Thank You so much for taking the time to add today's 5 practice questions to the group. These are such a great help for me.
As a dyslexic person I often miss the small words such as 'no' and 'except' and such. These strategies you are teaching us are new to this old dinosaur and a great help to give me new ways to think questions through.
Original Message:
Sent: 06-04-2018 19:30
From: Robin Cogan
Subject: Week #5: Let's Keep the Momentum Going!
Hi Rebecca,
Thank you for your question, and while I can't comment on specific questions on the upcoming exam, I think it is certainly possible to have a select all response.
Here are some additional questions to review:
School Nurse Certification Practice Questions
- An 11-year-old female student presents to the school nurse with lower abdominal pain. She does not have a fever and is not sick to her stomach. Which statement describes the school nurse's knowledge of this age group?
- They fake stomach aches often and should be sent back to class
- It is okay to give pain medications for abdominal pain
- This age group may be ready to start menstruating and a call home to a parent is advised
- None of the above
- The nurse is called to the gym for a student who is feeling lightheaded. The nurse notes that the child is pale and diaphoretic. His initial pulse rate is more than 180. What is the first action the nurse should take?
- Reassure the child, apply cool rags to the forehead, reassess, and be prepared to call the parents and 911
- Scream for someone to call 911 now
- Excuse the student from <g class="gr_ gr_620 gr-alert gr_gramm gr_inline_cards gr_run_anim Grammar only-ins doubleReplace replaceWithoutSep" id="620" data-gr-id="620">gym</g> for the remainder of the period
- Excuse the student from <g class="gr_ gr_619 gr-alert gr_gramm gr_inline_cards gr_run_anim Grammar only-ins doubleReplace replaceWithoutSep" id="619" data-gr-id="619">gym</g> for the remainder of the week
3. Which actions would be appropriate if the same student is complaining of stomach aches every morning?
- Report the child to Child Protective Services
- Ignore the complaints and send the student back to class
- Trend the complaints and interpret the data to make intervention recommendations.
- Take the student to the emergency department for evaluation
- A student with ADHD has been having a difficult time each morning until after the noon dose of medication. Which selection indicates what the school nurse should consider next?
- Notifying the parent to complain about the student's behavior
- Doubling the noon dose
- Checking with a parent to see if the morning dose has been given
- Seeking the help of the principal before reporting to Child Protective Services
- What authorizations apply to the dispensing of medications to students during school hours?
- Parental authorization
- Medical authorization
- Parental and medical authorization
- School board authorization only
School Nurse Certification Answer Key
- Answer: C
Girls may start having symptoms of early periods. It is wise to call home and discuss abdominal pain with a parent. Constipation may also be the cause of lower abdominal pain in children.
- Answer: A
The child should be reassured so that he does not panic. After applying the cool rags, take note of the child's updated situation and then be ready to call the parents. If conditions worsen, 911 may need to be called.
- Answer: C
Trending the complaints and collecting data will help you plan an intervention. Maybe the child does not eat breakfast, maybe it is constipation, or maybe he misses home. Trending the time of day, how many days a week, and other information are useful when discussing with a parent the most effective way to handle the complaints, rather than having the student miss class time.
- Answer: C
Checking with a parent to see if morning medications have been given would be appropriate.
- Answer: C
Both parental and medical authorizations apply to dispensing medications. Prescription medications need a doctor's order as well as parental permission.
------------------------------
Robin Cogan MEd, RN, NCSN
School Nurse
Rutgers University - Camden
Cherry Hill, NJ
Original Message:
Sent: 06-04-2018 09:56
From: Rebecca West
Subject: Week #5: Let's Keep the Momentum Going!
Thanks for the input, discussion, and much needed comic relief.
As I was reviewing last night, I wondered if there would be select all that apply questions. Do you have any insight on alternate format questions?
------------------------------
Rebecca West MSN,RN,CNE
District Nurse
MSDWT
Carmel, IN
Original Message:
Sent: 06-01-2018 19:57
From: Penelope Strauss
Subject: Week #5: Let's Keep the Momentum Going!
