National Certification Exam Candidates

_______________________________________________________________________________________
Here are the upcoming NCSN test windows so that you can plan accordingly:


________________________________________________________________________________________

As promised, here are more nursing test-taking strategies for multiple-choice questions: (retrieved from 11 Test Taking Tips & Strategies For Nurses * Nurseslabs)

3. Pay Attention to Specific Details

The well-written multiple-choice question is precisely stated, providing you with only the information needed to make the question or problem clear and specific. A careful reading of details in the stem can provide important clues to the correct option. For <g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_run_anim Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193">example</g><g class="gr_ gr_194 gr-alert gr_gramm gr_inline_cards gr_run_anim Style replaceWithoutSep" id="194" data-gr-id="194"><g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193">:</g></g>

---

<g class="gr_ gr_194 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="194" data-gr-id="194"><g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193"></g>A</g> male client is told that he will no longer be able to ingest alcohol if he wants to live. To effect a change in his behavior while he is in the hospital, the nurse should attempt to:

• 1. Help the client set short-term dietary goals
• 2. Discuss his hopes and dreams for the future
• 3. Discuss the pathophysiology of the liver with him
• 4.  Withhold approval until he agrees to stop <g class="gr_ gr_382 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling ins-del multiReplace" id="382" data-gr-id="382">drinking</g>

---

<g class="gr_ gr_382 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="382" data-gr-id="382">The</g> specific cause to effect a change in his behavior while he is in the hospital is critical. Option 2 is not really related to his alcoholism. Option 3 may be part of educating the alcoholic, but you would not expect a behavioral change observable in the hospital to emerge from this discussion. Option 4 rejects the client as well as his behavior instead of only his behavior. Option 1, the correct answer, could result in an observable behavioral change while the client is hospitalized; for example, he could define ways to achieve short-term goals relating to diet and alcohol while in the hospital.

4. Eliminate Clearly Wrong or Incorrect Answers

Eliminate clearly incorrect, inappropriate, and unlikely answers to the question asked in the stem. By systematically eliminating distractors that are unlikely in the context of a given question, you increase the probability of selecting the correct answer. Eliminating. obvious distractors also allow you more time to focus on the options that appear to be potentially sound answers to the question. For example<g class="gr_ gr_77 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="77" data-gr-id="77">:</g>

---

<g class="gr_ gr_77 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="77" data-gr-id="77">The</g> four levels of cognitive ability are:

1. Assessing, analyzing, applying, evaluating
2. Knowledge, analysis, assessing, comprehension
3. Knowledge, comprehension, application, analysis
4. Medical-surgical nursing, obstetric nursing, psychiatric nursing

---

Option 1 contains both cognitive levels and nursing behaviors, thus eliminating it from consideration. Option 4 is clearly inappropriate since the choices are all clinical areas. Both options 2 and 3 contain levels of cognitive ability; however, option 2 includes assessing, which is a nursing behavior. Therefore option 3 is correct. By reducing the plausible options, you reduce the material to consider and increase the probability of selecting the correct option.
__________________________________________________________________

Enjoy the process, nurses are life-long learners, it is in our DNA.  I am looking forward to hearing all about your experience.  Please share your comments this week in this thread.


​​

------------------------------
Robin Cogan, MEd, RN, NCSN
School Nurse & Faculty
Rutgers-Camden School of Nursing
Camden City School District, NJ
------------------------------

I have noticed I am reading questions slower and looking for the distractions. I did answer the question incorrectly on the home NASN website. Afterwards I realized the key word in the question was "trauma". Trauma should have brought my attention to the correct answer- what happened instead of why are you here. I seem to get to the final two and seem to pick the wrong one!

------------------------------
Annette Jackson RN, BSN
RN
Prince Georges County Public Schools
Oxon Hill, MD United States
------------------------------

Hi Annette, It is a process, I promise. It is important to recognize how you are being more intentional about how you are processing the questions. That is half the struggle, slowing down and really reading what is being asked. I would get tripped up deciding the answer before I really read the details of each question. It is absolutely about slowing down and taking your time. We are always at such a fast pace, but that does not work well for us in the long run! You will be great, keep up the good work and your efforts will pay off.

------------------------------
Robin Cogan, MEd, RN, NCSN
School Nurse & Faculty
Rutgers-Camden School of Nursing
Camden City School District, NJ
------------------------------

Original Message:
Sent: 02-14-2020 10:58
From: Annette Jackson
Subject: Welcome to Week #3 of our Online Study Group

I have noticed I am reading questions slower and looking for the distractions. I did answer the question incorrectly on the home NASN website. Afterwards I realized the key word in the question was "trauma". Trauma should have brought my attention to the correct answer- what happened instead of why are you here. I seem to get to the final two and seem to pick the wrong one!

------------------------------
Annette Jackson RN, BSN
RN
Prince Georges County Public Schools
Oxon Hill, MD United States
------------------------------

Hi all I’m a little bit behind, and have a question regarding week two reading. On page 74 of the review book it talks about muscle mass increases from 1/4 total body weight at birth to 1/6 total body weight at adolescence. Will you explain how they get 1/6 being more body mass then 1/4. I am probably the only one that couldn’t get past this. And that’s the same thing that holds me back when I test. I get hooked up on these dumb little things

Sent from my iPhone

------Original Message------

_______________________________________________________________________________________
Here are the upcoming NCSN test windows so that you can plan accordingly:


________________________________________________________________________________________

As promised, here are more nursing test-taking strategies for multiple-choice questions: (retrieved from 11 Test Taking Tips & Strategies For Nurses * Nurseslabs)

