Saunders Comprehensive Review for the NCLEX-RN Examination 7th edition Silvestri eBook

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Saunders Comprehensive Review for the NCLEX-RN Examination 7th edition Silvestri eBook

C H A P T E R 1

The NCLEX-RN® Examination

The Pyramid to Success

Welcome to the Pyramid to Success

Saunders Comprehensive Review for the

NCLEX-RN® Examination

SaundersComprehensive Reviewfor theNCLEX-RN® Examination

is specially designed to help you begin your successful

journey to the peak of the pyramid, becoming a

registered nurse. As you begin your journey, you will be

introduced to all of the important points regarding the

NCLEX-RN examination and the process of testing,

and to the unique and special tips regarding how to prepare

yourself for this important examination. You will

read what a nursing graduate who recently passed the

NCLEX-RN examination has to say about the test.

Important test-taking strategies are detailed. These

details will guide you in selecting the correct option or

assist you in selecting an answer to a question at which

you must guess.

Each unit in this book begins with the Pyramid to

Success. The Pyramid to Success addresses specific points

related to the NCLEX-RN examination. Client Needs as

identified in the test plan framework for the examination

are listed as well as learning objectives for the unit. Pyramid

Terms are keywords that are defined in the glossary

at the end of the book and set in color throughout each

chapter to direct your attention to significant points for

the examination.

Throughout each chapter, you will find Pyramid

Point bullets that identify areas most likely to be tested

on the NCLEX-RN examination. Read each chapter, and

identify your strengths and areas that are in need of further

review. Test your strengths and abilities by taking all

practice tests provided in this book and on the accompanying

Evolve site. Be sure to read all of the rationales and

test-taking strategies. The rationale provides you with

significant information regarding the correct and incorrect

options. The test-taking strategy provides you with

the logical path to selecting the correct option. The

test-taking strategy also identifies the content area to

review, if required. The reference source and page number

are provided so that you can easily find the information

that you need to review. Each question is coded on

the basis of the Level of Cognitive Ability, the Client

Needs category, the Integrated Process, Priority Concepts,

and the nursing content area.

Saunders Q&A Review for the NCLEX-RN®

Examination

Following the completion of your comprehensive review

in this book, continue on your journey through the Pyramid

to Success with the companion book, Saunders

Q&A Review for the NCLEX-RN® Examination. This book

provides you with more than 6000 practice questions in

the multiple-choice and alternate item formats, including

audio and video questions. The book is designed

based on the NCLEX-RN examination test plan framework,

with a specific focus on Client Needs and Integrated

Processes. In addition, each practice question in

this book includes a Priority Nursing Tip, which provides

you with an important piece of information that

will be helpful to answer questions. Then, you will be

ready for HESI/Saunders Online Review for the NCLEXRN

® Examination. Additional products in Saunders Pyramid

to Success include Saunders Strategies for Test Success:

Passing Nursing School and the NCLEX® Exam and

Saunders Q&A Review Cards for the NCLEX-RN® Exam.

These products are described next.

HESI/Saunders Online Review for the

NCLEX-RN® Examination

This product addresses all areas of the test plan identified

by the National Council of State Boards of Nursing

(NCSBN). The course contains a pretest that provides

feedback regarding your strengths and weaknesses and

generates an individualized study schedule in a calendar

format. Content review is in an outline format and

includes self-check practice questions and testlets (case

studies), figures and illustrations, a glossary, and animations

and videos. Numerous online exams are included.

There are 2500 practice questions; the types of questions

in this course include multiple-choice and alternate item

formats.

Saunders Strategies for Test Success: Passing

Nursing School and the NCLEX® Exam

This product focuses on the test-taking strategies that will

help you to pass your nursing examinations while in

nursing school and will prepare 2 you for the NCLEX-RN

examination. The chapters describe various test-taking

strategies and include sample questions that illustrate

how to use the strategies. Also included in this book is

information on cultural characteristics and practices,

pharmacology strategies, medication and intravenous

calculations, laboratory values, positioning guidelines,

and therapeutic diets. This book has more than 1200

practice questions, and each question provides a tip for

the beginning nursing student. The practice questions

reflect the framework and the content identified in the

NCLEX-RN test plan and include multiple-choice and

alternate item format questions, including audio and

video questions.

