C 3

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:

c. An intern and a resident
d. An advisor and a partner
a. A coach and a player

b. A teacher and a learner
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?

Mentoring involves solving an individuals problems.
Mentoring focuses on the needs of someone else.
Mentoring means helping someone reach his or her long-term goals.
Mentoring requires pairing an experienced person with a novice.
a.
b.
c.
d.
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 individuals problems, helping someone reach longterm goals, or pairing an experienced person with a novice.
PTS: 1
REF: p. 51
OBJ: Identify characteristics of effective mentors, mentees, and preceptors.
TOP: Description of mentoring
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, 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
REF: p. 51

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
REF: pp. 57-58
TOP: Effective mentoring relationship
5. A group of nursing students is discussing mentors. One of the students correctly states a
characteristic of a successful mentor when stating:

They ensure that their mentees do not fail.
They push the mentees to a higher level.
They always ask a lot of questions of their mentees.
They encourage mentees to question their skills so they can improve.
a.
b.
c.
d.
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
REF: pp. 57-58
TOP: Successful mentorship
6. The role of the mentee needs to be understood early in the mentoring relationship. What is a
characteristic or example of the mentees role?

Not interrupting the mentor
Absorbing what the mentor explains in detail
Establishing personal short- and long-term goals
Finding out what the mentor has to offer in terms of experience
a.
b.
c.
d.
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 mentors nursing experience is not considered part of
the mentees role. Absorbing information may relate more to a preceptor providing
information on content or skills. Finding out the experience is probably more applicable to the
preceptor relationship.
PTS:
OBJ:
TOP:
MSC:
1
REF: p. 56
Identify characteristics of effective mentors, mentees, and preceptors.
Role of mentee
NCLEX: Safe and effective care environmentmanagement of care
7. Which statement indicates the student nurses 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.
PTS: 1
REF: p. 60
OBJ: Discuss the types of mentoring relationships.
TOP: Situational mentoring relationship MSC: NCLEX: Not applicable
8. The honeymoon is a specific phase of reality shock. What should the mentor do during this
phase?
Share personal transition experiences with the mentee.
Reinforce the need for the mentee to problem solve.
Encourage the mentee to try new things.
Act as the intermediary for the mentee with all staff members.
a.
b.
c.
d.
ANS: D
During the honeymoon phase, the mentor should be supportive (by listening and
understanding), act as an intermediary with other staff members, and be a role model. Sharing
feelings and experiences and the mentors own transition experience are appropriate in the
shock and rejection phase. Trying new things and stepping outside the mentees comfort zone
would be appropriate for the mentor to encourage during the recovery phase of reality shock.
PTS:
OBJ:
TOP:
MSC:
1
REF: p. 61
Discuss the types of mentoring relationships.
Mentoring during reality shock phase
NCLEX: Safe and effective care environmentmanagement of care
9. A new graduate is looking for a mentor. Which staff nurse would be the best choice?
a. Louise, a skilled clinician who appears hurried, curt, and occasionally sarcastic
b. Jill, a new graduate who worked 2 years as an LPN and seems confident
c. Juan, who has 3 years of experience, good skills, and a sense of humor
d. Kim, who has 6 years of experience and is highly intellectual but 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 graduates career. It is important to select someone who will
work with you and has nursing experience as a nurse. Frequently, nurses with 3 to 5 years of
experience remember their own role transition and can relate to what the new graduate is
experiencing. Louise is curt and sarcastic, which would not be supportive behavior of a
mentor. Jill is too recent a graduate. Kim is aloof and self-centered and would not be a good
candidate for a mentor because mentors willingly are personally invested in their mentee.
PTS: 1
DIF: Cognitive Level: Evaluation
OBJ: Describe four possible resolutions for reality shock.
REF: pp. 57-58

TOP: Selecting a mentor
10. Which of the following statements by the nurse indicates an understanding of mentors?
a. Mentors focus on fostering the mentees 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 individuals growth through
partnership.
d. The strength of mentoring lies in the facilitation and development of personal
qualities.
ANS: A
Mentoring involves focus on fostering the mentees individual growth and development over
an extended period of time. Mentors develop nurturing relationships during personal time.
Coaching is the approach of assisting an individuals growth through partnership. The strength
of mentoring lies in the mentors specific knowledge and wisdom.
PTS: 1
REF: p. 50
TOP: What mentoring is and is not
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, with 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.
PTS: 1
OBJ: Examine components of a nurse residency program.
REF: p. 56
TOP: What is a nurse residency program?
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?