3. Pay Attention to Specific Details

The well-written multiple-choice question is precisely stated, providing you with only the information needed to make the question or problem clear and specific. A careful reading of details in the stem can provide important clues to the correct option. For <g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_run_anim Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193">example</g><g class="gr_ gr_194 gr-alert gr_gramm gr_inline_cards gr_run_anim Style replaceWithoutSep" id="194" data-gr-id="194"><g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193">:</g></g>

---

<g class="gr_ gr_194 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="194" data-gr-id="194"><g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193"></g>A</g> male client is told that he will no longer be able to ingest alcohol if he wants to live. To effect a change in his behavior while he is in the hospital, the nurse should attempt to:

• 1. Help the client set short-term dietary goals
• 2. Discuss his hopes and dreams for the future
• 3. Discuss the pathophysiology of the liver with him
• 4.  Withhold approval until he agrees to stop <g class="gr_ gr_382 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling ins-del multiReplace" id="382" data-gr-id="382">drinking</g>

---

<g class="gr_ gr_382 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="382" data-gr-id="382">The</g> specific cause to effect a change in his behavior while he is in the hospital is critical. Option 2 is not really related to his alcoholism. Option 3 may be part of educating the alcoholic, but you would not expect a behavioral change observable in the hospital to emerge from this discussion. Option 4 rejects the client as well as his behavior instead of only his behavior. Option 1, the correct answer, could result in an observable behavioral change while the client is hospitalized; for example, he could define ways to achieve short-term goals relating to diet and alcohol while in the hospital.

4. Eliminate Clearly Wrong or Incorrect Answers

Eliminate clearly incorrect, inappropriate, and unlikely answers to the question asked in the stem. By systematically eliminating distractors that are unlikely in the context of a given question, you increase the probability of selecting the correct answer. Eliminating. obvious distractors also allow you more time to focus on the options that appear to be potentially sound answers to the question. For example<g class="gr_ gr_77 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="77" data-gr-id="77">:</g>

---

<g class="gr_ gr_77 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="77" data-gr-id="77">The</g> four levels of cognitive ability are:

1. Assessing, analyzing, applying, evaluating
2. Knowledge, analysis, assessing, comprehension
3. Knowledge, comprehension, application, analysis
4. Medical-surgical nursing, obstetric nursing, psychiatric nursing

---

Option 1 contains both cognitive levels and nursing behaviors, thus eliminating it from consideration. Option 4 is clearly inappropriate since the choices are all clinical areas. Both options 2 and 3 contain levels of cognitive ability; however, option 2 includes assessing, which is a nursing behavior. Therefore option 3 is correct. By reducing the plausible options, you reduce the material to consider and increase the probability of selecting the correct option.
__________________________________________________________________

Enjoy the process, nurses are life-long learners, it is in our DNA.  I am looking forward to hearing all about your experience.  Please share your comments this week in this thread.


​​

------------------------------
Robin Cogan, MEd, RN, NCSN
School Nurse & Faculty
Rutgers-Camden School of Nursing
Camden City School District, NJ
------------------------------

------Original Message------

Hi all I’m a little bit behind, and have a question regarding week two reading. On page 74 of the review book it talks about muscle mass increases from 1/4 total body weight at birth to 1/6 total body weight at adolescence. Will you explain how they get 1/6 being more body mass then 1/4. I am probably the only one that couldn’t get past this. And that’s the same thing that holds me back when I test. I get hooked up on these dumb little things

Sent from my iPhone

There was a question regarding mild traumatic brain injury (MTBI) on the practice test, and since concussions were discussed in this chapter I figured it would be appropriate to bring it up here. Loss of consciousness is clearly the most serious symptom of a MTBI, but if I had a student that had nonreactive pupils I would feel that would be a neurological emergency, as well. Is this one of those questions where you have 2 correct answers, but they are asking for the BEST answer?

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

Original Message:
Sent: 02-17-2020 12:26
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

I couldn't find any information about this on the internet so I went to my physical exam book. The best information that I can find would lead me to believe that while the rate of muscle growth and development increases rapidly at age 2, along with a normal decrease in adipose tissue, at the same time the bones are ossifying. I would think that perhaps because we are talking about ¼ and 1/6, which are actually percentages ¼=25% and 1/6=~17% that while muscle mass is increasing and body fat is decreasing the weight of the bones is increasing.  That may be why percentage-wise the muscle mass is decreasing.

 

Perhaps Janice Selekman can give you a better answer. Don't get bogged down on things like this. Move forward and see if you get any explanations.

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

Hi all I'm a little bit behind, and have a question regarding week two reading. On page 74 of the review book it talks about muscle mass increases from 1/4 total body weight at birth to 1/6 total body weight at adolescence. Will you explain how they get 1/6 being more body mass then 1/4. I am probably the only one that couldn't get past this. And that's the same thing that holds me back when I test. I get hooked up on these dumb little things

Sent from my iPhone

Hi Holly, where was this practice question? I wanted to look at it too.

------------------------------
Annette Jackson RN, BSN
RN
Prince Georges County Public Schools
Oxon Hill, MD United States
------------------------------

Original Message:
Sent: 02-17-2020 13:25
From: Holly Williams
Subject: Welcome to Week #3 of our Online Study Group

There was a question regarding mild traumatic brain injury (MTBI) on the practice test, and since concussions were discussed in this chapter I figured it would be appropriate to bring it up here. Loss of consciousness is clearly the most serious symptom of a MTBI, but if I had a student that had nonreactive pupils I would feel that would be a neurological emergency, as well. Is this one of those questions where you have 2 correct answers, but they are asking for the BEST answer?

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------


Original Message:
Sent: 02-17-2020 12:26
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

I couldn't find any information about this on the internet so I went to my physical exam book. The best information that I can find would lead me to believe that while the rate of muscle growth and development increases rapidly at age 2, along with a normal decrease in adipose tissue, at the same time the bones are ossifying. I would think that perhaps because we are talking about ¼ and 1/6, which are actually percentages ¼=25% and 1/6=~17% that while muscle mass is increasing and body fat is decreasing the weight of the bones is increasing.  That may be why percentage-wise the muscle mass is decreasing.