Saunders Q&A Review Cards for the

NCLEX-RN® Exam

This product is organized by content area and the framework

of the NCLEX-RN test plan. It provides you with

1200 unique practice test questions on portable and

easy-to-use cards. The cards have the question on the front

of the card, and the answer, rationale, and test-taking

strategy are on the back of the card. This product includes

multiple-choice questions and alternate item format

questions, including fill-in-the-blank, multiple-response,

ordered-response, figure, and chart/exhibit questions.

Saunders RNtertainment for the NCLEX-RN® Exam

RNtertainment: The NCLEX® Review Game, 2nd Edition

is a revolutionary board game that offers nursing students

a fun and challenging change of pace from standard

review options. 800 clinical questions and

scenarios cover all the major nursing categories on the

NCLEX® test plan—including Health Promotion and

Maintenance, Physiological Integrity, Psychosocial

Integrity, and Safe and Effective Care Environment. This

completely redesigned second edition also features new

alternate item formats, test-taking tips and test-taking

traps covering helpful test taking strategies and techniques,

and a rationales booklet that provides justification

for correct answers.

All products in the Saunders Pyramid to Success can

be obtained online by visiting http://elsevierhealth.com

or by calling 800-545-2522.

Let’s begin our journey through the Pyramid to

Success.

Examination Process

An important step in the Pyramid to Success is to

become as familiar as possible with the examination

process. Candidates facing the challenge of this examination

can experience significant anxiety. Knowingwhat

the examination is all about and knowing what you will

encounter during the process of testing will assist in alleviating

fear and anxiety. The information contained in

this chapter was obtained from the NCSBN Web site

(http://www.ncsbn.org) and from the NCSBN 2016 test

plan for the NCLEX-RN and includes some procedures

related to registering for the exam, testing procedures,

and the answers to the questions most commonly asked

by nursing students and graduates preparing to take the

NCLEX. You can obtain additional information regarding

the test and its development by accessing the NCSBN

Web site and clicking on the NCLEXExam tab or by writing

to the National Council of State Boards of Nursing,

111 East Wacker Drive, Suite 2900, Chicago, IL 60601.

You are encouraged to access the NCSBN Web site

because this site provides you with valuable information

about the NCLEX and other resources available to an

NCLEX candidate.

Computer Adaptive Testing

The acronym CAT stands for computer adaptive test,

which means that the examination is created as the

test-taker answers each question. All the test questions

are categorized on the basis of the test plan structure

and the level of difficulty of the question. As you answer

a question, the computer determines your competency

based on the answer you selected. If you selected a correct

answer, the computer scans the question bank and

selects a more difficult question. If you selected an incorrect

answer, the computer scans the question bank and

selects an easier question. This process continues until

all test plan requirements are met and a reliable passor-

fail decision is made.

When taking a CAT, once an answer is recorded, all

subsequent questions administered depend, to an

extent, on the answer selected for that question. Skipping

and returning to earlier questions are not compatible

with the logical methodology of a CAT. The inability

to skip questions or go back to change previous answers

will not be a disadvantage to you; you will not fall into

that “trap” of changing a correct answer to an incorrect

one with the CAT system.

If you are faced with a question that contains unfamiliar

content, you may need to guess at the answer.

There is no penalty for guessing but you need to make

an educated guess. With most of the questions, the

answer will be right there in front of you. If you need

to guess, use your nursing knowledge and clinical experiences

to their fullest extent and all of the test-taking

strategies you have practiced in this review program.

You do not need any computer experience to take this

examination. A keyboard tutorial is provided and

administered to all test-takers at the start of the examination.

The tutorial will instruct you on the use of the onscreen

optional calculator, the use of the mouse, and

how to record an answer. The tutorial provides instructions

on how to respond to all question types on this

examination. This tutorial is provided on the NCSBN

Web site, and you are encouraged to view the tutorial

CHAPTER 1 The NCLEX-RN® Examination 3

when you are preparing for the NCLEX examination. In

addition, at the testing site, a test administrator is present

to assist in explaining the use of the computer to ensure

your full understanding of how to proceed.

