NCLEX PREPARATION PROGRAM

1. MODULE 1 Overview, Assessment Testing Preparing to be Successful on the NCLEX-RN NCLEX PREPARATIONPROGRAM

2. Philosophyof Learning • Adult Learner • Individual Responsibility • Collaboration

3. The Adult Learner is Unique! 1. Like to determine their own learning experiences 2. Enjoy small group interactions 3. Learn from others’ experiences as well as their own 4. Hate to have their time wasted

4. The Adult Learner is Unique! 5. Some adults will like some lectures but all lectures won't be liked by all adults 6. Are motivated to learn when they identify they have a need to learn 7. Are motivated to learn when societal or professional pressures require a particular learning need

5. The Adult Learner is Unique! 8. Are motivated to learn when “others” arrange a learning package in such a manner that the attraction to learning overcomes the resistance 9. Draw their knowledge from years of experience and don’t change readily 10. Want practical answers for today’s problems

6. The Adult Learner is Unique! 11. Like physical comfort 12. Enjoy practical problem solving 13. Like tangible rewards 14. Refreshments and breaks establish a relaxed atmosphere and convey respect to the learner

7. If you have identified values and designated adequate time and support, you are likely to be successful at attaining your goal Values

8. Skills the Successful RN Candidate Will Need: Comfort with mathematics: Math Tutorial CD Critical thinking skills and some memorization: Critical Thinking Exam Reading and reviewing many pages of nursing content almost daily in preparation for class and the NCLEX exam Time and stress management Self-confidence in one’s ability to be successful: positive self talk

9. Computer Skills • Basic computer literacy and comfort are very important! • Competent working knowledge of Windows programs.

10. Study Time Required • 8-12 hours per week classroom • 5 hours/week computerized testing practice • 2 or more hours/week for classroom preparation & homework assignments • Working more than 32 hours/week is not recommended *Commuters add 4-6 hours/week for travel

11. We Want You to Be Successful • One day at a time! • Know your learning style • Organize and plan ahead • Assume responsibility for your learning • Practice first party communication • Be empowered • Strengthen skills • Practice balance • Practice “stress busters”!

12. What is Your Learning Style? Each of us has a unique way in which we process information and learn the best. Knowing your learning style preference allows you to choose learning strategies that are most effective for you. Learning Style assessment results indicate learning preferences rather than strengths. Done right, learning can be fun!

13. Major Learning Styles Visual draw, diagram, outline, color • To learn more effectively remember to use: • Flow charts, graphs, labeled diagrams • Visual imagination • Written words • Pictures • Graphs • Timeline • Highlight text

14. Major Learning Styles Aural /Auditory To learn more effectively focus on: Lectures in the classroom Tape recording the lectures Group discussions Web chat; talk things through Sort things out by speaking out loud (to yourself and to others)

15. Major Learning Styles Read/Write To learn most effectively remember to: • Read and reread • Write and rewrite (take notes and use them for study outside the classroom) • Organize • Use outlines • Change graphs, etc. into statements or words

16. Major Learning Styles Kinesthetic/tactile Related to the use of experience and practice (simulated or real) To learn most effectively, remember to: • Be actively involved • Touch, act • Type notes • Make flash cards, • Use mind mapping (more information to follow) • Watch videos depicting real-life scenarios

17. Major Learning Styles Multimodal (a mix of learning styles) • 50 to 70% of the population • Choose among your preferences to suit the occasion or situation -or- • Use strategies from each preference to learn

18. Mind Mapping • What is it? • Mind mapping is a technique for taking notes in such as way that it produces strong visuals • How does it work? • To make a mind map, one starts in the center of the page with the main idea, and works outward in all directions, producing a growing and organized structure composed of key words and key images.

19. Case Study – Mind Mapping Sample

20. Mind Mapping • Why does it work? • Mind maps help organize information using the same structure that our brain uses for making memories • By presenting your thoughts and perceptions in a spatial manner and by using color and pictures, a better overview is gained and new connections can be made visible. • Mind maps allow you to use both sides of your brain

21. Struggling Student vs. Successful Student STRUGGLING: Denial Avoids problems Blames others Avoids Faculty Disorganized Tries Hard Lucky SUCCESSFUL: Realistic Addresses problems Accountable Works with Faculty Organized & Manages Time Tries Hard andProduces Works Hard & is Prepared

22. At Risk Students: Board of Registered Nursing (BRN) Task Force defines “at risk” students as follows: English as a second language Works >20 hours / week Family responsibilities If you fit any of these criteria: DEVELOP A PLAN

23. Seven Steps to Reach Your Goals 1.Write them down. 2. Be specific, measurable. 3. Be certain they are YOUR goals 4. Be positive. 5. Establish a time frame. 6. Do goals conflict with goals in other areas of your life? 7. Keep score!