 

Perhaps Janice Selekman can give you a better answer. Don't get bogged down on things like this. Move forward and see if you get any explanations.

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

Hi all I'm a little bit behind, and have a question regarding week two reading. On page 74 of the review book it talks about muscle mass increases from 1/4 total body weight at birth to 1/6 total body weight at adolescence. Will you explain how they get 1/6 being more body mass then 1/4. I am probably the only one that couldn't get past this. And that's the same thing that holds me back when I test. I get hooked up on these dumb little things

Sent from my iPhone

------Original Message------

There was a question regarding mild traumatic brain injury (MTBI) on the practice test, and since concussions were discussed in this chapter I figured it would be appropriate to bring it up here. Loss of consciousness is clearly the most serious symptom of a MTBI, but if I had a student that had nonreactive pupils I would feel that would be a neurological emergency, as well. Is this one of those questions where you have 2 correct answers, but they are asking for the BEST answer?

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

It is #65 on NCSN Practice Exam #1. It is asking about the most serious symptom of a MTBI. I guess I need to focus on the mild part of MTBI not just think about traumatic brain injury. I actually got the answer right, but remember being between both those two answers of nonreactive pupils and loss of consciousness. ​​

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

Original Message:
Sent: 02-17-2020 14:16
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

I am not sure what your question is, however I can say we are always looking for the BEST answer. I think there are one or more concussion questions on the practice exams. Remember that MTBI stands for Mild Traumatic Brain Injury, you would not find nonreactive pupils with a Mild TBI, that would probably be classified as just TBI. Also remember that not every MTBI results in loss of consciousness.

 

I looked at the practice exams and can't see where any question had both loss of consciousness and nonreactive pupils in the same question.

 

Sometimes a question will ask for the FIRST, INITIAL, NEXT, MOST, LEAST, NOT, but I don't think BEST would be a modifier for a question because we always want the BEST answer in any question.  Sometimes two answers will seem to be correct, but we would be looking for the BEST answer in any given question.

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

There was a question regarding mild traumatic brain injury (MTBI) on the practice test, and since concussions were discussed in this chapter I figured it would be appropriate to bring it up here. Loss of consciousness is clearly the most serious symptom of a MTBI, but if I had a student that had nonreactive pupils I would feel that would be a neurological emergency, as well. Is this one of those questions where you have 2 correct answers, but they are asking for the BEST answer?

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

------Original Message------

It is #65 on NCSN Practice Exam #1. It is asking about the most serious symptom of a MTBI. I guess I need to focus on the mild part of MTBI not just think about traumatic brain injury. I actually got the answer right, but remember being between both those two answers of nonreactive pupils and loss of consciousness. ​​

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

------Original Message------

------Original Message------

I bought the set of two practice exams last August. I took the first one and decided to save the second until after I did most of my studying.  The problem is I can't remember how  to find the link to the second exam. I only find a bundle of more than two now.

------------------------------
Melissa Cooper BSRN
Suffern, NY United States
------------------------------

Original Message:
Sent: 02-18-2020 15:17
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

The goal is for the practice tests to be on the new platform in time for the summer exam.

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

When will the change take place?

------Original Message------

I bought the set of two practice exams last August. I took the first one and decided to save the second until after I did most of my studying.  The problem is I can't remember how  to find the link to the second exam. I only find a bundle of more than two now.

------------------------------
Melissa Cooper BSRN
Suffern, NY United States
------------------------------

A "Challenge the School School Nurse" Question appeared in the School Nurse Digest today.  I'm confused by the correct answer of "B (late spring-early summer)" when the rationale states, "most cases occurred in the late summer or fall".  Please, help!  I must be missing something.

Correct Answer: B. late spring-early summer

Rationale: In surveillance from 2015-2017, cases occurred across the US, most of the cases occurred in late summer or fall (August-November). 

Reference:

Acute Flaccid Myelitis in the United States: 2015-2017 BY Ayers, T. Lopez, A., et. all. in Pediatrics October 2019, e2019619; DOI: https://doi.org/10.1542/peds.2019-1619: Retrieve 10/22/2019
https://pediatrics.aappublications.org/content/early/2019/10/03/peds.2019-1619

------------------------------
Jacqueline Corso MS, RN, B.S.
School Nurse
Wheaton North High School
Winfield, IL United States
------------------------------

------Original Message------

A "Challenge the School School Nurse" Question appeared in the School Nurse Digest today.  I'm confused by the correct answer of "B (late spring-early summer)" when the rationale states, "most cases occurred in the late summer or fall".  Please, help!  I must be missing something.

Correct Answer: B. late spring-early summer

Rationale: In surveillance from 2015-2017, cases occurred across the US, most of the cases occurred in late summer or fall (August-November). 

Reference:

Acute Flaccid Myelitis in the United States: 2015-2017 BY Ayers, T. Lopez, A., et. all. in Pediatrics October 2019, e2019619; DOI: https://doi.org/10.1542/peds.2019-1619: Retrieve 10/22/2019
https://pediatrics.aappublications.org/content/early/2019/10/03/peds.2019-1619

------------------------------
Jacqueline Corso MS, RN, B.S.
School Nurse
Wheaton North High School
Winfield, IL United States
------------------------------

------Original Message------

Where are all these other questions coming from? I have the book and don't see them.  Is this from the extra bundle people bought?

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

Original Message:
Sent: 02-18-2020 08:04
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

I just looked quickly. I believe we may have put in the incorrect answer. We will nee to fix that.