Development of the Test Plan

The test plan for the NCLEX-RN examination is developed

by the NCSBN. The examination is a national

examination; the NCSBN considers the legal scope of

nursing practice as governed by state laws and regulations,

including the Nurse Practice Act, and uses these

laws to define the areas on the examination that will

assess the competence of the test-taker for licensure.

The NCSBN also conducts an important study every

3 years, known as a practice analysis study, to determine

the framework for the test plan for the examination. The

participants in this study include newly licensed registered

nurses from all types of basic nursing education

programs. From a list of nursing care activities provided,

the participants are asked about the frequency and

importance of performing them in relation to client

safety and the setting in which they are performed. A

panel of content experts at the NCSBN analyzes the

results of the study and makes decisions regarding the

test plan framework. The results of this recently conducted

study provided the structure for the test plan

implemented in April 2016.

Test Plan

The content of the NCLEX-RN examination reflects the

activities identified in the practice analysis study conducted

by the NCSBN. The questions are written to

address Level of Cognitive Ability, Client Needs, and

Integrated Processes as identified in the test plan developed

by the NCSBN.

Level of Cognitive Ability

Levels of cognitive ability include knowledge, understanding,

applying, analyzing, synthesizing, evaluating,

and creating. The practice of nursing requires complex

thought processing and critical thinking in decision making.

Therefore, you will not encounter any knowledge or

understanding questions on the NCLEX. Questions on

this examination are written at the applying level or at

higher Levels of Cognitive Ability. Box 1-1 presents an

example of a question that requires you to apply data.

Client Needs

The NCSBN identifies a test plan framework based on

Client Needs, which includes 4 major categories. Some

of these categories are divided further into subcategories.

The Client Needs categories are Safe and Effective Care

Environment, Health Promotion and Maintenance,

Psychosocial Integrity, and Physiological Integrity

(Table 1-1).

Safe and Effective Care Environment

The Safe and Effective Care Environment category

includes 2 subcategories: Management of Care, and

Safety and Infection Control. According to the NCSBN,

Management of Care (17% to 23% of questions)

addresses prioritizing content and content that will

ensure a safe care delivery setting to protect clients, families,

significant others, visitors, and health care personnel.

The NCSBN indicates that Safety and Infection

Control (9% to 15% of questions) addresses content

that will protect clients, families, significant others, visitors,

and health care personnel from health and environmental

hazards within health care facilities and in

community settings. Box 1-2 presents examples of questions

that address these 2 subcategories.

BOX 1-1 Level of Cognitive Ability: Applying

The nurse notes blanching, coolness, and edema at the

peripheral intravenous (IV) site. On the basis of these findings,

the nurse should implement which action?

1. Remove the IV.

2. Apply a warm compress.

3. Check for a blood return.

4. Measure the area of infiltration.

Answer: 1

This question requires that you focus on the data in the question

and determine that the client is experiencing an infiltration.

Next, you need to consider the harmful effects of

infiltration and determine the action to implement. Because

infiltration can be damaging to the surrounding tissue, the

appropriate action is to remove the IV to prevent any further

damage.

TABLE 1-1 Client Needs Categories and Percentage

of Questions on the NCLEX-RN Examination

Client Needs Category

Percentage

of Questions

Safe and Effective Care Environment

Management of Care 17-23

Safety and Infection Control 9-15

Health Promotion and Maintenance 6-12

Psychosocial Integrity 6-12

Physiological Integrity

Basic Care and Comfort 6-12

Pharmacological and Parenteral Therapies 12-18

Reduction of Risk Potential 9-15

Physiological Adaptation 11-17

4 UNIT I NCLEX-RN® Exam Preparation

Health Promotion and Maintenance

The Health Promotion and Maintenance category (6%

to 12% of questions) addresses the principles related

to growth and development. According to the NCSBN,

this Client Needs category also addresses content

required to assist the client, family members, and significant

others to prevent health problems; to recognize

alterations in health; and to develop health practices that

promote and support wellness. See Box 1-3 for an

example of a question in this Client Needs category.

