5 Things You Never Knew About The NCLEX
We are back to give you the top 5 things that you never knew about the NCLEX, so that you’re ready to knock it out in 75 questions! We will cover different question types, NCLEX research and some tips and tricks to ready yourself! Don’t miss it!
Cornell Note-Taking System Instructions:
- Record: During the lecture, use the note-taking column to record the lecture using telegraphic sentences.
- Questions: As soon after class as possible, formulate questions based onthe notes in the right-hand column. Writing questions helps to clarifymeanings, reveal relationships, establish continuity, and strengthenmemory. Also, the writing of questions sets up a perfect stage for exam-studying later.
- Recite: Cover the note-taking column with a sheet of paper. Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.
- Reflect: Reflect on the material by asking yourself questions, for example: “What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them?
- Review: Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam.
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Speaker 1: Oh Hey guys, I see a couple people jumping on. My name is Marie Clark and I’m here to talk to you about, um, five things you never knew about the end clicks. We’re going to give people a minute to jump on cause I know there’s more than I see. 12. I think there’s a little bit more than that. So while we’re waiting, let’s hear from you guys. Um, where are you all located? I’m in Colorado here. It’s surprising, but the weather’s beautiful. It’s nice and sunny and the wind is blowing and every afternoon it, um, it hails or snows today. Toledo, Ohio. Still be from Toledo. Hello? Zu is that how you say it? Zoo from Florida. Brenda in California.
Speaker 2: Nice Majesty
Speaker 1: from Canada. That sounds very fancy. Nice to have some Canadians, another Canadian Henrietta Diana from Texas. All right, Diana, I may have met you over the weekend. So yeah, I was in Texas over the weekend and I talked about these five things, so I’m excited to share them again. Carrie from Virginia. Nice. Then to Virginia Beach one time. All right. Um, while we give people a minute to jump on, I am going to drop a link into the chat right away so that you guys can check it out because it’s super important for
Speaker 2: okay,
Speaker 1: what we’re talking about today.
Speaker 2: Okay.
Speaker 1: Just gotta make sure I do this right.
Speaker 2: Okay.
Speaker 1: Alright. I just sent you guys a link that you can look into while as we’re going along. And this is the NCLEX test plan straight from the National Council of state boards of nursing website. So this is going to come in really handy for you guys. All right. Um, it’s 1102 central time. So let’s get started. As you guys jump on, feel free to tell me where you’re from. Love to hear from you. So five things that you never knew about the end CLECs and I’m hoping that after today’s tutoring session, you can take away from it just one or two things as you sit down and take your boards. Um, and that these will give you maybe some confidence and some lower your anxiety level as you’re taking the test because you know what you’re getting into and you’re ready. Um, so we’re gonna start out. Um, what does the National Council of State Boards of nursing say that you must be in order to be a practicing nurse? So they are testing you to find out whether or not you are an entry level nurse. So this is straight from their website and they have three things that they are evaluating as you take the NCLEX. The first thing is to make sure that you as a graduate student nurse have limited confidence.
Speaker 2: Okay,
Speaker 1: I liked this. You like my confidence. How do you like my writing? I’m a lefty. Sorry about that. So limited confidence. They do not expect you to know every single thing about being a nurse. They don’t expect you to be able to walk into a room and just know what to do in every situation. But they do expect you to have some limited knowledge about what to do. General information but not know everything. So that’s number one. The second thing that they expect you to have as an entry level nurse is critical thinking. I’m not going to write this down because I feel like it just takes too long to scribble and you can’t read it anyway. But critical thinking is the second thing that they are testing you for. Um, critical thinking is being able to assess the situation, pull details that are important and make a decision on those details.