I really like the analysis of exam items--it is very helpful. I find it odd, however, that we might see items are on the exam that might fit the criteria in #9. As a former item writer and certification exam editor, we carefully reviewed the item banks to remove grammatical inconsistencies so that the candidate had to make a decision based on content.
Is it really likely that we will see items written like #9?
Thank you!
------------------------------
Penelope Z Strauss PhD RN FNAP
Kinder HighSchoolForPerformingAndVisualArts
Houston, Texas
penelope.strauss@houstonisd.org
Original Message:
Sent: 06-01-2018 05:29
From: Robin Cogan
Subject: Week #5: Let's Keep the Momentum Going!
Welcome to Week #5: Be like Tigger, keep bouncing forward!
Our online study group is "bouncing" ahead to Chapter 7 in the Selekman/Wolfe School Nursing Certification Review book. This chapter focuses on Special Health Issues and comprises approximately 10% of the possible NCSN exam questions. Sharing your process is helpful for everyone, so please think about checking in and letting us know how your preparation is going.
I continue my quest to find multiple choice study questions that are specific to school nursing. Here is a link to an online sample test through the generous State of Illinois! This is helpful because it is an online version and is similar to the NBCSN test experience. Some of the questions are specific to Illinois regulations, but others are more global questions for practice.
Here is the link: ILTS School Nurse Practice Test
_________________________________________________________________________________________________
Here are more multiple-choice taking strategies from: Nurse Labs test taking strategies
7. Identify Specific Determiners
When the options of a test item contain words that are identical or similar to words in the stem, the alert test taker recognizes the similarities as clues about the likely answer to the question. The stem word that clues you to a similar word in the option or that limits potential options is known as a specific determiner. For example:
The government agency responsible for administering the nursing practice act in each state is the:
1. Board of regents
2. Board of nursing
3. State nurses' association
4. State hospital association
Options 2 and 3 contain the closely related words nurse and nursing. The word nursing, used both in the stem and in option 2, is a clue to the correct answer.
8. Identify Words in the Options That Are Closely Associated With Words in the Stem
Be alert to words in the options that may be closely associated with but not identical to a word or words in the stem. For example:
When a person develops symptoms of physical illness for which psychogenic factors act as causative agents, the resulting illness is classified as:
1. Dissociative
2. Compensatory
3. <g class="gr_ gr_164 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling ins-del multiReplace" id="164" data-gr-id="164">Psychophysiologic</g>
4. Reaction formation
Option 3 should strike you as a likely answer since it combines physical and psychologic factors, like those referred to in the stem.
9. Watch for Grammatical Inconsistencies
If one or more of the options are not grammatically consistent with the stem, the alert test taker usually can eliminate these distractors. The correct option must be consistent with the form of the question. If the question demands a response in the singular, plural options usually can be safely eliminated. When the stem is in the form of an incomplete sentence, each option should complete the sentence in a grammatically correct way. For example:
Communicating with a male client who is deaf will be facilitated by:
1. Use gestures
2. Speaking loudly
3. Find out if he has a hearing aid
4. Facing the client while <g class="gr_ gr_63 gr-alert gr_spell gr_inline_cards gr_run_anim ContextualSpelling ins-del multiReplace" id="63" data-gr-id="63">speaking</g>
<g class="gr_ gr_63 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="63" data-gr-id="63">Options</g> 1 and 3 do not complete the sentence in a grammatically correct way and can, therefore, be eliminated. Option 2 would be of no assistance with a deaf client, so option 4 is the correct answer.
______________________________________________________________________________________________
Best of luck to those who are planning on taking the exam during the upcoming testing window. Here are some last minute test preparation suggestions:
Stay in touch! I am looking forward to hearing from you!
------------------------------
Robin Cogan MEd, RN, NCSN
School Nurse
Rutgers University - Camden
Cherry Hill, NJ
------------------------------