Psychosocial Integrity

The Psychosocial Integrity category (6% to 12% of questions)

addresses content required to promote and support

the ability of the client, client’s family, and

client’s significant other to cope, adapt, and problemsolve

during stressful events. The NCSBN also indicates

that this Client Needs category addresses the emotional,

mental, and social well-being of the client, family, or significant

other, and care for the client with an acute or

chronic mental illness. See Box 1-4 for an example of

a question in this Client Needs category.

Physiological Integrity

The Physiological In tegrity category includes 4 subcategories:

Basic Care and Comfort, Pharmacological and

Parenteral Therapies, Reduction of Risk Potential, and

BOX 1-2 Safe and Effective Care Environment

Management of Care

The nurse has received the client assignment for the day.

Which client should the nurse assess first?

1. The client who needs to receive subcutaneous insulin

before breakfast

2. The client who has a nasogastric tube attached to intermittent

suction

3. The client who is 2 days postoperative and is complaining

of incisional pain

4. The client who has a blood glucose level of 50 mg/dL

(2.8 mmol/L) and complaints of blurred vision

Answer: 4

This question addresses the subcategory Management of

Care in the Client Needs categorySafe and Effective Care Environment.

Note the strategic word, first, so you need to establish

priorities by comparing the needs of each client and

deciding which need is urgent. The client described in the correct

option has a lowblood glucose level and symptoms reflective

of hypoglycemia. This client should be assessed first so

that treatment can be implemented. Although the clients in

options 1, 2, and 3 have needs that require assessment, their

assessments can wait until the client in the correct option is

stabilized.

Safety and Infection Control

The nurse prepares to care for a client on contact precautions

who has a hospital-acquired infection caused by methicillinresistant

Staphylococcus aureus (MRSA). The client has an

abdominal wound that requires irrigation and has a tracheostomy

attached to a mechanical ventilator, which requires frequent

suctioning. The nurse should assemble which

necessary protective items before entering the client’s room?

1. Gloves and gown

2. Gloves and face shield

3. Gloves, gown, and face shield

4. Gloves, gown, and shoe protectors

Answer: 3

This question addresses the subcategory Safety and Infection

Control in the Client Needs category Safe and Effective Care

Environment. It addresses content related to protecting oneself

from contracting an infection and requires that you consider

the methods of possible transmission of infection,

based on the client’s condition. Because splashes of infective

material can occur during the wound irrigation or suctioning

of the tracheostomy, option 3 is correct.

BOX 1-3 Health Promotion and Maintenance

The nurse is choosing age-appropriate toys for a toddler.

Which toy is the best choice for this age?

1. Puzzle

2. Toy soldiers

3. Large stacking blocks

4. A card game with large pictures

Answer: 3

This question addresses the Client Needs category Health

Promotion and Maintenance and specifically relates to the

principles of growth and development of a toddler. Note the

strategic word, best. Toddlers like to master activities independently,

such as stacking blocks. Because toddlers do not have

the developmental ability to determine what could be harmful,

toys that are safe need to be provided. A puzzle and toy soldiers

provide objects that can be placed in the mouth and

may be harmful for a toddler. A card game with large pictures

may require cooperative play, which is more appropriate for a

school-age child.

BOX 1-4 Psychosocial Integrity

A client with coronary artery disease has selected guided

imagery to help cope with psychological stress. Which client

statement indicates an understanding of this stress reduction

measure?

1. “This will help only if I play music at the same time.”

2. “This will work for me only if I am alone in a quiet area.”

3. “I need to do this only when I lie down in case I fall asleep.”

4. “The best thing about this is that I can use it anywhere,

anytime.”

Answer: 4

This question addresses the Client Needs category Psychosocial

Integrity and the content addresses coping mechanisms.

Guided imagery involves the client creating an image in the

mind, concentrating on the image, and gradually becoming

less aware of the offending stimulus. It can be done anytime

and anywhere; some clients may use other relaxation techniques

or play music with it.