Speaker 1: So your nursing program is designed to give you those, that skill over time. And then the third thing that they test you for is clinical judgment. And they also say that again, not full on clinical judgment but a general idea and that over time you increase that. So you’re not expected to have everything down right away, but some clinical judgment is necessary and that will be tested for on the on clicks. So that’s number one. That is what it takes to be an entry level nurse. The second thing I want to go through is the test plan. So if you see the link in the chat, you go to the NTSB and.org website and you can actually download a free pdf of the test plan for the NCLEX. Whether or not you’re taking the RN or the PM, they’re both on there and they’re the most recent version. So I highly recommend that as you study for your end clicks, that you use this free pdf and really go through it and get to know it well. So you can go to that website and find that. Um, how many of you have signed up to take your end clicks and you have a date? Go ahead and put it in there. Just say yes or no. I’m just curious to know how many have a date for the NCLEX that they’re going to take. [inaudible]
Speaker 1: Sylvie says me, Stephanie says, Yep, Brenda Christie. All right, so you guys are s mercy says yes. So you guys, um, you guys have your date and you’re counting down, I’m assuming. That’s great. All right. Um, the next thing we’re going to talk about is that the end clicks is your opponent and you need to know your opponent in order to beat it. Okay? So Abraham Lincoln once said, give me six hours to chop down a and I will spend the first four sharpening the ax. Okay. And so what does this mean? I think this is a really good picture of what your program and your preparation to become a nurse looks like. So chopping down a tree is taking the end NCLEX and getting that registered nurse or that practical nurse license. Okay. Um, but the four hours of sharpening your ax, that is your preparation in your program.
Speaker 1: And I just want you guys to trust in your program and the preparation that you have, um, in your program. And we’re going to talk about concretely two things here regarding your opponent and what the NCLEX test looks like. Okay. So the first one is the types of questions that you’re going to find on the end clacks and the number one most common type of question on the end clacks is straight up multiple choice. Okay. So with the multiple choice question, you are given the question, you are given four possible answers and you pick one. Okay. Pretty simple. That is the number one most common question. The second most common question on the end classics is the select all that apply or multiple response question. Okay. So the multiple response question is when it has the square checkboxes. And with this type of question, you can choose anywhere from one right answer up to five.
Speaker 1: So you should know that even though it’s a multiple response question, there may only be one right answer. All right, that’s confusing because sometimes you think multiple responses there has to be more than one, but it’s possible. So trust your gut on those. Okay. Um, those are the, so those are the top two most common types of questions. There’s other types of questions, but I’m not going to go into those today. Uh, does anyone have any questions about the questions? Let me know if you do and at any moment ask a question, I’m happy to just pause and answer it. Okay. And then I am going to demonstrate for you visually what computerized adaptive testing is and that is what is used on the end clicks. Okay. Again, my scribbles, I’m a lefty.
Speaker 2: Oh, okay.
Speaker 1: All right. No questions so far. So we’ll keep going. This is computerized adaptive testing. Okay. So this is how the and CLECs is programmed. And this star and this line represent an entry level nurse. So if you are here, if you fall here, you pass the NCLEX. Okay? So as you receive the first question, when you sit down and take your boards, let’s say you answer it wrong, okay? And so the computer puts a little mark down here. All right? The program does. Then you answer the next one, right? And it’s going to put a mark further up, okay? And with each question you answer it. If you put that, if you answer one wrong, it’s going to give you slightly question. If you answer it right, it’s going to give you a slightly harder question. All right? And then as you go along, it is determining where you fall on the line, all right?
Speaker 1: Until it gets to the point where the program is 95% confident that you are either yes, an entry level nurse or you fall below the line. Okay? So that is how computerized adaptive testing works. And don’t be tempted because this is what I do because of all rolling in nursing school. About what the test is like. I would um, analyze if I’ve got an easy question, right? And then I’m freaking out because, oh no, I didn’t answer the last one. Right. Don’t do that. Okay. You answer your question and then you move on to the next one and just don’t, don’t think about it too much. Okay. Um, now we’re going to go to number four. And this is why you should not analyze how you think you’re doing on the NCLEX as you go along because there’s something called a pretest question. All right. Pretest.
Speaker 2: Okay, good.
Speaker 1: And a pretest question. If you take the NCLEX RN, you are going to get 70, are you going to get 15 of these in your test? And if you take the pee, you’re going to get 25 pre test questions. Okay. And so you’re paying money to take the NCLEX and you are relying on the National Council of state boards of nursing to determine whether or not you are allowed to practice. Right. Then what are they doing? They are doing research on you. So they are taking these pretest questions that they would like to put in future and clicks and clicks tests, and they are seeing how you answer them. They’re not scored, they’re not. They don’t go for or against you depending on how you answer them. They’re simply using you as an experiment to see if these questions are good or not. So now that you know what computerized adaptive testing is, um, you’re going to get these pretest questions thrown at you and you should know that they could be easy, they could be hard, they could seem strange or off and just don’t analyze. Just continue to answer every question as it comes and move on. Okay. Now, finally, we’re going to go through Bloom’s taxonomy. Have you guys heard of Bloom’s taxonomy? Anybody in your nursing program? Just answer if you have or let me know on the chat.
