1. Test-Taking Tactics

2. 2 “Knowing is not enough; we must apply.” -- Goethe

3. Anatomy of a multiple-choice question O Scenario: Background information, objective data or subjective data O Stem: The statement that asks the question O The correct answer O Those pesky incorrect answers 3

4. Try not to read into the question O Avoid getting into “what if…” territory O Pay attention to only the information in the question O Pay special attention to words that clue you into what the question is asking 4

5. Test-taking ideas O Decide what the stem asking O Try to answer it in your own words before checking the options O Eliminate the options that don’t answer what the stem is specifically asking O Usually you can reduce plausible answers to just two 5

6. 6 Do not use!

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8. AssessmentDiagnosisPlanningImplementationEvaluation 8

9. Assessment O Words suggesting the question is asking you to focus on assessment: assess, inspect, identify, verify, observe, question, check, determine, notify, inform, stressors, responses, signs and symptoms, verbal and nonverbal, clinical findings, sources, perceptions 9

10. Diagnosis O Words suggesting the question is asking you to focus on diagnosis: nursing diagnosis, organize, categorize, cluster, reexamine, reflect, interpret, formulate, pattern, problem, significant, statement, contribute, relevant, valid, decision, analyze O Relates to frameworks such as Maslow’s hierarchy 10

11. Planning O Words suggesting the question is focused on planning: achieve, desired, plan, effective, desired result, determine, goal, priority, develop, formulate, establish, design, prevent, strategy, select, anticipate, modify, collaborate, arrange, coordinate, expect, outcome 11

12. Implementation O Words suggesting the question is focused on implementation: dependent, independent, change, assist, counsel, teach, instruct, implement, give, supervise, perform, procedure, treatment, strategy, facilitate, provide, inform, refer, technique, delegate 12

13. Evaluation Words suggesting the question is focused on evaluation: evaluate, expected, met, desired, compared, succeeded, achieved, failed, modified, reassess, ineffective, response. 13

14. Pick out negatives or absolutes O Negatives: not, except, never, violate, needs further education, needs more teaching, contraindicated, unacceptable, avoid, unrelated O Or absolutes: just, always, never, all, every, none, only, must 14

15. Find words that set a priority O These are words that modify what’s being asked: O First, initial, best, priority, safest, most, most important, most likely, lost appropriate, immediate, essential, nest, least appropriate, least likely 15

16. Clues O Opposites O Plausible options O Facts in series O Denying or minimizing patients’ feelings or concerns or needs 16

17. Who’s the central person? O The central person is the one receiving the care O Other folks in the stem may be there to distract you O To answer, focus on the patient 17

18. Critical thinking O Identify the key concept O Try not to read into the question O Study the rationales 18

19. 19 “Having a sense of salience – being able to recognize what is more or less important in a clinical situation – is the beginning point for clinical reasoning within a situation.” -- Patricia Benner

20. As Goethe said… “Knowing is not enough; we must apply.” 20