CHAPTER 1 The NCLEX-RN® Examination 5

Physiological Adaptation. The NCSBN describes these

subcategories as follows. Basic Care and Comfort (6%

to 12% of questions) addresses content for providing

comfort and assistance to the client in the performance

of activities of daily living. Pharmacological and Parenteral

Therapies (12% to 18% of questions) addresses

content for administering medications and parenteral

therapies such as intravenous therapies and parenteral

nutrition, and administering blood and blood products.

Reduction of Risk Potential (9% to 15% of questions)

addresses content for preventing complications or

health problems related to the client’s condition or

any prescribed treatments or procedures. Physiological

Adaptation (11% to 17% of questions) addresses

content for providing care to clients with acute, chronic,

or life-threatening conditions. See Box 1-5 for examples

of questions in this Client Needs category.

Integrated Processes

The NCSBN identifies 5 processes in the test plan that are

fundamental to the practice of nursing. These processes

are incorporated throughout the major categories of Client

Needs. The Integrated Process subcategories are Caring,

Communication and Documentation, Nursing

BOX 1-5 Physiological Integrity

Basic Care and Comfort

Aclient with Parkinson’s disease develops akinesia while ambulating,

increasing the risk for falls. Which suggestion should the

nurse provide to the client to alleviate this problem?

1. Use a wheelchair to move around.

2. Stand erect and use a cane to ambulate.

3. Keep the feet close together while ambulating and use a

walker.

4. Consciously think about walking over imaginary lines on the

floor.

Answer: 4

This question addresses the subcategory Basic Care and Comfort

in the Client Needs category Physiological Integrity, and

addresses client mobility and promoting assistance in an activityof

dailyliving to maintain safety. Clients with Parkinson’s disease

can develop bradykinesia (slow movement) or akinesia

(freezing or no movement). Having these clients imagine lines

on the floor to walk over can keep them moving forward while

remaining safe.

Pharmacological and Parenteral Therapies

The nurse monitors a client receiving digoxin for which early

manifestation of digoxin toxicity?

1. Anorexia

2. Facial pain

3. Photophobia

4. Yellow color perception

Answer: 1

This question addresses the subcategory Pharmacological and

Parenteral Therapies in the Client Needs category Physiological

Integrity. Note the strategic word, early. Digoxin is a cardiac glycoside

that is used to manage and treat heart failure and to control

ventricular rates in clients with atrial fibrillation. The most

common early manifestations of toxicity include gastrointestinal

disturbances such as anorexia, nausea, and vomiting. Neurological

abnormalities can also occur early and include fatigue,

headache, depression, weakness, drowsiness, confusion, and

nightmares. Facial pain, personality changes, and ocular disturbances

(photophobia, diplopia, light flashes, halos around

bright objects, yellow or green color perception) are also signs

of toxicity, but are not early signs.

Reduction of Risk Potential

A magnetic resonance imaging (MRI) study is prescribed for a

client with a suspected brain tumor. The nurse should implement

which action to prepare the client for this test?

1. Shave the groin for insertion of a femoral catheter.

2. Remove all metal-containing objects from the client.

3. Keep the client NPO (nilper os; nothing bymouth) for 6 hours

before the test.

4. Instruct the client in inhalation techniques for the administration

of the radioisotope.

Answer: 2

This question addresses the subcategory Reduction of Risk

Potential in the Client Needs category Physiological Integrity,

and the nurse’s responsibilities in preparing the client for the

diagnostic test. In anMRI study, radiofrequencypulses in a magnetic

field are converted into pictures. All metal objects, such as

rings, bracelets, hairpins, and watches, should be removed. In

addition, a historyshould be taken to ascertain whether the client

has any internal metallic devices, such as orthopedic hardware,

pacemakers, or shrapnel. NPO status is not necessary for an

MRI study of the head. The groin may be shaved for an angiogram,

and inhalation of the radioisotope may be prescribed with

other types ofscans but is not a part of the procedures for anMRI.

Physiological Adaptation

A client with renal insufficiency has a magnesium level of

3.5 mEq/L (1.75 mmol/L). On the basis of this laboratory result,

the nurse interprets which sign as significant?