Speaker 2: Okay.
Speaker 1: I [inaudible] something else too. While you’re doing that, I’m going to drop a link to our Bloom’s taxonomy lesson that we had at NRSNG. Okay? Some of you haven’t. Some of you have it.
Speaker 2: Okay.
Speaker 1: Coleen net, where are you from?
Speaker 2: Okay.
Speaker 1: I don’t even, I think I butchered your name. Sorry about that. San Antonio. All right, Texas. Um, okay, so I dropped a link in there and that is a link to our lesson on Bloom’s taxonomy. I’m going to briefly go through that and we’re going to give some examples about each level of cognitive thinking. Some of you have heard of this, some of you haven’t. So I think it’s good to go through and understand it. I said it correctly, no way. Cola that says I said her name right. I feel like I didn’t, but great. That’s awesome. It’s beautiful. All right, so Bloom’s taxonomy, Bloom’s taxonomy is
Speaker 2: okay.
Speaker 1: A level of, it’s a way to measure how well you know a subject. Okay. And there’s, there’s like six or seven levels, but we’re only going to go through four of them today or we’re going to start at the most simple and basic level of cognitive thinking.
Speaker 2: Okay.
Speaker 1: And that is knowledge. Okay. Knowledge. If anyone plays trivial pursuit, you’re at the knowledge critical. You’re at the knowledge level, okay. If this is not a very high level of cognitive thinking and you can tell all your friends who are good at trivial pursuit, it’s there just the most basic type. So knowledge. So what does that mean? I’ll give you an example. So an example would be a normal blood glucose level is between 70 and one 15 that is straight up regurgitation of a fact knowledge. My five-year-old can. You can tell my five-year-old what that is and she’ll repeat it to you. That’s knowledge, right? So the next level of cognitive thinking, after you master that, the glucose is between 70 and one 15 we move on to comprehension. Ta-Da. Here we go. So comprehension is the next level and that looks something like this. So my patients’ glucose is 55 that’s low and I should do something about it. Okay? That’s the comprehension level of cognitive thinking. Okay?
Speaker 2: Okay.
Speaker 1: Then we move on to the application level.
Speaker 2: Okay?
Speaker 1: Now you’re going to see application level level questions on the end class. You will also see some of the others, but when you see application level, you know you’re doing well and you need to keep going and be encouraged. So the application level in the art glucose scenario would look something like this.
Speaker 2: Yeah,
Speaker 1: the normal glucose is 70 to one 15. My patient’s glucose is 50 and my patient is sweating and shaking. I should do something about this. I think I should give them a quick acting carb like a juice or something. Okay. So there you are thinking of the application level. All right, you are going to see these on the test on the Ed class and you should be getting these type of tests, um, in nursing school to, to prepare you. And then finally, my very favorite, this is the top level that you can be tested in, in the end clicks. And that is the analysis level question. Okay. So going back to our glucose scenario, this would look like my patient’s glucose is 50. Um, my patient is symptomatic. You know the symptoms of what a low glucose looks like, Blood Glucose. Um, there’s a visitor in the room and they’re freaking out and they’re saying that they’re going to pass out.
Speaker 1: Okay. Let’s say that’s going on and, but my patient is conscious, so I know that with the glow glucose, there’s a couple of things I can do. I can give them a quick carb, like 15 grams of carbs, like a, a juice again and orange juice or something. Um, or I could, another thing to do for a low glucose is you push d 50, which is an ivs solution that raises their blood sugar and their ivy. Okay. So I should give the quick car because they’re still conscious. Okay. So it’s just, it’s a little bit higher level compared to the application and, um, you’re just pulling all this information and you’re, you’re also getting rid of things that don’t matter. Like there’s a visitor and they’re passing out. Do not be distracted by that visitor who says they’re freaking out and they can’t handle what’s going on.
