|
|
|
1 | (8) |
|
Develop a positive mental attitude |
|
|
1 | (5) |
|
Establish a Positive Internal Locus of Control |
|
|
1 | (1) |
|
Challenge Negative Thoughts |
|
|
2 | (1) |
|
Use Diaphragmatic Breathing |
|
|
2 | (1) |
|
Desensitize Yourself to the Fear Response |
|
|
3 | (1) |
|
Perform Muscle Relaxation |
|
|
4 | (1) |
|
|
|
5 | (1) |
|
|
|
5 | (1) |
|
|
|
6 | (1) |
|
Establish control before AND DURING THE TEST |
|
|
6 | (2) |
|
Manage Your Daily Routine Before the Test |
|
|
6 | (1) |
|
Manage Your Study Habits Before the Test |
|
|
6 | (1) |
|
Manage Your Travel the Day of the Test |
|
|
6 | (1) |
|
Manage the Supplies You Need for the Test |
|
|
7 | (1) |
|
Manage Your Personal Comfort |
|
|
7 | (1) |
|
Manage the Test Environment |
|
|
7 | (1) |
|
Maintain a Positive Mental Attitude |
|
|
7 | (1) |
|
Manage Your Physical and Emotional Responses |
|
|
7 | (1) |
|
|
|
8 | (1) |
|
2 Critical Thinking, Clinical Judgment, and the Next Generation NCLEX® |
|
|
9 | (12) |
|
Definition Of Critical Thinking |
|
|
9 | (1) |
|
Critical Thinking In Nursing |
|
|
10 | (3) |
|
Left-Hemisphere and Right-Hemisphere Brain Information Processing |
|
|
11 | (1) |
|
|
|
12 | (1) |
|
Levels of Critical Thinking |
|
|
12 | (1) |
|
Practice Critical Thinking |
|
|
13 | (2) |
|
Strategies to Employ in Critical Thinking |
|
|
13 | (1) |
|
Specific Activities to Improve Critical Thinking |
|
|
14 | (1) |
|
Apply Critical Thinking To Multiple-Choice Questions |
|
|
15 | (4) |
|
Identify the Key Concept Being Tested |
|
|
16 | (1) |
|
Avoid Reading Into the Question |
|
|
16 | (1) |
|
Study the Rationales for the Right and Wrong Answers |
|
|
17 | (1) |
|
Change the Focus of the Question |
|
|
17 | (1) |
|
|
|
18 | (1) |
|
|
|
19 | (1) |
|
Answers And Rationales For Sample Items In
Chapter 2 |
|
|
20 | (1) |
|
|
|
21 | (16) |
|
Time Management Equals Self-Management |
|
|
21 | (1) |
|
Take The Time To Assess Your Time-Management Abilities |
|
|
21 | (14) |
|
Assessment of Inconsistencies Between Values and Behavior |
|
|
21 | (1) |
|
Personal Time/Activity Journal |
|
|
22 | (1) |
|
Self-Assessment of Barriers to Productivity |
|
|
23 | (1) |
|
Corrective Action Plan to Maximize Your Productivity |
|
|
24 | (1) |
|
Maximize Your Productivity |
|
|
25 | (1) |
|
|
|
25 | (1) |
|
|
|
26 | (1) |
|
|
|
27 | (1) |
|
|
|
28 | (4) |
|
Achieve a Personal Balance |
|
|
32 | (1) |
|
|
|
33 | (1) |
|
|
|
34 | (1) |
|
|
|
35 | (2) |
|
|
|
37 | (16) |
|
|
|
37 | (4) |
|
|
|
37 | (1) |
|
Set Short-Term and Long-Term Goals |
|
|
38 | (1) |
|
Simulate a Testing Environment |
|
|
38 | (1) |
|
Control External and Internal Distractors |
|
|
38 | (1) |
|
|
|
38 | (1) |
|
|
|
39 | (1) |
|
Identify Learning Domains |
|
|
39 | (1) |
|
|
|
40 | (1) |
|
Use Appropriate Resources |
|
|
40 | (1) |
|
Balance Sacrifices and Rewards |
|
|
41 | (1) |
|
