National Certification Exam Candidates

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 20% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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.

Hello,

I have down that health Appraisal is 26% of exam. Please clarify?

Also, I am studying from the 2nd edition of The Comprehensive Text, is the information much different from the newer 3rd edition? 

Thanks, 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 20% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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.

Hello,

I have down that health Appraisal is 26% of exam. Please clarify?

Also, I am studying from the 2nd edition of The Comprehensive Text, is the information much different from the newer 3rd edition? 

Thanks, 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 20% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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.

I only asked because Mrs. Cogan had mentioned it was 20% (unless I misread her thread). Not that it matters, but this is a retake for me, so I just wanted to make sure.

Thank you 

Hello,

I have down that health Appraisal is 26% of exam. Please clarify?

Also, I am studying from the 2nd edition of The Comprehensive Text, is the information much different from the newer 3rd edition? 

Thanks, 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 20% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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.

I only asked because Mrs. Cogan had mentioned it was 20% (unless I misread her thread). Not that it matters, but this is a retake for me, so I just wanted to make sure.

Thank you 

Hello,

I have down that health Appraisal is 26% of exam. Please clarify?

Also, I am studying from the 2nd edition of The Comprehensive Text, is the information much different from the newer 3rd edition? 

Thanks, 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 20% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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.

Hi Stacy,

Good flag, that was a typo on my part and it is corrected now. Thanks for letting me know. Our study group is based on the 3rd edition of The Comprehensive Text, so as Pat said, much has been updated between the editions. 

I only asked because Mrs. Cogan had mentioned it was 20% (unless I misread her thread). Not that it matters, but this is a retake for me, so I just wanted to make sure.

Thank you 

Hello,

I have down that health Appraisal is 26% of exam. Please clarify?

Also, I am studying from the 2nd edition of The Comprehensive Text, is the information much different from the newer 3rd edition? 

Thanks, 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 20% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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.

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

So I followed the discussion for the winter session knowing I wouldn't take the test then but thought it would give me an idea of what to expect. I remember the question of the patient who needed to stop drinking  and what would effect the change in the behavior... and I picked the wrong answer that time and I did it this time too! I sat there and worked it out in my head and realized I was skimming over that the change was to be seen in the hospital and putting too much emphasis on it effecting a change in his behavior (I was thinking way to long term!) 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

I couldn't figure out why the answer I chose was wrong until I read your response, and went back and read the questing and that is what I was doing as well....I was skipping the "while in the hospital" part.  UUUGGGGG

So I followed the discussion for the winter session knowing I wouldn't take the test then but thought it would give me an idea of what to expect. I remember the question of the patient who needed to stop drinking  and what would effect the change in the behavior... and I picked the wrong answer that time and I did it this time too! I sat there and worked it out in my head and realized I was skimming over that the change was to be seen in the hospital and putting too much emphasis on it effecting a change in his behavior (I was thinking way to long term!) 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

I purchased both practice tests through NBCSN. I took the first exam and passed. I know this doesn't mean I don't need to study anymore, but it really helped me feel more confident. I really like that the rationale for the answers is posted with the correct or incorrect answer, and I like that I have specific items to take back and review.

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Hello, I am one week behind, but I am trying to keep up. My question is while reviewing the vision screening process , I read that the standard distance for screening is 10 feet, (page 53 section "e" in the school nursing Certification Review Book). Does this apply to elementary students? I thought 20 feet was the standard distance for screening.  Thank you

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Hello, I am one week behind, but I am trying to keep up. My question is while reviewing the vision screening process , I read that the standard distance for screening is 10 feet, (page 53 section "e" in the school nursing Certification Review Book). Does this apply to elementary students? I thought 20 feet was the standard distance for screening.  Thank you

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Chapter 3 has been challenging for myself.  I have found, writing note cards with the information I am struggling with is helpful.  As well, I have used quizlet to study notecards that others have written and take the matching quizzes to help remember all of the components of this chapter.  I find pen to paper is the most helpful for myself.  In nursing school I would rewrite entire lectures to help with my studying.  As I navigate studying for this exam I am pulling out many of those old tricks. 

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Hello, fellow nurses. I am in the process of taking the Nurse Builders 2022 NCSN Review E-course. Costly but so worth it to listen and see the content presented and talked about, in addition to using the SN certification review book. Waiting on the flashcards now. Best of luck and please keep sharing!

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Hello, fellow nurses. I am in the process of taking the Nurse Builders 2022 NCSN Review E-course. Costly but so worth it to listen and see the content presented and talked about, in addition to using the SN certification review book. Waiting on the flashcards now. Best of luck and please keep sharing!

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

I agree with Maria, the Nurse Builders 2022 NCSN Review E-course is costly but worth it in my opinion. I feel it has been very beneficial to listen to the information we are reviewing and examples that help me understand and process the information. There are also some helpful hints on where to focus your studies. I also ordered the flashcards but they were on backorder but just shipped so should arrive soon. 

Hello, fellow nurses. I am in the process of taking the Nurse Builders 2022 NCSN Review E-course. Costly but so worth it to listen and see the content presented and talked about, in addition to using the SN certification review book. Waiting on the flashcards now. Best of luck and please keep sharing!

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

The practice exams you can purchase when registering for the exam, are those a one and done exam or can you repeat them more than once?

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

_________________________________________________________________________________________________________________

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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
__________________________________________________________________

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, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
------------------------------

Welcome to Week #3 of our online study group!

 

We are moving ahead in the Selekman/Cogan School Nursing Certification Review book to chapter 3 - Health Appraisal

      Principles of Health Appraisal
      Screening
      Health History
      Physical Assessment

Don't forget the questions!

Corresponding chapters in Selekman, Shannon, and Yonkaitis School Nursing: A Comprehensive Text 3^rd Edition Chapters 14-18

14. Health Promotion and Screening for School-Age Children
15. Disease Prevention in Schools
16. Students with Common Health Complaints
17. Health Issues Related to Physical Activity and Athletics
18. Skin Disorders

 This chapter represents approximately 26% of the content of the NCSN exam.  As the graphic says, "Keep Calm, I'm A School Nurse, because this is the heart of our practice, what we do all day, every day.  Let's keep the conversation going! Thank you to all of the school nurses who have shared their exam review experiences.  We learn from each other. 

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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 example:

A 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 drinking

The 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:

The 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.

Don't forget to check out the free Test Taking Strategies from Nurse Builders at https://ecourses.nursebuilders.net/courses/test-taking-techniques-a-guide-for-nursing-certification-exams

Need Test Prep Materials? https://www.nbcsn.org/ncsn/the-exam/exam-prep/
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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.

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Robin Cogan, MEd, RN, NCSN, FNASN, FAAN
New Jersey NASN Director
School Nurse Camden City School District
Faculty Rutgers-Camden School of Nursing
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