Student resources: Good links
guidelines and standards:
AHRQ, Centers for Disease Control and Prevention, The Joint Commission,
Food and Drug Administration
NCLEX info: National
Council of State Boards of Nursing
Professional associations: American Nurses Association, National Student Nurses'
Career sites: J&J's Discover
Nursing, Career Center at NursingCenter.com, Nursing2007 job satisfaction survey report
Learn a new word
the promotion of carbon dioxide dissociation in blood
by an increase in the oxygenation of hemoglobin.
provided by stedmans.com
remember the clinical findings associated with urinary
tract infection, think, "The urinary tract is FULL
of infection." Look for:
urges to void
that is foul-smelling and cloudy
Review Made Incredibly Easy!, 4th edition,
Lippincott Williams & Wilkins, 2007.
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Welcome to the LWW
American Nursing Student E-Newsletter,
brought to you by the editors of Nursing2009
in conjunction with NursingCenter.com--absolutely
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for nursing students, it includes practice NCLEX
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In this issue...
Student Success: The
importance of critical thinking
Yourself: NCLEX practice
||Recommended readings from Nursing2009
Social! Visit Nursing2009 on
out Nursing2009's new website!
||Click on icon to e-mail this to a friend
Success: The importance of critical thinking
It's especially important for healthcare
professionals to have solid critical thinking
skills. When you think critically, you analyze
information to form judgments about it.
The information may be gathered from your
observations, personal experience, reasoning,
or communication. In your profession, you
may be required to gather and analyze information
and evaluate results on a daily basis. If
you're able to think critically and make
good judgments based on the information
you can gather, you'll have a positive impact
on your patients' health.
Critical thinking occurs in several stages.
Benjamin Bloom, a noted neuropsychologist,
assigned names and descriptions to these
stages in the 1950s. Although other psychologists
have developed new theories about critical
thinking since then, most theories are similar
to Bloom's. In other theories, the stages
may be named or ordered differently, but
their descriptions remain relatively the
same. Bloom's stages are:
During this stage of critical thinking,
you memorize information and repeat it
word for word. At this point, you don't
necessarily have to understand the information
to memorize it. Some examples of things
you may need to memorize are formulas
in math class; people's names, addresses,
and phone numbers; and simple instructions.
In this stage, you're able to understand
information enough to restate it in your
own words. If you take effective notes
during class, your notes should reflect
your comprehension. You can accomplish
this by drawing charts and diagrams, summarizing
and paraphrasing information, describing
how concepts are related, and explaining
the material to someone else.
During this stage, you use the information
you've memorized and comprehended to accomplish
a task. Examples of application include
using a mathematic formula to solve a
problem, using a rule or principle to
classify information, and successfully
completing a project by following directions.
This stage involves taking information
and breaking it into parts to understand
how those parts are organized and related
to one another. For example, when you
read an article in a magazine, you first
look at the different pieces of information
presented. An author may provide several
anecdotes to illustrate a single main
point. Then, you analyze the different
pieces of information by thinking about
how they are related. How does each anecdote
relate to the author's theme or main point?
What message is the author trying to get
In this stage, you put your analysis to
use by developing a new idea. In a sense,
you take parts of information and put
them together in a different way to form
a new concept. This stage of learning
is more creative than the others. It includes
building on the pieces of information
contained in your notes and writing a
paper or presentation, forming a plan
for conducting a lab experiment, and writing
a poem or short story.
During the last stage in the critical
thinking process, you evaluate information.
This means you use other methods, such
as comprehension and analysis, to determine
whether or not information has value or
relevance. Evaluation can include determining
which conclusions are actually supported
by facts and research, judging the value
of a work of art or a piece of writing
based on specific standards, and determining
the value and relevance of information
presented in a textbook, lecture, or class
Success for Health Professionals, Lippincott
Williams & Wilkins, 2007.
is a chronic, progressive disease characterized
by inflammation, fibrosis, and degeneration
of liver parenchymal cells. There are four
types of cirrhosis: Laennec's (micronodular),
postnecrotic (macronodular), biliary, and
signs and symptoms
in the right upper quadrant
chemistry: increased aspartate aminotransferase
(AST), alanine aminotransferase (ALT),
lactic dehydrogenase (LD), alkaline phosphatase,
ammonia, bilirubin, and sulfobromophthalein
tests; decreased albumin and total protein
biopsy: destruction of parenchymal cells
- CT scan:
therapy: platelets, packed red blood cells,
fresh frozen plasma
respiratory status, gastrointestinal bleeding,
and fluid balance.
and record vital signs, I/O laboratory
studies, hemodynamic variables, daily
weight, and fecal occult blood.
for signs of behavioral or personality
information on AA, or make a referral
to a treatment program.