The nursing student would assess chest tubes with the mentor nearby for guidance.
The nursing student would assess chest tubes independently.
The nursing student would observe the mentor assessing chest tubes.
The nursing student would read the hospital policy on chest tubes.
a.
b.
c.
d.
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 phase in the mentoring
process.
PTS: 1
OBJ: Examine components of a nurse residency program.
TOP: What is a nurse residency program?
REF: p. 56
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?
Do you like working on this unit?
Do you like your coworkers?
How are things going today?
What kind of problems are you having?
a.
b.
c.
d.
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 kind of problems are you having are direct questions. Open-ended questions stimulate
discussion and are less likely to make the other person feel vulnerable.
PTS: 1
OBJ: Implement strategies to find a mentor.
REF: pp. 57-58

TOP: How to find a mentor
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 or /her.
ANS: C
The mentee should always strive to communicate clearly with the mentor. Being passive,
challenging constructive feedback, and not seeking out learning opportunities are not
characteristics of a mentee.
PTS: 1
TOP: What are the characteristics of a mentee?
REF: p. 60
15. Which action by the mentor can help reduce the impact of reality shock on the mentee during
the honeymoon phase?

Listen as the mentee discusses the excitement of starting a new position as a nurse.
Avoid discussions about the excitement of the mentees new position as a nurse.
Ask the mentee not to discuss the new position during work hours.
Tell the mentee that the excited will not last long.
a.
b.
c.
d.
ANS: A
To help reduce the impact of reality shock, the mentor 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.
PTS: 1
DIF: Cognitive Level: Analysis
REF: p. 61
TOP: Mentoring through reality shock
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 or 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 shock or rejection phase, the mentor can encourage the mentee to discuss his or her
feelings to decrease the impact of reality shock. Withholding their own personal transitions
stories, encouraging the mentee 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.
PTS: 1
REF: p. 61
the recovery phase?

Encourage the mentee to perform skills that he or she is comfortable with.
Maintain a semi-open line of communication.
Encourage the mentee to try new skills.
Allow the mentee to work independently.
a.
b.
c.
d.
ANS: C
During the recovery phase, the mentor should encourage the mentee to step outside of his or
her comfort zone. This can be best achieved by encouraging the mentee to try new skills. The
mentee should maintain an open line of communication while working with the mentee.
PTS: 1
REF: p. 62
the resolution phase?
a.
b.
c.
d.
Expect the mentee to problem solve clinical issues independently.

Continue to practicing skills that he or she is comfortable with.
Reinforce positive qualities that the mentee possesses.
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 that the mentee possess 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.
PTS: 1
REF: p. 62
MULTIPLE RESPONSE
1. Review the following characteristics. Which best describe the role of the mentor? (Select all
that apply.)
Requires a primary focus on the needs of the new nurse
Assists the new nurse with difficult nursing procedures
Serves as a primary resource on the nursing unit for the new nurse
Is assigned to the new nurse for the orientation period
Is interested in the new nurses personal growth and nursing goals
Is available to the new nurse after hours to discuss problems and needs
a.
b.
c.
d.
e.
f.
ANS: A, E, F
A mentor is more interested in a nurturing role and focuses on the needs of the new nurse and
frequently shares 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 characteristic of a preceptor.
PTS: 1
REF: p. 59
TOP: Characteristics of a mentor
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 students.
e. E-mentoring uses a videoconferencing system such as Skype to meet virtually.
f. E-mentoring involves planning a meeting at a coffee shop to discuss 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 (coffee shop) and the mentoring program do not describe the
virtual component of e-mentoring.
PTS: 1
REF: p. 62
TOP: E-mentoring
3. A group of nursing students are discussing characteristics of a successful mentor. Which of the
following statements identify these characteristics? (Select all that apply.)