Speaker 1: Um, you’re pulling information, necessary information and you’re also leaving information that you don’t need. Okay? So if you, if you’re doing that, you’re at the analysis level and that’s the highest level at this point that the end CLECs tests for. So that’s analysis. It’s good stuff. Two ways to test for analysis level questions is number one, that scenario that I just gave you, which is evaluating a client situation, okay? And figuring out what to do, you would have more than two choices on that question. Obviously you would have four or if it’s a select all that apply, you would have five. Um, but you get the idea. And then the other type of analysis question is prioritization. So figuring out what to do first for the client or what, which client to see first. Okay. So that’s analysis. Um, for example, we’re going to talk through an analysis question.
Speaker 1: I’m going to ask you guys to give me the right answer in the chat. So prioritization. So here’s, here’s the situation. I’m sorry I can’t write all this down so we’re just going to have to talk through it. Um, so the nurse has been assigned to a group of clients. And which of the following clients should the nurse see first? Okay, that’s a question. So here are your choices. Number one, 25 year old knee replacement surgery, complaining of moderate discomfort. Okay. That’s your first patient. So you have a pain situation. The second patient is a 19 year old who has septicemia and is getting their first dose of antibiotics and complaints of throat tightness. Okay. That’s number two. Number three is a, I shouldn’t say the ages. This, that’s kind of silly cause you can’t see it in the ages. Don’t really matter. But the third one is a patient with anemia who’s getting a unit of packed red blood cells and reports feeling tired.
Speaker 1: Okay. And then number four, a patient with CLPD with a pulse ox reading of 92. Okay. So those are your four patients. If you guys remember, um, let me know in the comments who you think should the nurse should see first. All right. All right. One, two, three, four, five. People say number two so far, six say to Samantha Richardson, number two. And you guys are correct. So prioritization is you’re first going to look for the airway, breathing and circulation. Right. And you guys picked up on that right away. I thought that question would be a little bit harder, but no, everybody’s getting it right. Good. Good for you. You all are smart. Um, so yeah, patient number two reported throat tightness. So you see first dose of antibiotics, they report throat tightness. Um, that’s you would see first. So they’re simple. That’s a prioritization question and you guys nailed it.
Speaker 1: So good job everybody. Um, all right, so that is Bloom’s taxonomy. And now I would love to get any questions that you guys have about the end. Clacks I’ve kind of wrapped up what I have to talk about with the five things. Um, I’ll go through them again. We talked about being an entry level nurse. We talked about the test plan that’s free that you can download from the website, the National Council of State Board of nursing. And then the link is in the chat up there. Then we talked about the NCLEX being your opponent and that you have to know your opponent. And then we talked about pretest questions that they are experimenting on you and don’t be, you know, dismayed. If you get an ant of question that’s easy or hard, just, just answer it and go with it because you’re, you’re being tested on. Um, and then the last one was Bloom’s taxonomy and going through those analysis questions. So if you guys have any other questions, I’d love to hear from you now. And I’m also, while you guys think of your questions, I’m going to drop a link, um, for a feedback form that we would love to have you guys fill out.
Speaker 1: So, yeah.
Speaker 1: All right. So I’m drafting the Lincoln here and I got a question from Stephanie. Stephanie Asks, do you recommend taking the offered breaks during the end? CLECs and I say, if you’re offered a break and you need one, absolutely take it. Um, some people do well when they take a little break and let their brain recharge for a sec, go to the bathroom and get a drink, whatever. You’re not allowed to go to your phone during those breaks. So don’t think of it as that. But absolutely. If you’re offered a break, take one. Yes, I do recommend that Brenda asks, what happens if you remain on the line? No above or below. Okay. So Brenda on the line, it, I mean it’s kind of a theoretical line. It’s, it’s a program line, but on the line is entry level nurse. If you hit that line, you’re an entry level nurse. So that’s that is that
Speaker 2: [inaudible]
Speaker 1: some of you may be taking your end clicks for the second time and that’s great. If you did something, if you have any tests like steady tips that you are doing differently this time, I would love to hear that too.
Speaker 2: Yep. So see if there’s anything,
Speaker 1: another thing I recommend is NRSNG has the Sim CLECs and so if, if you can practice on a Simclex, it’s full length, do it. Um, the more you practice before your test, the better prepared you’re going to be walking into it.