Sent from my iPhone

Pat Krin

Original Message------

Thanks for checking in. I will check it out and get back to you.

Sent from my iPhone

Pat Krin

------Original Message------

Where are all these other questions coming from? I have the book and don't see them.  Is this from the extra bundle people bought?

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

------Original Message------

A "Challenge the School School Nurse" Question appeared in the School Nurse Digest today.  I'm confused by the correct answer of "B (late spring-early summer)" when the rationale states, "most cases occurred in the late summer or fall".  Please, help!  I must be missing something.

Correct Answer: B. late spring-early summer

Rationale: In surveillance from 2015-2017, cases occurred across the US, most of the cases occurred in late summer or fall (August-November). 

Reference:

Acute Flaccid Myelitis in the United States: 2015-2017 BY Ayers, T. Lopez, A., et. all. in Pediatrics October 2019, e2019619; DOI: https://doi.org/10.1542/peds.2019-1619: Retrieve 10/22/2019
https://pediatrics.aappublications.org/content/early/2019/10/03/peds.2019-1619

------------------------------
Jacqueline Corso MS, RN, B.S.
School Nurse
Wheaton North High School
Winfield, IL United States
------------------------------

That's a challenging question, thank you for sharing! I just looked it up in CDC and found the below info,

AFM affects the spinal cord and causes limb weakness, mostly in children. There have been three nationwide outbreaks of AFM, starting in 2014 when CDC started tracking this illness. We've seen a seasonal pattern to this illness–most patients develop AFM between August and October. 
So it looks like late Summer and early Fall.
Hope it helps! Any other thoughts anyone?

- Joy


------------------------------
Joy Thomas School Nurse
Brentwood, TN United States
------------------------------

Original Message:
Sent: 02-18-2020 06:44
From: Jacqueline Corso
Subject: Welcome to Week #3 of our Online Study Group

A "Challenge the School School Nurse" Question appeared in the School Nurse Digest today.  I'm confused by the correct answer of "B (late spring-early summer)" when the rationale states, "most cases occurred in the late summer or fall".  Please, help!  I must be missing something.

Correct Answer: B. late spring-early summer

Rationale: In surveillance from 2015-2017, cases occurred across the US, most of the cases occurred in late summer or fall (August-November). 

Reference:

Acute Flaccid Myelitis in the United States: 2015-2017 BY Ayers, T. Lopez, A., et. all. in Pediatrics October 2019, e2019619; DOI: https://doi.org/10.1542/peds.2019-1619: Retrieve 10/22/2019
https://pediatrics.aappublications.org/content/early/2019/10/03/peds.2019-1619

Acute Flaccid Myelitis (AFM) is a neurologic condition characterized by flaccid limb weakness. It began to surface in the U.S. in 2014. In most cases, the onset of limb weakness occurred starting during:

• late winter-early spring
• late spring-early summer
• late summer-early fall
• late fall-early winter

------------------------------
Jacqueline Corso MS, RN, B.S.
School Nurse
Wheaton North High School
Winfield, IL United States
------------------------------

------Original Message------

That's a challenging question, thank you for sharing! I just looked it up in CDC and found the below info,

AFM affects the spinal cord and causes limb weakness, mostly in children. There have been three nationwide outbreaks of AFM, starting in 2014 when CDC started tracking this illness. We've seen a seasonal pattern to this illness–most patients develop AFM between August and October. 
So it looks like late Summer and early Fall.
Hope it helps! Any other thoughts anyone?

- Joy


------------------------------
Joy Thomas School Nurse
Brentwood, TN United States
------------------------------

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

------Original Message------

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

This is so incredibly frustrating. With all the time, money, and effort that goes into preparing for this exam an addendum with specific content that is now considered outdated or no longer suggested best practice would be most helpful for the current edition of the review book.

------------------------------
Christine Schriver, BSN, RN
Special Education School Nurse
Baltimore, MD
------------------------------

Original Message:
Sent: 02-18-2020 16:37
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

Please remember that this book is ten years old. there are some questions that are outdated and this is one of them. Please look at this book as an opportunity to see what the test questions are like, how to read them and how to think things through. 

The good news is we are working on getting a new book published and all the questions will be up to date.

It's good that you question what you don't think is right.

Sent from my iPhone

Pat Krin

Original Message------

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

Hi Christine,
Your frustration is shared and important to address. Your time, effort and investment spent preparing for this exam will serve you and the school community you care for well. It is unfortunate that the review book has components that require updating. The plus side of this though is that critical thinking skills and analyses are being implemented to call attention to those of school nursing practice that have changed based on new evidence and research. You can imagine that updating printed material that has previously not been available through an online platform would be quite challenging. We do listen to our members and are diligently working on the next generation of materials to share. In the meantime, the majority of the information is accurate and current. As school nurses, we are always learning and growing through keeping up with evidence-based practice, legislation and changes in the needs of our school communities. Your feedback is appreciated, please continue to share your thoughts and reflections. We are paying close attention to all of the messages shared on this listserv. Respectful discussion is always welcome.

------------------------------
Robin Cogan, MEd, RN, NCSN
School Nurse & Faculty
Rutgers-Camden School of Nursing
Camden City School District, NJ
------------------------------

Original Message:
Sent: 02-19-2020 09:18
From: Christine Schriver
Subject: Welcome to Week #3 of our Online Study Group

This is so incredibly frustrating. With all the time, money, and effort that goes into preparing for this exam an addendum with specific content that is now considered outdated or no longer suggested best practice would be most helpful for the current edition of the review book.

------------------------------
Christine Schriver, BSN, RN
Special Education School Nurse
Baltimore, MD
------------------------------


Original Message:
Sent: 02-18-2020 16:37
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

Please remember that this book is ten years old. there are some questions that are outdated and this is one of them. Please look at this book as an opportunity to see what the test questions are like, how to read them and how to think things through. 

