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TEST BANK For Nursing Today Transition and Trends 9th Edition

Digital item No Waiting Time Instant DownloadISBN: 9780323401685, ISBN: 9780323474092ISBN: 9780323474115

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TEST BANK For Nursing Today Transition and Trends 9th Edition

Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs

MULTIPLE CHOICE

1. The nurse manager is presenting at a conference and shows an adequate understanding of a mentoring relationship when giving the following as an example:

a.

A coach and a player

c.

An intern and a resident

b.

A teacher and a learner

d.

An advisor and a partner

ANS: D

In nursing, mentor is synonymous with trusted advisor, and mentoring is a partnership between two people. Coaches help individuals find new ways to solve problems, reach goals, and design plans of action to motivate people to perform at the “top of their game.” 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.

PTS: 1 DIF: Cognitive Level: Application REF: pp. 50-51

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 professor 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 fulfill 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.

PTS: 1 DIF: Cognitive Level: Application REF: p. 51

OBJ: Identify 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.

c.

static relationship.

b.

one-way street.

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, 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 associated with precepting.

PTS: 1 DIF: Cognitive Level: Application REF: p. 51

OBJ: Identify 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 should you look for?

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.

PTS: 1 DIF: Cognitive Level: Application REF: pp. 57-58

OBJ: Identify 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:

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 ensure that mentees do no 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.

PTS: 1 DIF: Cognitive Level: Application REF: pp. 57-58

OBJ: Identify characteristics of effective mentors, mentees, and preceptors.

TOP: Successful mentorship MSC: NCLEX®: Not applicable

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