Speaker 1: John says, what does c a t stand for? Um, so caat is computerized adaptive testing. So that’s that program that I was talking about, um, where you have the line and then the computer is kind of plotting points based on the questions you’re getting. So, um, when you’re fed a question and you answer it right, you get a slightly harder question and when you’re fed a question and you answer it wrong, then it gives you a slightly easier question. I shouldn’t say easier. So like we were talking about Bloom’s taxonomy and there are these levels of cognitive thinking so you can, the levels of questions you’ll get go from knowledge to comprehension to application to analysis. Okay. So does when you’re getting a bunch of analysis level questions, um, it’s a good sign. So when you feel like these questions are really complicated, I’m having to pull a lot of information. That is good.
Speaker 2: Okay.
Speaker 1: All right. Sylvia says, I am a retest or advice I got from an experience nurse in my life. Always go with your gut. The option you choose first is usually correct. I have horrible test anxiety. This helped me so much when I do MPQ. That is, that is such good advice. So that’s still be, um, still the yes. Um, test anxiety. I feel like that’s something that a lot of us struggle with. I know, I remember that sitting down to take my test. Um, I was, I was adequately prepared. I graduated from my program and I felt so anxious. So yes. Um, that’s good. And that’s another thing like, like I said earlier, some people it’s easy to narrow a question, like a multiple choice question down to two. Right? And then you’re wondering like, which one do I choose? Don’t overthink it. It is so important to go with your gut in a situation like that. Carrie says, does simclex work the same way as the NCLEX with giving us more difficult questions? If we’re doing well, I’ve taken it twice and at the end it reports overall percentage, which seems counterintuitive. If what really matters is how difficult the question was. Um, as far as, as far as the simclex goes, it’s a simulation and clacks so yes, the idea is that it works the same way as the end. CLECs I could not tell you any of the program details because that’s not my thing. But, um, it does work the same way.
Speaker 2: Okay.
Speaker 1: Brenda says retesting as well, and I think I have developed a mental block. Huh? Okay. Brenda. So when did you take your test? The first time, if you don’t mind me asking, how long has it been from the first test to this one?
Speaker 1: And while you come up with your answer, Stephanie says, if the program needs to be 95% confident, we will pass. Does this mean we need to answer 95% of our questions correct? No, no. 95% of correct questions is very high. That’s like what in today’s standards, that’s an a plus. That’s, nope, it’s different. So 95% confident just means that the computer program is very sure of your level. Okay. But that doesn’t mean that you need to get 95% right. So Brenda, with the retest question, it has been two years since Brenda took the [inaudible] the last time and so developed a mental block. Okay. Brenda? Yes, I understand. And I’m not sure what type of activities you’ve been doing since for the two years, but, um,
Speaker 1: mental block is totally understandable. Sometimes it’s good to just take a break and a breather and get it out of your mind for awhile and come back to your studying materials with fresh eyes. And I really recommend going to NRSNG for, for that fresh look at the different concepts and taking a couple of practice tests and figuring out where your weaknesses are. So if you can figure out where your weaknesses are, then you’re going to focus in on those particular areas. Brenda, I would, I would recommend starting there. And then if you want to talk with me, feel free any of you to email [email protected] and um, just attention Marie, and I’m happy to kind of go through your questions and answer anything else that you might have. Any other questions you guys?
Speaker 1: Yeah. T so Stephanie’s going back to Stephanie’s question, 95% of questions correct. I don’t know what the percentage is that you need to pass the NCLEX, but again, it’s a little more complicated than just a number of questions. Correct. You’re talking about what level of difficulty where they at. If you’re getting all knowledge questions and you get them all right, that’s not a passing standard and that scenario wouldn’t even happen. But all knowledge questions versus 50% of the analysis level questions like what’s more valuable? You know, it’s just straight up a different and a complicated algorithm that I do not even understand. Totally. So, yeah. All right. Are there any more questions from anybody
Speaker 1: or anything else you want me to talk about? I got a couple more minutes kind of going back up to make sure I didn’t miss anything. All right. If there aren’t any more questions, I just want to say thank you so much for taking time out of your day today to be with me and to go through some end click stuff and let your brain just light up at that analysis level. So continue to do that you guys, as you study. Um, and I look forward to seeing you guys next time. All right. And as always, happy nursing. See you later.