The good news is we are working on getting a new book published and all the questions will be up to date.

It's good that you question what you don't think is right.

Sent from my iPhone

Pat Krin

Original Message------

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

I also thought the same thing. I chose the "send for an AED" response. I figured that the book answer was most likely outdated.

I also have a question regarding question #25 -  the 7 year old with lethargy, croup and fever of 105 degrees. I chose answer (b) - arrange for emergency transport. My thought process was that a temp that elevated was most definitely an emergency and I needed EMS on the way. It only takes a few seconds to call 911 (in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp. Anyone else pick this answer? Thanks everyone for your feedback! It really helps knowing what others are thinking.

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

Original Message:
Sent: 02-18-2020 16:03
From: Lindsay Koller
Subject: Welcome to Week #3 of our Online Study Group

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States
------------------------------

I wanted to quickly comment about the CPR question. First, I don't have the book with me to see the actual question. My thought though is that the point of the question might be to emphasize that since it is a child that you would first do CPR for 2 minutes. This is to differentiate between what you initially do for a child and what you initially do for an adult.

------------------------------
Shelley Hoyer & Credentialed SN, NCSN, BSN RN
Licensed School Nurse
Indian Hill High School
Cincinnati, OH United States
------------------------------

Original Message:
Sent: 02-18-2020 19:07
From: Kay Sabine
Subject: Welcome to Week #3 of our Online Study Group

I also thought the same thing. I chose the "send for an AED" response. I figured that the book answer was most likely outdated.

I also have a question regarding question #25 -  the 7 year old with lethargy, croup and fever of 105 degrees. I chose answer (b) - arrange for emergency transport. My thought process was that a temp that elevated was most definitely an emergency and I needed EMS on the way. It only takes a few seconds to call 911 (in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp. Anyone else pick this answer? Thanks everyone for your feedback! It really helps knowing what others are thinking.

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------


Original Message:
Sent: 02-18-2020 16:03
From: Lindsay Koller
Subject: Welcome to Week #3 of our Online Study Group

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States

------Original Message------

I also thought the same thing. I chose the "send for an AED" response. I figured that the book answer was most likely outdated.

I also have a question regarding question #25 -  the 7 year old with lethargy, croup and fever of 105 degrees. I chose answer (b) - arrange for emergency transport. My thought process was that a temp that elevated was most definitely an emergency and I needed EMS on the way. It only takes a few seconds to call 911 (in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp. Anyone else pick this answer? Thanks everyone for your feedback! It really helps knowing what others are thinking.

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

Thank you, Pat. Your response is very helpful!

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

Original Message:
Sent: 02-19-2020 10:32
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

So Kay, I certainly understand your thinking about calling EMS. This is a case where perhaps you are overthinking.  Look at your statement "(in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp."  Calling 911 can take a long time with all the questions they ask and for the few minutes it would take to start fever-reducing measures someone else could be making that call and you could provide information if it was needed.

 

My question to you is why would what you do in reality be different than how you answer the question.  I think sometimes test-takers think they are giving the answer the item writers want rather than what they would really do. Unless what you would really do is not within your scope, or against regulations it probably is the correct answer.

 

It is very refreshing to have all of this conversation going on.  Believe me, if you have a question about an item, someone else does also and just doesn't want to ask.  Clarification is a test taker's best friend.

 

 

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

I also thought the same thing. I chose the "send for an AED" response. I figured that the book answer was most likely outdated.

I also have a question regarding question #25 -  the 7 year old with lethargy, croup and fever of 105 degrees. I chose answer (b) - arrange for emergency transport. My thought process was that a temp that elevated was most definitely an emergency and I needed EMS on the way. It only takes a few seconds to call 911 (in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp. Anyone else pick this answer? Thanks everyone for your feedback! It really helps knowing what others are thinking.

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

------Original Message------

I also thought the same thing. I chose the "send for an AED" response. I figured that the book answer was most likely outdated.

I also have a question regarding question #25 -  the 7 year old with lethargy, croup and fever of 105 degrees. I chose answer (b) - arrange for emergency transport. My thought process was that a temp that elevated was most definitely an emergency and I needed EMS on the way. It only takes a few seconds to call 911 (in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp. Anyone else pick this answer? Thanks everyone for your feedback! It really helps knowing what others are thinking.

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

------Original Message------

That is an excellent point!  It did not specify first action..........it said first concern. 
It is so easy to get tripped up with the wording of the questions.  This really worries me about the actual exam. Will I read carefully enough?? 

Don't know about the rest of you, but I'm getting pretty anxious about this exam. I feel like I know the material and then I find myself repeatedly eliminating 2 answers and going back and forth between the other two......................




------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

Original Message:
Sent: 02-19-2020 15:04
From: Wendy Swallow
Subject: Welcome to Week #3 of our Online Study Group

I actually picked reduce fever...but I think it was because I focused on the word "concern"..the question didn't ask what the nurse's first action would be but rather what is the nurse's initial concern for the student.  So in my mind I would be grabbing things to cool the student down while either grabbing my phone to call EMS or calling for someone else to do it...but my first thought would be "yikes...get that temp down now".

So many of these questions require slow and careful reading of each word...I just missed one of the practice test questions because I didn't read carefully and missed  the word "failure"...but the discussions on here and the practicing have helped me a great deal!

 

Wendy Swallow BSN, RN

GCS School Nurse Coordinator

GHS Nurse

GCS CPI Instructor

574-533-8651 ext. 2414

Fax- 574-534-1567

 

Original Message------

I picked the same answer.  Thank you for wording it well.