Successful mentors are passive.
Successful mentors communicate high expectations.
Successful mentors are good listeners.
Successful mentors show empathy.
Successful mentors are nonjudgmental.
a.
b.
c.
d.
e.
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.
PTS: 1
TOP: What are the characteristics of a successful mentor?
REF: pp. 57-58

4. Which statement(s) by the nursing student best describes the attributes of a mentor? (Select all
that apply.)
A mentor actively advises, supports and promotes the mentees career.
A mentor is a professional who has any amount of experience as a nurse.
Mentors have the mentees best interest at heart.
Mentors bolster self-confidence.
Mentors provide support for only a short period of time.
a.
b.
c.
d.
e.
ANS: A, C, D
A mentor is an experienced nurse who advises, supports, and promotes the mentees career.
The mentor has the mentees best interest at heart and bolsters self-confidence.
PTS: 1
REF: pp. 57-58

TOP: When do we need mentors?
Zerwekh: Nursing Today, 7th Edition

Chapter 03: Mentorship and Preceptorship
Test Bank
MULTIPLE CHOICE
1. Which of the following is a good example of a mentoring relationship?
a.
b.
c.
d.
A coach and a player

A teacher and a learner
An intern and a resident
An advisor and a partner
ANS: D
In nursing, mentor is synonymous with trusted advisor, and mentoring is a
partnership between two people.
DIF: Cognitive Level: Comprehension
REF:
p. 50
OBJ: Describe the difference between mentoring, coaching, and
precepting.
2. Mentoring can best be described as:
a. Solving an individuals problems
b. Focusing on the needs of someone else
c. Helping someone reach his or her long-term goals
d. Pairing of 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.
DIF: Cognitive Level: Application REF: p. 51
OBJ: Identify characteristics of effective mentors, mentees, and
preceptors.
3. Mentoring is considered to be 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, based on
mutual respect.
REF:
p. 51
preceptors.
4. You are a graduate nurse in search of a mentor. To find a good match,
what should you look for?

c. Be very specific with the questions you ask of the possible
mentor.
ANS: B
When considering establishing a mentoring relationship, look for
commonalities in nursing education, areas of expertise/practice, or
interests. Feeling comfortable and building trust are crucial for a successful
mentoring relationship.
preceptors.
MSC:
NCLEX: Not
applicable
5. Which of the following are characteristics of successful mentors?
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 that they can
be improved.
ANS: B
Mentors need to communicate high expectations to mentees and push
them to meet or exceed these expectations.
REF:
p. 53
preceptors.
6. The mentee needs to understand his or her role early in the relationship.
What is a characteristic or example of the mentees role?
a. Not interrupting the mentor
b. Absorbing what the mentor explains in detail
c. Establishing personal short-term 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.
preceptors.
TOP: Role of mentee
MSC: NCLEX: Safe, effective care environmentmanagement of care

7. What is a characteristic of a situational mentoring relationship?
a. It occurs only one time.
b. It is established by the organization.
c. Both mentee and mentor mutually accept it.
d. It 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.
REF:
TOP: Situational mentoring relationship MSC:
applicable
p. 57
NCLEX: Not
8. The honeymoon is a specific phase of reality shock. What should the

mentor do during this phase?
a. Share personal transition experiences with the mentee.
b. Reinforce the need for the mentee to problem solve.
c. Encourage the mentee to try new things.
d. Act as the intermediary for the mentee with all staff members.
ANS: D
During the honeymoon phase, the mentor should be supportive (by
listening and understanding), act as an intermediary with other staff
members, and be a role model.
DIF:
OBJ:
TOP:
MSC:
Cognitive Level: Application REF: p. 57

