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
| Gaffky table
A numeric rating for the classification of tuberculosis
according to the number of tubercle bacilli in the sputum, ranging
from 1 (1–4 organisms in the whole preparation) to 9 (an
average of 100 per field). Also called a Gaffky scale.
provided by stedmans.com
PLATE to remember key blood components:
Review Made Incredibly Easy!, 3rd
edition, Lippincott Williams & Wilkins, 2008.
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medication errors to avoid, advice on how to care for
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In this issue...
Succeeding on math tests
Charting: Documenting drug overdose
Yourself: NCLEX practice
||Recommended readings from Nursing2009
Social! Visit Nursing2009 on Facebook
||Click on icon to e-mail this to a friend
Tips: Succeeding on math tests
generally fall into one of two categories: number
questions and word problems. Both types involve
solving problems and using math principles.
Several strategies can be used to approach either
type of test.
Here are a few simple steps that can help you
increase your likelihood of success when taking
a number-problem test.
carefully and deliberately. You can really
sabotage yourself by being careless or working
too fast. Thorough work is required. Write
carefully, perform the calculations in reverse
to check your answer, keep numbers in straight
columns, and copy accurately.
out all steps. Sometimes, students feel
that showing all their work is childish. But
it's good practice at any age. If you write
out your work, you can catch errors more easily.
early. Try to estimate the answer to
a problem before you start working. Then,
solve the problem without referring to your
estimate. When you finish your calculations,
compare your answer with the estimate to see
how close they are. If they're not close,
you may have made a mistake in your calculations--a
decimal point in the wrong place, an extra
sure your calculations use all the information
given in the problem. There's rarely
unnecessary data in a math problem. Most of
the time, each piece of data is essential
to solving the problem.
each question twice. After you think
you have the right answer, read the question
again. Have a checklist: Did you show your
work? Did you answer in the correct units?
Did you answer all parts of the question?
Does your answer make sense? If your answers
are yes, you're on the right track.
- Be persistent.
Everyone gets stuck sometimes. There are ways
you can get yourself moving again. Round fractions
up to whole numbers to put a problem into
simpler form. Try to figure out what information
you think you're missing. What doesn't make
sense? Where do you lose track? If all else
fails, move on to other questions and come
back to the tougher ones later.
Word problems have a bad reputation for being
difficult. All word problems do is put numbers
in a non-number context. There are some things
you can do to make word problems more approachable.
at the big picture. Look at the whole
test first. As you read each problem, jot
down notes in the margin about how you might
solve it. Work on the easiest problems first.
well. Plan for the test as you would
plan time for a study session. Allow more
time for problems worth more points. Budget
time at the end of the test to review and
to go back to difficult problems.
- Use strategies
for dealing with difficult word problems.
Mark key words and numbers to narrow the problem
down to its essential elements. Sketch a diagram
of the problem to make it more comprehensible.
List all formulas you think are relevant and
decide which to use first. Think about similar
practice problems and how you solved them.
Guess at a reasonable answer if other strategies
fail, then check it.
from past mistakes with similar problems.
After the test is over and you get it back
from the instructor, read through the comments
and suggestions. Try to avoid making assumptions
about why you missed certain problems. Ask
yourself: Did I make careless mistakes? Did
I misread questions? Did I miss the same kind
of problem over and over? Did I remember formulas
incorrectly or incompletely? Did I run out
of time? Did I let my anxiety get the best
of me, making me miss problems I really know
how to solve? Based on your answers to these
questions, you can identify ways to improve
your performance on future tests.
Success for Health Professionals Made Incredibly
Easy! by Nancy Olrech, Lippincott Williams
& Wilkins, 2008.
|Smart Charting: Documenting
drugs in an amount that produces a life-threatening
response is a drug overdose. The overdose can
be intentional, such as a suicide gesture or
attempt, or accidental, such as overmedicating
with pain medicine. Either situation requires
your prompt and skilled actions. To document
- Record the
date and time of your entry.
- Chart a brief
medical history, including allergies, current
drugs, and history of substance abuse, if
- Record the
type and amount of drug taken, route of ingestion,
and signs and symptoms exhibited.
vital signs, noting the character of respirations
and strength of pulses.
- Note the
patient's mental status, including level of
consciousness, orientation, and ability to
your neurologic assessment, including pupillary
reaction, cranial nerve assessment, fine and
gross motor activity, sensory functioning,
- Record the
findings of your cardiopulmonary assessment.