Rita Baszler,  School Nurse 

Madison 2-3 Center (605)353-7885

Washington 4-5 Center (605)353-7895

Students must be healthy to be educated and educated to be healthy

CONFIDENTIALITY NOTICE: This e-mail communication and any attachments may contain confidential and privileged information for the use of the the designated recipients name above.  If you are not the intended recipient, you are hereby notified that you have received this communication in error and that any review disclosure, dissemination, distribution or copying of it or it's contents is prohibited.  If you have received the communication in error, please notify me immediately by replying to this message and deleting it from your computer.

 

------Original Message------

That is an excellent point!  It did not specify first action..........it said first concern. 
It is so easy to get tripped up with the wording of the questions.  This really worries me about the actual exam. Will I read carefully enough?? 

Don't know about the rest of you, but I'm getting pretty anxious about this exam. I feel like I know the material and then I find myself repeatedly eliminating 2 answers and going back and forth between the other two......................




------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

I'm studying a little at a time every day. I take the tests and am constantly overthinking. I am finding that Chapter 4 has been the hardest for me. I'm not taking the exam until July so I am planning on reviewing everything again and making note cards on what I have missed. I hope that's enough and I hope I am not reviewing outdated material. I bought the book so I am also recovering missed items in it.

------------------------------
Shari Russell RN BSN
Stevens Point, WI United States
------------------------------

Original Message:
Sent: 02-19-2020 15:22
From: Alissa Rosenau
Subject: Welcome to Week #3 of our Online Study Group

I am struggling with that same thing.

 

Sincerely,

Nurse Alissa RN, BSN

AES Nurse

P/615-472-5135 (Health related only)

F/615-472-5791 (Health related only)

 

Allendale Elementary

615-472-5130 | fax 615-472-5141

https://www.wcs.edu/aes/

 

 

Original Message------

That is an excellent point!  It did not specify first action..........it said first concern. 
It is so easy to get tripped up with the wording of the questions.  This really worries me about the actual exam. Will I read carefully enough??

Don't know about the rest of you, but I'm getting pretty anxious about this exam. I feel like I know the material and then I find myself repeatedly eliminating 2 answers and going back and forth between the other two......................




------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

Hello everyone,
Does any of you can recommend a good book with rationales?
I am having problems picking the right answer when I get to the last 2 choices.
I also have anxiety when it comes to test taking.       I don't know how to shake it off.

Thank you. 

------------------------------
Musabwase Mugemana
School Nurse
Boston, MA United States
------------------------------

Original Message:
Sent: 02-19-2020 15:22
From: Alissa Rosenau
Subject: Welcome to Week #3 of our Online Study Group

I am struggling with that same thing.

 

Sincerely,

Nurse Alissa RN, BSN

AES Nurse

P/615-472-5135 (Health related only)

F/615-472-5791 (Health related only)

 

Allendale Elementary

615-472-5130 | fax 615-472-5141

https://www.wcs.edu/aes/

 

 

Original Message------

That is an excellent point!  It did not specify first action..........it said first concern. 
It is so easy to get tripped up with the wording of the questions.  This really worries me about the actual exam. Will I read carefully enough??

Don't know about the rest of you, but I'm getting pretty anxious about this exam. I feel like I know the material and then I find myself repeatedly eliminating 2 answers and going back and forth between the other two......................




------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

------Original Message------

Hello everyone,
Does any of you can recommend a good book with rationales?
I am having problems picking the right answer when I get to the last 2 choices.
I also have anxiety when it comes to test taking.       I don't know how to shake it off.

Thank you. 

------------------------------
Musabwase Mugemana
School Nurse
Boston, MA United States
------------------------------

I want to share this with the group because it tripped me up. I was taking a sample test and a The answer to the question was the most common impetigo in children is “nonbullous impetigo”. I chose the answer “bulbous” because I was picturing the fluid filled vesicles you see with impetigo but the answer was nonbullous. I know we can’t know everything but this really threw me off. I did research the definitions of both.

Annette Jackson

Sent from my iPhone

------Original Message------

I realize that this is not a good answer nor is it a solution, but test anxiety is real.  My friend and I got through nursing finals in college 25 years ago by having 1/2 of a white russian before each exam.  I was not a big drinker in college and I certainly am not a drinker now, but I am trying to figure out how I can make this work next month...  When I went back to college in 2003 I used audio visual entrainment AVE (a light & sound form of brain training).  This AVE gave me focus and energy enough to read and remember what I read.  Since then I have gotten help for my vision issue (I have 2 strong eyes that compete with each other and don't converge well) nobody can visually see it when they look at me, but when I try to read it is like dyslexia.  My muscles work so hard that I get extremely tired and fall asleep.  In college I would read for 15 min and sleep for 10 --all 4 years, I studied in my bed...  I had no idea why other people could read so fast.  The other issue this poses is knowing the right answer, and filling in the wrong circle.  At any rate, I thought I would share some of my feelings on test anxiety.  I would guess that each of us have different reasons for the anxiety.  These are my reasons and how I am overcoming them.  I still think the alcohol allowed me not to overthink the questions and to trust my first instinct.  I wish that was an option.

------------------------------
Rita Baszler, RN, BSN
School Nurse
Huron Public Schools
Huron, SD 57350
Rita.baszler@k12.sd.us
------------------------------

Original Message:
Sent: 02-20-2020 10:05
From: Musabwase Mugemana
Subject: Welcome to Week #3 of our Online Study Group

Hello everyone,
Does any of you can recommend a good book with rationales?
I am having problems picking the right answer when I get to the last 2 choices.
I also have anxiety when it comes to test taking.       I don't know how to shake it off.

Thank you. 

------------------------------
Musabwase Mugemana
School Nurse
Boston, MA United States
------------------------------


Original Message:
Sent: 02-19-2020 15:22
From: Alissa Rosenau
Subject: Welcome to Week #3 of our Online Study Group

I am struggling with that same thing.