Specific Study Techniques Related To Cognitive Levels Of Nursing Questions |
|
|
41 | (8) |
|
|
|
42 | (2) |
|
|
|
44 | (1) |
|
|
|
45 | (2) |
|
|
|
47 | (2) |
|
|
|
49 | (1) |
|
Answers And Rationales For Sample Items In
Chapter 4 |
|
|
50 | (3) |
|
5 The Multiple-Choice Question |
|
|
53 | (14) |
|
Components Of A Multiple-Choice Question |
|
|
53 | (1) |
|
|
|
54 | (4) |
|
The Stem That Is a Complete Sentence |
|
|
55 | (1) |
|
The Stem That Is an Incomplete Sentence |
|
|
55 | (1) |
|
The Stem With Positive Polarity |
|
|
56 | (1) |
|
The Stem With Negative Polarity |
|
|
57 | (1) |
|
|
|
58 | (3) |
|
The Option That Is a Sentence |
|
|
58 | (1) |
|
The Option That Completes the Sentence Begun in the Stem |
|
|
59 | (1) |
|
The Option That Is an Incomplete Sentence |
|
|
60 | (1) |
|
The Option That Is a Word |
|
|
60 | (1) |
|
|
|
61 | (1) |
|
Answers And Rationales For Sample Items In
Chapter 5 |
|
|
62 | (5) |
|
|
|
67 | (28) |
|
|
|
67 | (5) |
|
|
|
68 | (3) |
|
|
|
71 | (1) |
|
Document Information About Assessments |
|
|
72 | (1) |
|
|
|
72 | (4) |
|
|
|
73 | (1) |
|
|
|
74 | (1) |
|
|
|
74 | (1) |
|
Identify and Communicate Nursing Diagnoses |
|
|
75 | (1) |
|
|
|
76 | (5) |
|
|
|
76 | (1) |
|
Project Expected Outcomes |
|
|
77 | (1) |
|
|
|
78 | (1) |
|
|
|
78 | (2) |
|
Ensure That Health-Care Needs Will Be Met Appropriately |
|
|
80 | (1) |
|
Modify the Plan of Care as Needed |
|
|
80 | (1) |
|
Collaborate With Other Health-Care Team Members |
|
|
80 | (1) |
|
|
|
81 | (4) |
|
Legal Parameters of Nursing Interventions |
|
|
82 | (1) |
|
Types of Nursing Interventions |
|
|
83 | (2) |
|
|
|
85 | (3) |
|
Identify Client Responses (Actual Outcomes) |
|
|
86 | (1) |
|
Compare Actual Outcomes With Expected Outcomes to Determine |
|
|
|
|
|
86 | (1) |
|
Analyze Factors That Affect Actual Outcomes of Care |
|
|
87 | (1) |
|
|
|
88 | (1) |
|
|
|
88 | (1) |
|
Answers And Rationales For Sample Items In
Chapter 6 |
|
|
89 | (6) |
|
|
|
95 | (28) |
|
General Test-Taking Techniques |
|
|
95 | (5) |
|
Follow Your Regular Routine the Night Before a Test |
|
|
95 | (1) |
|
Do Not Drive to the Test With a Friend |
|
|
95 | (1) |
|
Arrive Early for the Examination |
|
|
96 | (1) |
|
Bring the Appropriate Tools |
|
|
96 | (1) |
|
Understand All the Directions for the Test Before Starting |
|
|
96 | (1) |
|
Manage the Allotted Time to Your Advantage |
|
|
97 | (1) |
|
Concentrate on the Simple Before the Complex |
|
|
97 | (1) |
|
Avoid Reading Into the Question |
|
|
98 | (1) |
|
|
|
99 | (1) |
|
Maintain a Positive Mental Attitude |
|
|
99 | (1) |
|
Check Your Answers and Answer Sheet |
|
|
99 | (1) |
|
Specific Test-Taking Techniques |
|
|
100 | (15) |
|
Identify the Word in the Stem That Indicates Negative Polarity |
|
|
100 | (2) |
|
Identify the Word in the Stem That Sets a Priority |
|
|
102 | (1) |
|
Identify Key Words in the Stem That Direct Attention to Content |