- Record interventions
implemented before the patient's arrival at
- Note the
name of the doctor notified, time of notification,
and orders given.
your interventions, such as administering
reversal agents (naloxone [Narcan] and flumazenil
[Romazicon]) or gastrointestinal decontaminants
(activated charcoal, ipecac syrup, gastric
lavage, cathartics, and whole-bowel irrigation)
as well as supportive interventions.
- If gastric
emptying is performed, document the character
and contents of the emesis.
- Use flow
sheets to record your frequent assessments,
vital signs, intake and output, I.V. therapy,
and laboratory values.
- Record your
patient teaching, including strategies to
prevent future drug overdose.
Smart: The A-to-Z Guide to Better Nursing Documentation,
2nd edition, Lippincott Williams &
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
woman is worried she might have lice. Which
assessment finding is associated with this
white dots stuck to the hair shafts
redness, and edema with an embedded stinger
papules, pustules, and linear burrows of
the finger and toe webs
group therapy, a client listening to another
client's description of an abusive incident
that occurred during childhood says, “I
didn't think anyone else felt like I did
as a child.” The nurse recognizes
this statement as a reflection of which
curative factor of group therapy, as identified
86-year-old client in an extended care facility
is anxious most of the time and frequently
complains of a number of vague symptoms
that interfere with his ability to eat.
These symptoms indicate which disorder?
nursing intervention is given priority in
a care plan for a client having an acute
the client to take deep breaths
the client talk about the anxiety
the client to verbalize feelings
the client about the cause of the attack
nurse is caring for a client with delirium.
Which nursing intervention has the highest
a safe environment
a structured environment
measures to promote sleep
|Recommended readings from Nursing2009
miss these substantive, peer-reviewed features
from the April issue of Nursing2009.
They'll help you learn about evidence-based
you need to know about venous thromboembolism
By Bill Pruitt, RRT, AE-C, CPFT, MBA, and
Robin Lawson, RN, DNP
Learn to recognize and respond to this life-threatening
complication and follow evidence-based guidelines
to protect your patients.
patients combat colon cancer
By Janice C. Colwell, RN, CWOCN, MS, FAAN,
and Barbara Gordon, RN, OCN, MSN
Give your patients a fighting chance against
this common cancer. First, steer those at
risk to screening, then help patients diagnosed
with colon cancer to deal with treatment.
|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.
Hospital Acquired Conditions: Prevent and Reduce the Impact
New CMS mandate presents challenges to nursing staff. Reducing the incidence of hospital acquired conditions, including pressure ulcers, catheter-related bloodstream infections and surgical site infections, is not only critical to patient care, it is crucial to minimizing the financial impact on the hospital.
Click here for key strategies.
|Answers to NCLEX practice questions
2 Nits, the eggs of lice,
are seen as white oval dots. Diffuse pruritic
wheals are associated with an allergic reaction.
Bites from honeybees are associated with a stinger,
pain, and redness. Pruritic papules, vesicles,
and linear burrows are diagnostic for scabies.
2. 2 One of the 11 curative
factors of group therapy identified by Yalom
is universality, which assists group participants
in recognizing common experiences and responses.
This action helps reduce anxiety and allows
other group members to provide support and understanding.
Altruism, catharsis, and existential factors
are other curative factors Yalom described,
but they don't describe this particular incident.
Altruism refers to finding meaning through helping
others; catharsis is an open expression of previously
suppressed feelings; and existential factors
describe the recognition that one has control
over the quality of one's life.
3. 2 Complaints of vague physical
symptoms that have no apparent medical causes
are characteristic of clients with hypochondriasis.
In many cases, the GI system is affected. Conversion
disorders are characterized by one or more neurologic
symptoms. The client's symptoms don't suggest
severe anxiety. A client experiencing sublimation
channels maladaptive feelings or impulses into
socially acceptable behavior.
4. 1 During a panic attack,
the nurse should remain with the client and
direct what's said toward changing the physiologic
response, such as taking deep breaths. During
an attack, the client is unable to talk about
anxious situations and isn't able to address
feelings, especially uncomfortable feelings
and frustrations. While having a panic attack,
the client is also unable to focus on anything
other than the symptoms, so the client won't
be able to discuss the cause of the attack.
5. 1 The nurse's highest priority
when caring for a client with dementia is to
ensure client safety. Offering recreational
activities, providing a structured environment,
and promoting sleep are all appropriate interventions
after safety measures are in place.
Questions & Answers Made Incredibly Easy!,
4th edition, Lippincott Williams &
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Nurse Practitioner Blamed for Not Diagnosing Tendon Ruptures - Grafting and Muscle Reattachment Required - $970,000 Net Verdict
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