 

Sincerely,

Nurse Alissa RN, BSN

AES Nurse

P/615-472-5135 (Health related only)

F/615-472-5791 (Health related only)

 

Allendale Elementary

615-472-5130 | fax 615-472-5141

https://www.wcs.edu/aes/

 

 

Original Message------

That is an excellent point!  It did not specify first action..........it said first concern. 
It is so easy to get tripped up with the wording of the questions.  This really worries me about the actual exam. Will I read carefully enough??

Don't know about the rest of you, but I'm getting pretty anxious about this exam. I feel like I know the material and then I find myself repeatedly eliminating 2 answers and going back and forth between the other two......................




------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------

Kay, that's the answer I chose as well. I would call 911 to get them on the way and then attempt to lower the temperature.

------------------------------
Alecia Hall, BSN, RN
School Health Nurse
North Carolina
------------------------------

Original Message:
Sent: 02-18-2020 19:07
From: Kay Sabine
Subject: Welcome to Week #3 of our Online Study Group

I also thought the same thing. I chose the "send for an AED" response. I figured that the book answer was most likely outdated.

I also have a question regarding question #25 -  the 7 year old with lethargy, croup and fever of 105 degrees. I chose answer (b) - arrange for emergency transport. My thought process was that a temp that elevated was most definitely an emergency and I needed EMS on the way. It only takes a few seconds to call 911 (in reality I would most likely scream at a staff member to call 911) and then proceed with interventions to lower the temp. Anyone else pick this answer? Thanks everyone for your feedback! It really helps knowing what others are thinking.

------------------------------
Kay Sabine BSN RN
WICHITA FALLS ISD
Wichita Falls, TX United States
------------------------------


Original Message:
Sent: 02-18-2020 16:03
From: Lindsay Koller
Subject: Welcome to Week #3 of our Online Study Group

Hi,
 I had a question about number 11 in the practice exam about CPR.  The correct answer is A which is start CPR. We all would do this but if you think about the proper steps you would actually send for an AED. Per the scenario you are at a football game where a lot of people are around. You would assess the child and then "call out for help and get the AED and call 9-1-1" and then start CPR.  I know I'm getting caught up in question but that's what we are taught when doing CPR when you're not alone.

------------------------------
Lindsay Koller BSN RN, B.S.N
Arvada, CO United States

------Original Message------

_______________________________________________________________________________________
Here are the upcoming NCSN test windows so that you can plan accordingly:


________________________________________________________________________________________

As promised, here are more nursing test-taking strategies for multiple-choice questions: (retrieved from 11 Test Taking Tips & Strategies For Nurses * Nurseslabs)

3. Pay Attention to Specific Details

The well-written multiple-choice question is precisely stated, providing you with only the information needed to make the question or problem clear and specific. A careful reading of details in the stem can provide important clues to the correct option. For <g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_run_anim Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193">example</g><g class="gr_ gr_194 gr-alert gr_gramm gr_inline_cards gr_run_anim Style replaceWithoutSep" id="194" data-gr-id="194"><g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193">:</g></g>

---

<g class="gr_ gr_194 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="194" data-gr-id="194"><g class="gr_ gr_193 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Punctuation only-del replaceWithoutSep" id="193" data-gr-id="193"></g>A</g> male client is told that he will no longer be able to ingest alcohol if he wants to live. To effect a change in his behavior while he is in the hospital, the nurse should attempt to:

• 1. Help the client set short-term dietary goals
• 2. Discuss his hopes and dreams for the future
• 3. Discuss the pathophysiology of the liver with him
• 4.  Withhold approval until he agrees to stop <g class="gr_ gr_382 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling ins-del multiReplace" id="382" data-gr-id="382">drinking</g>

---

<g class="gr_ gr_382 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="382" data-gr-id="382">The</g> specific cause to effect a change in his behavior while he is in the hospital is critical. Option 2 is not really related to his alcoholism. Option 3 may be part of educating the alcoholic, but you would not expect a behavioral change observable in the hospital to emerge from this discussion. Option 4 rejects the client as well as his behavior instead of only his behavior. Option 1, the correct answer, could result in an observable behavioral change while the client is hospitalized; for example, he could define ways to achieve short-term goals relating to diet and alcohol while in the hospital.

4. Eliminate Clearly Wrong or Incorrect Answers

Eliminate clearly incorrect, inappropriate, and unlikely answers to the question asked in the stem. By systematically eliminating distractors that are unlikely in the context of a given question, you increase the probability of selecting the correct answer. Eliminating. obvious distractors also allow you more time to focus on the options that appear to be potentially sound answers to the question. For example<g class="gr_ gr_77 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="77" data-gr-id="77">:</g>

---

<g class="gr_ gr_77 gr-alert gr_gramm gr_inline_cards gr_disable_anim_appear Style replaceWithoutSep" id="77" data-gr-id="77">The</g> four levels of cognitive ability are:

1. Assessing, analyzing, applying, evaluating
2. Knowledge, analysis, assessing, comprehension
3. Knowledge, comprehension, application, analysis
4. Medical-surgical nursing, obstetric nursing, psychiatric nursing

---

Option 1 contains both cognitive levels and nursing behaviors, thus eliminating it from consideration. Option 4 is clearly inappropriate since the choices are all clinical areas. Both options 2 and 3 contain levels of cognitive ability; however, option 2 includes assessing, which is a nursing behavior. Therefore option 3 is correct. By reducing the plausible options, you reduce the material to consider and increase the probability of selecting the correct option.
__________________________________________________________________

Enjoy the process, nurses are life-long learners, it is in our DNA.  I am looking forward to hearing all about your experience.  Please share your comments this week in this thread.