|
|
103 | (1) |
|
Identify the Central Person in the Question |
|
|
104 | (1) |
|
Identify Client-Centered Options |
|
|
105 | (2) |
|
Identify Specific Determiners in Options |
|
|
107 | (1) |
|
Identify Opposites in Options |
|
|
107 | (2) |
|
Identify Equally Plausible or Unique Options |
|
|
109 | (1) |
|
Identify the Global Option |
|
|
110 | (1) |
|
Identify Duplicate Facts Among Options |
|
|
111 | (1) |
|
Identify Options That Deny Clients' Feelings, Concerns, or Needs |
|
|
112 | (1) |
|
Use Multiple Test-Taking Techniques |
|
|
113 | (2) |
|
|
|
115 | (1) |
|
Answers And Rationales For Sample Items In
Chapter 7 |
|
|
116 | (7) |
|
8 Testing Formats Other Than Multiple-Choice Questions |
|
|
123 | (44) |
|
Structured-Response Questions |
|
|
124 | (7) |
|
Multiple-Response Questions |
|
|
124 | (1) |
|
|
|
125 | (5) |
|
|
|
130 | (1) |
|
Restricted-Response Questions |
|
|
131 | (2) |
|
|
|
132 | (1) |
|
|
|
132 | (1) |
|
|
|
133 | (3) |
|
|
|
134 | (1) |
|
|
|
134 | (2) |
|
|
|
136 | (1) |
|
Test-Taking Tips For Alternate Question Formats Reflective OF Nclex® |
|
|
137 | (10) |
|
|
|
137 | (1) |
|
|
|
138 | (1) |
|
Drag-and-Drop/Ordered-Response Items |
|
|
139 | (1) |
|
|
|
140 | (1) |
|
|
|
141 | (2) |
|
|
|
143 | (1) |
|
Multimedia in Multiple-Choice and Alternate Question Format Items |
|
|
144 | (3) |
|
Clinical Judgment Question Formats Reflective Of Next Generation Nclex |
|
|
147 | (5) |
|
Case Study Item Type Examples |
|
|
149 | (2) |
|
Stand-Alone Item Type Examples, Bowtie |
|
|
151 | (1) |
|
|
|
152 | (1) |
|
Answers And Rationales For Sample Items In
Chapter |
|
|
153 | (14) |
|
9 Computer Applications In Education And Evaluation |
|
|
167 | (6) |
|
The Computer As A Resource Tool |
|
|
167 | (1) |
|
The Computer As An Information Manager |
|
|
168 | (1) |
|
The Computer As An Instructor |
|
|
168 | (1) |
|
The Computer As A Tool For Distance Education |
|
|
168 | (1) |
|
The Computer As A Simulator |
|
|
169 | (1) |
|
The Computer As An Evaluator |
|
|
170 | (1) |
|
|
|
171 | (2) |
|
10 Analyze Your Test Performance |
|
|
173 | (14) |
|
Information-Processing Analysis Tool |
|
|
174 | (1) |
|
Corrective Action Guide For The Information-Processing Analysis Tool |
|
|
175 | (7) |
|
Corrective Action Guide For Processing Errors In The Information-Processing Analysis Tool |
|
|
175 | (3) |
|
Corrective Action Guide For Personal Performance Trends In The Information-Processing Analysis Tool |
|
|
178 | (4) |
|
|
|
182 | (2) |
|
Corrective Action Guide For The Knowledge Analysis Tool |
|
|
184 | (1) |
|
Corrective Action Guide For Knowledge Categories In The Knowledge Analysis Tool |
|
|
184 | (1) |
|
Corrective Action Guide For The Nursing Process In The Knowledge Analysis Tool |
|
|
185 | (1) |
|
|
|
185 | (2) |
|
11 Practice Questions With Answers And Rationales |
|
|
187 | (282) |