A's in Medical-Surgical Nursing,
2nd edition, Lippincott Williams & Wilkins,
Yourself: NCLEX practice questions
about passing the NCLEX? The more practice
questions you do, the more confident you'll
feel. Try these, then review the answers
and rationales that follow. Experts recommend
taking many practice questions before the
NCLEX, so take advantage of review courses,
books, and other products to help you succeed
and pass the NCLEX. ANSWERS
statement by the father of an 8-year-old
boy with Duchenne's muscular dystrophy
indicates that he has realistic expectations
about the course of the disease?
son will gradually lose his ability
will help prevent muscle degeneration."
will help my son walk."
son will have a normal lifespan."
help promote a normal life for a child
with celiac disease, which intervention
should his parents use?
the child differently from other siblings.
on restrictions that make him feel different.
the child to another peer with celiac
allow the child to express doubt in
keeping with dietary restrictions.
nurse is assessing a toddler with hypothyroidism.
Which signs should alert the nurse to
the most serious complication of this
hemoglobin and hematocrit
and muscle dystrophy
evaluating the urinalysis report of
a child with acute glomerulonephritis,
the nurse should expect which result?
and decreased specific gravity
and increased specific gravity
9-year-old child is admitted to the
hospital with deep partial-thickness
burns to 25% of his body. Which assessment
finding is consistent with a deep partial-thickness
damage to the epidermis
through all layers of skin
necrosis through most of the dermis
|Recommended readings from Nursing2009
miss these substantive, peer-reviewed features
from the October issue of Nursing2009.
They'll help you learn about evidence-based
Overturning barriers to pain relief in
By Yvonne D'Arcy, CRNP, CNS, MS
Older patients--and even some healthcare
professionals--have mistaken beliefs that
stand in the way of effective pain management.
This article reviews the latest practice
guidelines and research findings supporting
best practices for pain control in older
Taking aim at ARDS
By John J. Gallagher, RN, CCNS, CCRN,
This comprehensive discussion of acute
respiratory distress syndrome will prepare
you to manage the complex care a patient
needs to survive.
an easy-to-understand patient handout on
H1N1 to give to your patients? Click here
for one you can download and print!
|Get Social! Visit Nursing2009
by our Facebook page and become a fan of
Nursing2009! Join the fun with
our lively discussions, nursing news updates,
and more. Just click here.
|Check out Nursing2009's
the NEW Nursing2009.com:
The Journal of Your Imagination!
The new site
is designed to provide practical information
you can use immediately at the bedside.
Innovative features, available now or ready
for launch in the coming months, include:
top picks--articles we think are particularly
noteworthy as well as those that users
have accessed most often
videos, and blogs
opportunities and job listings
to create your own collection of articles
- The option
of receiving RSS feeds and e-mailed news
- All issues
of Nursing from 1971 to the present (all
articles are free to subscribers).
|Answers to NCLEX practice questions
1 Duchenne's muscular dystrophy
is a progressive muscular degenerative disorder
in which children lose their ability to
walk independently by age 12. Corticosteroids
may slow muscle degeneration, but won't
stop its progression. Surgery may be done
to correct contractures but it doesn't change
the course of the disease. Death occurs
by early adulthood, usually from respiratory
2. 3 Introducing the child
to another child with celiac disease will
let him know that he isn't alone. It will
show him how other people live a normal
life with similar restrictions. Treat the
child no differently from other siblings,
but stress appropriate limit setting. Instead
of focusing on restrictions that make him
feel different, the nurse should encourage
the parents to focus on ways he can be normal.
Allow the child with celiac disease to express
his feelings about dietary restrictions.
3. 4 The most serious consequence
of congenital hypothyroidism is delayed
development of the central nervous system,
which leads to severe mental retardation.
The other choices occur but aren't the most
4. 3 Urinalysis during
the acute phase of this disease characteristically
shows hematuria, proteinuria, and increased
5. 4 A client with a deep
partial-thickness burn will have tissue
necrosis to the epidermis and dermis layers.
Erythema and pain are characteristic of
superficial injury. With deep burns, the
nerve fibers are destroyed and the client
won't feel pain in the affected area. Superficial
burns are characteristic of slight epidermal
damage. Necrosis through all skin layers
is seen with full-thickness injuries.
Questions & Answers Made Incredibly
Easy!, 4th edition, Lippincott
Williams & Wilkins, 2008.
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