​​

------------------------------
Robin Cogan, MEd, RN, NCSN
School Nurse & Faculty
Rutgers-Camden School of Nursing
Camden City School District, NJ
------------------------------

What information on Hep C in the review book is outdated?


Annette Jackson

Sent from my iPhone

------Original Message------

------Original Message------

What information on Hep C in the review book is outdated?


Annette Jackson

Sent from my iPhone

------Original Message------

------Original Message------

Hi everyone,
I am carefully reading these important messages, as I know are @Pat Krin, MSN, M.S., RN, NCSN-E, FNP-BC-Retired, FNASN & @Janice Selekman, DNSc, RN, NCSN, FNASN. Your feedback is excellent and brings up important needs that we are taking notice of and addressing. In terms of test-taking strategies​​ and most immediately, test-anxiety, we will be sharing resources as the week's go by that will quell your concerns. A little bit of anxiety works in our favor though and it also shows how much nurses care about the work we do! Studying in chunks helps tremendously. You are all professional nurses and possess the skills, talents, and knowledge to do well on this test. Preparation and test-taking strategies will calm your concerns. Slowing down and really reading and answering what is being asked is most important in successfully passing any test. I made the same exact errors, reading too quickly, deciding on answers before I considered what was being asked, and adding content that was not in the question was where I missed the mark. So, take a breath and consider each question independently, think globally and try not to add anything to the question. Do you remember KISS from nursing school? Keep IT Simple!  

Here is an interesting article from the Mayo clinic about test anxiety:  https://www.mayoclinic.org/diseases-conditions/generalized-anxiety-disorder/expert-answers/test-anxiety/faq-20058195

Keep up the great work and the wonderful exchange of ideas. Share what helps, that is always a place to start. Recognize your strengths! You can do this!

------------------------------
Robin Cogan, MEd, RN, NCSN
School Nurse & Faculty
Rutgers-Camden School of Nursing
Camden City School District, NJ
------------------------------

I would like to bring up one more question and hope I can understand the clarification. On page 169 number 16 the question is gonococcal infections differ in adolescent males and females.   females may have: the answer is A: no symptoms, but I read in the notes that boys may not have symptoms either so for me the answer was C. Bartholin's cyst. I did some research and it does say that Although Bartholin cysts are not an infection they can be caused from gonorrhea (a gonococcql infection) Since boys cannot have Barth alone cysts, to me answer C would be the right answer

------------------------------
Rita Baszler, RN, BSN
School Nurse
Huron Public Schools
Huron, SD 57350
Rita.baszler@k12.sd.us
------------------------------

I'm not sure where this question would fall in relation to our threads, but there was a question on the practice test about mass casualties. It was asking about triaging on the scene. It referenced p1226 in the comprehensive textbook. I'm still confused after reading the textbook. I'm probably thinking way too hard on this one. It is #74 on Practice Exam.​

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

------Original Message------

I'm not sure where this question would fall in relation to our threads, but there was a question on the practice test about mass casualties. It was asking about triaging on the scene. It referenced p1226 in the comprehensive textbook. I'm still confused after reading the textbook. I'm probably thinking way too hard on this one. It is #74 on Practice Exam.​

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

Thank you Pat! Your explanation on mass casualties really helped me clarify what to do first. Unfortunately this is a reality we must embrace.

------------------------------
Annette Jackson RN, BSN
RN
Prince Georges County Public Schools
Oxon Hill, MD United States
------------------------------

Original Message:
Sent: 02-25-2020 09:37
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

The idea behind mass casualty triage is that you want to address the casualties that have the most urgent need with the best possibility of a  good outcome in the least amount of time. The greatest good for the greatest number of people. That is your take away.

 

You would NOT FIRST address a cardiac arrest because there is little hope of a good outcome. You would NOT FIRST address an uncomplicated long bone fracture because it could wait. You would NOT FIRST address a head injury with TEMPORARY loss of consciousness because it can wait, but a long bone fracture with compromise can be treated with hope of a good outcome and then go back to the others.

 

I hope this helps to clear it up.

 

 

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

I'm not sure where this question would fall in relation to our threads, but there was a question on the practice test about mass casualties. It was asking about triaging on the scene. It referenced p1226 in the comprehensive textbook. I'm still confused after reading the textbook. I'm probably thinking way too hard on this one. It is #74 on Practice Exam.​

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

Thanks so much for the explanation and highlighting the key words that I should focus on when reading the answers.

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------

Original Message:
Sent: 02-25-2020 09:37
From: Pat Krin
Subject: Welcome to Week #3 of our Online Study Group

The idea behind mass casualty triage is that you want to address the casualties that have the most urgent need with the best possibility of a  good outcome in the least amount of time. The greatest good for the greatest number of people. That is your take away.

 

You would NOT FIRST address a cardiac arrest because there is little hope of a good outcome. You would NOT FIRST address an uncomplicated long bone fracture because it could wait. You would NOT FIRST address a head injury with TEMPORARY loss of consciousness because it can wait, but a long bone fracture with compromise can be treated with hope of a good outcome and then go back to the others.

 

I hope this helps to clear it up.

 

 

 

Regards,

 

Pat

 

Pat Krin, MSN, RN, FNP-BC-Retired, NCSN-E, FNASN

Executive Director

NBCSN

nbcsnexec@nbcsn.org

www.nbcsn.org

 

Original Message------

I'm not sure where this question would fall in relation to our threads, but there was a question on the practice test about mass casualties. It was asking about triaging on the scene. It referenced p1226 in the comprehensive textbook. I'm still confused after reading the textbook. I'm probably thinking way too hard on this one. It is #74 on Practice Exam.​

------------------------------
Holly Williams Registered Nurse
RN, BSN
Oakboro, NC United States
------------------------------