1. Hyperpnea

2. Drowsiness

3. Hypertension

4. Physical hyperactivity

Answer: 2

This question addresses the subcategory Physiological Adaptation

in the Client Needs category Physiological Integrity.

It addresses an alteration in body systems. The normal

magnesium level is 1.5 to 2.5 mEq/L(0.75 to 1.25 mmol/L).

A magnesium level of 3.5 mEq/ L (1.75 mmol/ L) indicates hypermagnesemia.

Neurological manifestations begin to occur when

magnesium levels are elevated and are noted as symptoms of

neurological depression, such as drowsiness, sedation, lethargy,

respiratory depression, muscle weakness, and areflexia.

Bradycardia and hypotension also occur.

6 UNIT I NCLEX-RN® Exam Preparation

Process (Assessment,Analysis, Planning, Implementation,

and Evaluation), Culture and Spirituality, and Teaching

and Learning. See Box 1-6 for an example of a question

that incorporates the Integrated Process of Caring.

Types of Questions on the Examination

The types of questions that may be administered on the

examination include multiple-choice; fill-in-the-blank;

multiple-response; ordered-response (also known as drag

and drop); questions that contain a figure, chart/exhibit,

or graphic option item; and audio or video item formats.

Some questions may require you to use the mouse and

cursor on the computer. For example, you may be presented

with a picture that displays the arterial vessels of

an adult client. In this picture, you may be asked to “point

and click” (using themouse) on the area (hot spot) where

the dorsalis pedis pulse could be felt. In all types of questions,

the answer is scored as either right or wrong. Credit

is not given for a partially correct answer. In addition, all

question types may include pictures, graphics, tables,

charts, sound, or video. The NCSBN provides specific

directions for you to follow with all question types to

guide you in your process of testing. Be sure to read these

directions as they appear on the computer screen. Examples

of some of these types of questions are noted in this

chapter. All question types are provided in this book and

on the accompanying Evolve site.

Multiple-Choice Questions

Many of the questions that you will be asked to answer

will be in the multiple-choice format. These questions

provide you with data about a client situation and 4

answers, or options.

Fill-in-the-Blank Questions

Fill-in-the-blank questions may ask you to perform a

medication calculation, determine an intravenous flow

rate, or calculate an intake or output record on a client.

You will need to type only a number (your answer) in

the answer box. If the question requires rounding the

answer, this needs to be performed at the end of the calculation.

The rules for rounding an answer are described

in the tutorial provided by the NCSBN, and are also provided

in the specific question on the computer screen. In

addition, you must type in a decimal point if necessary.

See Box 1-7 for an example.

Multiple-Response Questions

For a multiple-response question, you will be asked to

select or check all of the options, such as nursing interventions,

that relate to the information in the question. In

these question types, there may be 2 or more correct

answers. No partial credit is given for correct selections.

You need to do exactly as the question asks, which will

be to select all of the options that apply. See Box 1-8 for

an example.

Ordered-Response Questions

In this type of question, you will be asked to use the computer

mouse to drag and drop your nursing actions in

order of priority. Information will be presented in a

question and, based on the data, you need to determine

what you will do first, second, third, and so forth. The

unordered options will be located in boxes on the left

side of the screen, and you need to move all options

in order of priority to ordered-response boxes on the

BOX 1-6 Integrated Processes

A client is scheduled for angioplasty. The client says to the

nurse, “I’m so afraid that it will hurt and will make me worse

off than I am.” Which response by the nurse is therapeutic?

1. “Can you tell me what you understand about the

procedure?”

2. “Your fears are a sign that you really should have this

procedure.”

3. “Those are very normal fears, but please be assured that

everything will be okay.”

4. “Try not to worry. This is a well-known and easy procedure

for the health care provider.”

Answer: 1

This question addresses the subcategory Caring in the category

Integrated Processes. The correct option is a therapeutic

communication technique that explores the client’s feelings,

determines the level of client understanding about the procedure,

and displays caring. Option 2 demeans the client and

does not encourage further sharing by the client. Option 3

does not address the client’s fears, provides false reassurance,

and puts the client’s feelings on hold. Option 4 diminishes the

client’s feelings bydirecting attention awayfrom the client and

toward the health care provider’s importance.