|
World of the Client And Nurse |
|
|
187 | (21) |
|
|
|
187 | (10) |
|
The World Of The Client And Nurse Answers And Rationales |
|
|
197 | (11) |
|
Common Theories Related To Meeting Clients' Basic Human Needs |
|
|
208 | (18) |
|
|
|
208 | (9) |
|
Common Theories Related To Meeting Clients' Basic Human Needs Answers And Rationales |
|
|
217 | (9) |
|
Diversity And Spirituality |
|
|
226 | (14) |
|
|
|
226 | (7) |
|
Diversity And Spirituality Answers And Rationales |
|
|
233 | (7) |
|
Communication And Meeting Clients' Emotional Needs |
|
|
240 | (18) |
|
|
|
240 | (9) |
|
Communication And Meeting Clients' Emotional Needs Answers And Rationales |
|
|
249 | (9) |
|
Physical Assessment Of Clients |
|
|
258 | (29) |
|
|
|
258 | (15) |
|
Physical Assessment Of Clients Answers And Rationales |
|
|
273 | (14) |
|
Meeting Clients' Physical Safety And Mobility Needs |
|
|
287 | (24) |
|
|
|
287 | (12) |
|
Meeting Clients' Physical Safety And Mobility Needs Answers And Rationales |
|
|
299 | (12) |
|
Meeting Clients' Microbiological Safety Needs |
|
|
311 | (16) |
|
|
|
311 | (8) |
|
Meeting Clients' Microbiological Safety Needs Answers And Rationales |
|
|
319 | (8) |
|
Meeting Clients' Hygiene, Pain, Comfort, Rest, And Sleep Needs |
|
|
327 | (18) |
|
|
|
327 | (9) |
|
Meeting Clients' Hygiene, Pain, Comfort, Rest, And Sleep Needs Answers And Rationales |
|
|
336 | (9) |
|
Meeting Clients' Fluid, Electrolyte, And Nutritional Needs |
|
|
345 | (18) |
|
|
|
345 | (9) |
|
Meeting Clients' Fluid, Electrolyte, And Nutritional Needs Answers And Rationales |
|
|
354 | (9) |
|
Meeting Clients' Elimination Needs |
|
|
363 | (16) |
|
|
|
363 | (8) |
|
Meeting Clients' Elimination Needs Answers And Rationales |
|
|
371 | (8) |
|
Meeting Clients' Oxygen Needs |
|
|
379 | (16) |
|
|
|
379 | (8) |
|
Meeting Clients' Oxygen Needs Answers And Rationales |
|
|
387 | (8) |
|
Meeting The Needs Of Perioperative Clients And Clients With Wounds |
|
|
395 | (21) |
|
|
|
395 | (10) |
|
Meeting The Needs Of Perioperative Clients And Clients With Wounds Answers And Rationales |
|
|
405 | (11) |
|
Meeting The Needs Of Clients In The Community Setting |
|
|
416 | (15) |
|
|
|
416 | (7) |
|
Meeting The Needs Of Clients In The Community Setting Answers And Rationales |
|
|
423 | (8) |
|
Administration Of Medications |
|
|
431 | (21) |
|
|
|
431 | (10) |
|
Administration Of Medications Answers And Rationales |
|
|
441 | (11) |
|
|
|
452 | (17) |
|
|
|
452 | (8) |
|
Pharmacology Answers And Rationales |
|
|
460 | (9) |
|
12 Comprehensive Final Book Examination |
|
|
469 | (42) |
|
|
|
469 | (19) |
|
Comprehensive Final Book Examination Answers And Rationales |
|
|
488 | (23) |
| Bibliography |
|
511 | (8) |
| Glossary of English Words Commonly Encountered on Nursing Examinations |
|
519 | (4) |
| Illustration Credits |
|
523 | (2) |
| Index |
|
525 | |