Discuss the types of mentoring relationships.
Mentoring during reality shock phase
NCLEX: Safe, effective care environmentmanagement of care
9. A new graduate is looking for a mentor. Which staff nurse would be the
best choice?
a. Louise, a skilled clinician, who appears hurried, curt, and
occasionally sarcastic
b. Jill, a new graduate, who worked 2 years as an LPN and seems
confident
c. Juan, who has 3 years of experience, good skills, and a sense of
humor
d. Kim, who has 6 years of experience and is highly intellectual, but
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 graduates
career. It is important to select someone who will work with you and has
nursing experience as an RN. Frequently nurses with 3 to 5 years of
experience remember their own role transition and can relate to what the
new graduate is experiencing.
DIF: Cognitive Level: Evaluation REF: pp. 52, 53
OBJ: Describe four possible resolutions for 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 nurses personal growth and nursing
goals
f. Is available to the new nurse after hours to discuss problems and
needs
ANS: A, E, F
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. A mentor is more interested in a nurturing role with
the new nurse and frequently shares personal time. The other options are
characteristic of a preceptor.
DIF: Cognitive Level: Application REF: pp. 54, 57
OBJ: Describe the difference between mentoring, coaching, and
precepting.
TOP: Characteristics of a mentor MSC: NCLEX: Not applicable
2. Which of the following could be a component of e-mentoring? Select all
that apply.
a. Distance mentoring
b. Mentoring by instant messaging
c. Contact between mentee and mentor via electronic mail
d. A mentoring program for first-year nursing students
e. Using a videoconferencing system such as Skype to meet virtually
f. Planning a meeting at a coffee shop to discuss 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 (coffee shop) and the mentoring program do not describe the
virtual component of e-mentoring.
REF:
p. 58
TOP: E-mentoring
Zerwekh: Nursing Today, 6th Edition
Test Bank
Chapter 3: Mentoring and Preceptorship
MULTIPLE CHOICE
1. Which of the following is a good example of a mentoring relationship?

a. A coach and player
b. A teacher and learner
c. An intern and resident
d. An advisor and partner
ANS: D
In nursing, mentor is synonymous with trusted advisor and mentoring is a
partnership between two people.
OBJ: Describe the difference between mentoring, coaching, and precepting
2. Mentoring can best be described as:

a. Solving an individuals problems
b. Focusing on the needs of someone else
c. Helping someone reach his or her long-term goals
d. Pairing of 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.
OBJ: Identify characteristics of effective mentors, mentees, and preceptors
3. Mentoring is considered to be:

a. A partnership
b. A one-way street
c. A static relationship
d. A 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.
4. You are a graduate nurse in search of a mentor. To find a good match, what
should you look for?

c. Be very specific with the questions you ask of the possible mentor.
ANS: B
When considering establishing a mentoring relationship, look for commonalities in
nursing education, areas of expertise/practice, or interests. Feeling comfortable
and building trust are crucial for a successful mentoring relationship.
MSC:
NCLEX: Not applicable
5. Which of the following are characteristics of successful mentors?

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 that they can be
improved.
ANS: B
Mentors need to communicate high expectations to mentees and push them to
meet or exceed these expectations.
MSC:
6. What are the core values essential to the mentoring relationship?

a. Patriotism, honesty, and a sense of humor
b. Integrity, courage, and caring

c. Trust, sympathy, and kindness
d. Flexibility, loyalty, and adventurousness
ANS: B
According to Wilson, the four core values essential to a mentoring relationship are
integrity, courage, caring, and trust.
TOP: Core values of mentoring
7. The mentee needs to understand his or her role early in the relationship. What is
a characteristic or example of the mentees role?
a. Not interrupting the mentor
b. Absorbing what the mentor explains in detail
c. Establishing personal short-term 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.
TOP: Role of mentee
8. What is a characteristic of a situational mentoring relationship?

a. It occurs only one time.
b. It is established by the organization.
c. Both mentee and mentor mutually accept it.

d. It 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.
mentoring relationships
OBJ:
TOP: Situational mentoring relationship MSC:
Discuss the types of

9. The honeymoon is a specific phase of reality shock. What should the mentor do
during this phase?
a. Share personal transition experiences with the mentee.
b. Reinforce the need for the mentee to problem solve.
c. Encourage the mentee to try new things.
d. Act as the intermediary for the mentee with all staff members.
ANS: D
During the honeymoon phase, the mentor should be supportive (by listening
and understanding), act as an intermediary with other staff members, and be a
role model.
relationships
OBJ: Discuss the types of mentoring
TOP: Mentoring during reality shock phase