 

 

Saunders Comprehensive Review for the NCLEX-RN Examination 7th edition Silvestri eBook

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Table of Contents

UNIT 1: NCLEX-RN Exam Preparation
1. The NCLEX-RN Examination
2. NCLEX-RN Preparation for Foreign-Educated Nurses
3. Pathways to Success 1
4. The NCLEX-RN Examination: From a Graduate’s Perspective
5. Test-Taking Strategies

UNIT 2: Issues in Nursing
6. Cultural Awareness and Health Practices
7. Ethical and Legal Issues
8. Prioritizing Client Care: Leadership, Delegating, and Disaster Planning

UNIT 3: Nursing Sciences
9. Fluids and Electrolytes
10. Acid-Base Balance
11. Laboratory Values
12. Nutrition
13. Parenteral Nutrition
14. Intravenous Therapy
15. Administration of Blood Products

UNIT 4: Fundamental Skills
16. Provision of a Safe Environment
17. Calculation of Medication and Intravenous Prescriptions
18. Cardiopulmonary Resuscitation Guidelines for Health Care Providers
19. Perioperative Nursing Care
20. Positioning Clients
21. Care of a Client With a Tube

UNIT 5: Growth and Development Across the Life Span
22. Theories of Growth and Development
23. Developmental Stages
24. Care of the Older Client
25. Health and Physical Assessment of the Adult Client

UNIT 6: Maternity Nursing
26. Reproductive System
27. Obstetrical Assessment
28. Prenatal Period
29. Risk Conditions Related to Pregnancy
30. Labor and Delivery
31. Problems With Labor and Delivery
32. Postpartum Period
33. Postpartum Complications
34. Care of the Newborn
35. Maternity and Newborn Medications

UNIT 7: Pediatric Nursing
36. Integumentary Disorders
37. Hematological Disorders
38. Oncological Disorders
39. Metabolic and Endocrine Disorders
40. Gastrointestinal Disorders
41. Eye, Ear, and Throat Disorders
42. Respiratory Disorders
43. Cardiovascular Disorders
44. Renal and Urinary Disorders
45. Neurological, Cognitive, and Behavioral Disorders
46. Musculoskeletal Disorders
47. Acquired Immunodeficiency Syndrome
48. Infectious and Communicable Diseases
49. Pediatric Medication Administration and Calculations

UNIT 8: Integumentary Disorders of the Adult Client
50. Integumentary System
51. Integumentary Medications

UNIT 9: Hematological and Oncological Disorders of the Adult Client
52. Hematological and Oncological Disorders
53. Antineoplastic Medications

UNIT 10: Endocrine Disorders of the Adult Client
54. Endocrine System
55. Endocrine Medications

UNIT 11: Gastrointestinal Disorders of the Adult Client
56. Gastrointestinal System
57. Gastrointestinal Medications

UNIT 12: Respiratory Disorders of the Adult Client
58. Respiratory System
59. Respiratory Medications

UNIT 13: Cardiovascular Disorders of the Adult Client
60. Cardiovascular System
61. Cardiovascular Medications

UNIT 14: Renal and Urinary Disorders of the Adult Client
62. Renal System
63. Renal Medications

UNIT 15: Eye and Ear Disorders of the Adult Client
64. The Eye and the Ear
65. Ophthalmic and Otic Medications

UNIT 16: Neurological Disorders of the Adult Client
66. Neurological System
67. Neurological Medications

UNIT 17: Musculoskeletal Disorders of the Adult Client
68. Musculoskeletal System
69. Musculoskeletal Medications

UNIT 18: Immune Disorders of the Adult Client
70. Immune Disorders
71. Immunological Medications

UNIT 19: Mental Health Disorders of the Adult Client
72. Foundations of Psychiatric Mental Health Nursing
73. Models of Care
74. Mental Health Disorders
75. Addictions
76. Crisis Theory and Intervention
77. Psychiatric Medications

UNIT 20: Comprehensive Test

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