passing criteria. There is no percentage identified as to the number to get correct. The test has a minimum of 75 questions and a maximum of 265 questions. When the student reaches a passing level of competency or has not reached the passing competency, th e test turns off. There is no differentiation in education level or state requirements. DIF: Cognitive Level: Comprehension/Understanding OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered N urses (NCLEX -RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable 6. What type of nursing position would most likely provide experience in the types of nursing situations upon which the NCLEX® questions are based? a. Home care nurse b. Psychiatric staff nurse c. Staff nurse in an ambulatory pediatric clinic d. Staff nurse in a medical -surgical inpatient unit ANS: D The largest percentage of content on the test plan is based on physiologic integrity, which includes basic care and comfort (6%– 12%), pharmacologic and parenteral therapies (12% –18%), reduction of risk potential (9% –15%), and physiologic adaptation (11% –17%). Research also shows that the majority of new graduates begin their first job in a hospital medical -surgical environment caring for adult clients. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX -RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable 7. What is the best review strategy to use to prepare for the NCLEX -RN®? a. Spend about 8 hours a day on your days off until you take the examination. b. Study for 4 hours a night while taking a 2 -week review course. c. Review basic nursing content 2 to 3 hours a day for 3 days a week. d. Study 10 hours on the day and evening before the examination. ANS: C Studying 2 to 3 hours a day for 2 or 3 days a week with frequent breaks during the studying is realistic. The new gradua te should consider taking the exam within 2 to 3 weeks of obtaining his/her Authorization to Test. Cramming before the examination will not improve the pass rate. Studying for 8 hours a day is fatiguing and does not necessarily promote the retention of the information. DIF: Cognitive Level: Knowledge/Remembering OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX -RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable 8. What are helpful strategies for dealing with test anxiety? a. Put as much time as possible into studying. b. Practice relaxation techniques and positive thinking. c. Use review books and tapes. d. Focus on test -taking skills and emphasize facts less. ANS: B Put yourself in charge of your feelings. Replace those negative thoughts and ideas with positive ones. Practice relaxation and positive thinking, and picture yourself succeeding. Give yourself permission to take some breaks; studying all of the time will increase anxiety. Review bo oks and tapes assist with the review of important content and do not necessarily deal with test anxiety directly. They may discuss the concept and provide strategies to use, such as the two mentioned in the correct response. Test -taking skills are important for success on NCLEX but do not directly reduce test anxiety. DIF: Cognitive Level: Application/Applying OBJ: Identify the process and steps for preparing to take the National Council Licensure Examination for Registered Nurses (NCLEX -RN®). TOP: NCLEX® MSC: NCLEX®: Not applicable