10. E-mentoring can best be described as:

a. Distance mentoring
b. Mentoring by instant messaging

c. Contact between mentee and mentor via electronic mail
d. A mentoring program for first-year nursing students
ANS: A
According to Knight, E-mentoring reflects mentoring that takes place over a
distance, usually by electronic communication facilitation.
mentoring relationships
TOP: E-mentoring
MSC:
OBJ:
Discuss the types of
11. A new graduate is looking for a mentor. Which staff nurse would be the best
choice?
a. Louise, a skilled clinician, who appears hurried, curt, and occasionally
sarcastic
b. Jill, a new graduate, who worked 2 years as an LPN and seems confident
c. Juan, who has 3 years of experience, good skills, and a sense of humor
d. Kim, who has 6 years of experience and is highly intellectual but 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 graduates career. It is important
to select someone who will work with you and has nursing experience as an RN.
Frequently nurses with 3-5 years of experience remember their own role
transition and can relate to what the new graduate is experiencing.
DIF: Cognitive Level: Evaluation
reality shock
OBJ: Describe four possible resolutions for

MSC:
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 nurses personal growth and nursing goals
f.
Is available to the new nurse after hours to discuss problems and needs
ANS: A, E, F
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. A mentor is more interested in a nurturing role with the new
nurse and frequently shares personal time.
The other options are characteristic of a preceptor.
OBJ: Describe the differences between mentoring, coaching, and precepting
TOP: Characteristics of a mentor

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Chapter 03: Mentorship, Preceptorship, and Nurse Residency Programs

mentoring relationship when giving the following as an example:

a. A coach and a player

In nursing, mentor is synonymous with trusted advisor, and mentoring is a partnership

statement by the nurse professor about mentoring is accurate?

states that mentoring is a

DIF: Cognitive Level: Application

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

When considering establishing a mentoring relationship, look for commonalities in nursing

characteristic of a successful mentor when stating:

characteristic or example of the mentees role?

7. Which statement indicates the student nurses understanding of a situational relationship?

Characteristically, a situational mentoring relationship is a one-time event. Organizations

REF: pp. 57-58

an extended period of time.

were in the follow phase?

TOP: What is a nurse residency program?

MSC: NCLEX: Not applicable

were in the Get out of the way phase?

REF: pp. 57-58

the honeymoon phase?

during the shock or rejection phase?

the recovery phase?

the resolution phase?

Expect the mentee to problem solve clinical issues independently.

following statements identify these characteristics? (Select all that apply.)

REF: pp. 57-58

REF: pp. 57-58

Zerwekh: Nursing Today, 7th Edition

A coach and a player

a. Choose an experienced nurse who is successful.

MSC: NCLEX: Safe, effective care environmentmanagement of care

8. The honeymoon is a specific phase of reality shock. What should the

Cognitive Level: Application REF: p. 57

Zerwekh: Nursing Today, 6th Edition

Chapter 3: Mentoring and Preceptorship

1. Which of the following is a good example of a mentoring relationship?

MSC: NCLEX: Not applicable

2. Mentoring can best be described as:

MSC: NCLEX: Not applicable

3. Mentoring is considered to be:

MSC: NCLEX: Not applicable

a. Choose an experienced nurse who is successful.

NCLEX: Not applicable

5. Which of the following are characteristics of successful mentors?

NCLEX: Not applicable

6. What are the core values essential to the mentoring relationship?

b. Integrity, courage, and caring

MSC: NCLEX: Not applicable

8. What is a characteristic of a situational mentoring relationship?

c. Both mentee and mentor mutually accept it.

TOP: Situational mentoring relationship MSC:

Discuss the types of

OBJ: Discuss the types of mentoring

TOP: Mentoring during reality shock phase

10. E-mentoring can best be described as:

b. Mentoring by instant messaging

Discuss the types of

NCLEX: Not applicable

OBJ: Describe four possible resolutions for

NCLEX: Not applicable

MSC: NCLEX: Not applicable

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