24. To Enhance Your Success: • Utilize faculty • Plan ahead • Complete and turn assignments in on time • Read study guides prior to lecture

25. Study Skills Inventory Complete the study skills inventory tool located on page 13 of Module 1; Study Guide #3

26. S.M.A.R.T. Outcomes Specific Measurable Attainable Realistic Time-targeted

27. Plan and Prepare! • Organize now • Enlist help from family (i.e. helping w/ meals) • Assess finances • Reduce work hours • Schedule fun • What works best for you is unique

28. Student/Family Prep Activity Complete the Student/Family Prep Activity tool located on page 16 of Module 1; Study Guide #3

29. Support is Available: Instructors Peers/Study Groups Counseling Family and Friends Employer/Supervisor “Return on Investment”

30. Return on Investment • Why it’s OK to ask your employer for 4-8 hours per week of paid time-off: • Your success at becoming a RN is of benefit to your employer! • Providing support to you during your NCLEX review is a less expensive way for your employer to gain a new RN than recruiting a new RN!

31. Preparation for classroom lecture discussions • A successful participant is a prepared participant. • Read ahead. • Come to class with questions if portions of the study guides were unclear. • Your questions in class will help someone else understand the concept better as well.

32. Preparation for classroom lecture discussions • When completing your weekly NCLEX-RN computerized testing practice, focus on the same subject matter being covered in class that week. • Prior to class, brush up on physiology, terminology and the lab values one can expect while caring for patients with the diseases being discussed.

33. Preparation for classroom lecture discussions • Create flashcards of material that requires memorization and that is new to you. • Write down your questions to ask in class. • Also take the opportunity to learn from your workplace if working in the healthcare field. Tying together what you observe in action and what you learn in the classroom is a great learning strategy.

34. Maslow’s Hierarchy of Needs Theory What is Maslow’s Hierarchy of Needs Theory? How will understanding the needs theory help with prioritizing nursing interventions? How does the hierarchy apply to a NCLEX candidate's life?

35. Maslow’s Hierarchy of Needs in Descending Order 5th. Self-Actualization 4th. Self-Esteem 3rd. Love & Belonging 2nd Safety & Security 1st. Physiological Needs

36. Maslow's Hierarchy of Needs

37. Physiological Needs According to Maslow, physiologic needs are the highest priority and must be met first. Physiologic needs are necessary for survival. Oxygen Elimination Fluid Shelter Nutrition Rest Temperature Sex

38. Safety and Security Physical and Psychosocial Physical safety includes decreasing what is threatening to the patient. The threat could be an illness, accidents, or environmental threats. Psychological safety states that the client must have adequate knowledge and an understanding about what to expect from others in his environment.

39. Love & Belonging Client needs to feel loved by family and accepted by others. When a client feels self-confident and useful, he will achieve the need of esteem as described by Maslow.

40. Self Esteem How one feels about himself/herself Feelings of adequacy or inadequacy

41. Self-Actualization This is the highest level of Maslow’s hierarchy of needs. To achieve this level, the client must experience fulfilment and recognize his or her potential. In order for self-actualization to occur, all of the lower level needs starting with physiologic must first be met.

42. How to Apply Maslow’s Needs to Establish Priorities of Care First recognize that answer options include both physical and psychosocial needs. Next eliminate the psychosocial answer. Ask yourself “Does this make sense in this case?” Finally apply the “ABCs” of care. Airway, Breathing, Circulation Maslow’s Answer

43. Application of Maslow's Hierarchy A woman is admitted to the hospital with a ruptured ectopic pregnancy. A laparotomy is scheduled. Which preoperative nursing intervention is most important for the nurse to consider in this patient’s plan of care? a. Fluid Replacement b. Pain Relief c. Emotional Support d. Respiratory Therapy

44. Physical Needs First The nurse obtains a diet history from a pregnant 16-year-old girl. The girl tells the nurse that her typical daily diet includes cereal and milk for breakfast, pizza and soda for lunch, and cheeseburger, milkshake, fries and salad for dinner. Which of the following is the most accurate nursing diagnosis based on this data provided?

45. Highest Priority Need 1. Altered nutrition: more than body requirements related to high-fat intake. 2. Knowledge deficit: nutrition in pregnancy. 3. Altered nutrition: less than body requirements related to increased nutritional demands of pregnancy. 4. Risk for injury: fetal malnutrition related to poor maternal diet.

46. Prioritizing Care The nurse plans care for a 14-year-old girl admitted with an eating disorder. On admission, the girl weighs 82 lbs. and is 5’4” tall. Lab test indicate severe hypokalemia, anemia and dehydration. The nurse should give which of the following nursing diagnoses the highest priority?

47. Physiological needs are most important. Remember the “ABCs”! 1. Body image disturbance related to weight loss. 2. Self-esteem disturbance related to feelings of inadequacy. 3. Altered nutrition: less than body requirements related to decreased intake. 4. Decreased cardiac output related to the potential for dysrhythmias.

48. Computerized Adaptive Testing (CAT) • CAT is a method whereby the examination is created as you answer each question. If you select the correct answer, the computer selects a more difficult question for your next question. If you selected an incorrect answer, the computer will then select an easier question. • This process continues until the computer has established with 95% confidence that you have been successful or unsuccessful.

49. Computerized Adaptive Testing • When a test question is presented, it must be answered in order; move to the next question. • There is no penalty for guessing. • A computer keyboard tutorial is offered at the beginning of the examination in order to orient you to the use of the keys, etc.

50. Computerized Adaptive Testing Time Considerations The maximum testing time is 6 hours. This time period includes: • The computer tutorial • The sample items • All breaks (restroom, stretching, etc.) • The examination • All breaks are optional!