The Nursing Process Pro Tips for Test Taking
Ever wonder how to use the nursing process when it comes to the test taking and the NCLEX? Well, get ready, because we are here to help you navigate how NCLEX questions that deal with the nursing process. Come ready! You won’t want to miss this!!
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.
For more information, visit www.nursing.com/cornell
Perfect. So we’ve got assessment. That’s our very first step. And when we say assessment, what do we actually mean by assessment? Well, um, what we need to do with assessment. These are things like I’m going to physically put my hands and my ears and my eyes on my patient and I’m going to, and I’m going to, um, assess my patients. So this could be a head to toe assessment. Um, this could be, um, maybe vital signs. This could be, um, this could be a, you know, um, any sort of, uh, evaluation of, of, uh, of a patient physically. It’s not evaluating the care that you gave. It’s actually evaluating the condition of your patient. So that’s what we’re going to do with the assessment. So what does the d stand for? Diagnosis, right? So first sort of, first thing we’re gonna do is we’re gonna assess our patient. We’re going to take a look at our patient, look at vital signs, we’re going to listen to them. We’re gonna, um, physically, uh, put our eyes and ears on the patient, and then we’re going to get a diagnosis. Well, what does diagnosis mean? Brian says in nursing diagnosis.
So simply put, diagnosis is what’s wrong with my patient.
What, what do I think is going on with my patient? Yes, we can. Um, we can say, hey, there’s a nursing diagnosis, which, uh, like Nanda, Nanda is becoming less prevalent on, uh, in the, in collects, but it’s still around. So I don’t want to totally discount it. But when we’re talking about the dying diagnosing, when we’re, when we’re referring to the nursing process, we’re actually talking about what’s wrong with our patient. Now, some programs will refer to this instead of ad Pi, it’ll say a Pi. Does anybody know what this second a actually stands for? Well, let’s see if we have any other ones. Yeah, Marion says analysis. So it’s the same thing, right? Analysis still says what’s wrong with my patient, right? So p stands for what? Red Meat says planning. That’s right. We’re going to plan. So this is this kind of like our plan of care. But more importantly, when we’re talking about the nursing process, when we’re talking about the and clicks and the types of questions you’re gonna see is what do we plan on doing? If I, if my patients, oh two is low, that’s my assessment and I realized that they, their nasal cannula fell off.
what should I plan on doing?
Well we’re going to plan to put that guy back on, right? We’re going to plan to put the Nasal Canyon all on. Cool. Because that’s what we need. We know that our patients deficient in OTU. We know that they had, they may have had it on, but we do know is it the patients owed as low? They had an and nasal Caillat fell off. We’re going to plan to put that Nasal Canyon off or put it back on in there. What’s the, what does the I stand for implementation. Brian also says to keep it on. Yes. That is our, that is our plan. Um, in terms of the real world, yes. In terms of in cliques, I would not go that far. What you want to do in terms of influx in test taking is you want to figure out what are we going to do, what do we plan to do right now to correct this patient’s issue?
Or when we’re talking about maybe district planning or longterm planning, um, while it is very important to, hey, we want to keep it on, our patients situation may change or they actually become less oxygen dependent. You turn our OTU off and then all of a sudden their OTU sat stay fine. They don’t have any sort of dyspnea on exertion, they don’t have any problems breathing, then you can plan to discontinue it. So I don’t want you to look too far into it and we’ll get into some of the questions here in a few, but when we’re talking about this nasal canyon that we plan on, we plan on putting the nasal cannular back on, right? So we implement. So what does implement actually mean?
Some people will have seen this, what does this, what does this guy, I’m a huge fan and I wear this stuff all the time. Nike just do it, right? That’s what we want to do. We want to do the thing, we’ll put this, we put this nasal Kenyan let back on. Cool. So now what’s this last thing that we need to do?
once he stand for evaluate
so when we evaluate what are we actually doing?
what went right and what I don’t know wrong. Fair enough.
evaluate the result. Okay. When we’re talking about the nasal cannula with some decreased OTU, let’s say let’s, let’s pick a number before we, uh, move forward. Cause I want to drive this point home. Let’s say they’re at 88%, and then nasal and after their nasal Kayla falls off. You get an alarm. See, I can draw a bill here. Oh my goodness. This thing does not like me coloring. Cool. All right. So your alarm bells going off in your room. It’s Tanya. Your patient’s oxygen is low. You walk in, you, you assess them, realize their, oh is low. You realize their nasal canyon fell off. You diagnose it. They are deficient of oxygen. You plan to put that Nasal Canyon lot back on. You implement. You actually do it. We want to evaluate if putting the nasal cannolis. We want to figure out if our plan actually worked. We created this plan, we implemented the plan and we want to make sure the, we want to see if the plan actually worked. So let’s say we put the patients on a nasal cannula. Mack on, we go back to this black here. So we want to evaluate, we want to evaluate this plan and the intervention or the implementation. So when evaluate the in the nasal canyon, all right, put the names of Cuneo back on. Give them a minute tone. Take a couple of big deep breaths in through his nose, out through his mouth. And all of a sudden,
his oxygen, is it 95% alarm goes off. Do we know if it worked?
Okay? So, so when you think it worked, cool. So let’s say let’s say your patients on 2% nasal cannula right now. Let’s say we do this, we do this. Um, I’m going to race this. Oh no, go back. No cheating, no cheating on the questions. All right, cool. All right, let’s go back cause I want to drive home a couple of points before we move to the actual questions. So 88% there on 2% nasal cannula, nasal Kaneohe falls off. Then all of a sudden the alarm goes off. You’re going, you realize your patient’s deficient of oxygen. You walk in a, you put your patient’s nasal chem at Nasal Canyon and back on, cause that’s what your plan was. And then all of a sudden [inaudible] they’re at 89% did it work?
Nope. So exactly basis, um, or mason start that process right over. Okay, cool. We know it’s 89%. So let’s go back. Cool. We’re gonna go back to assessment. There are now at 89% and they are on 2% nasal cannula. What is the Max, um, percentage of nasal Kenia that, that we can do for our patient?
Does anybody know? I say it’s, it’s two. I said 2%. I mean it’s two liters a minute. I don’t know why I said it that way. It’s liters per minute. Sorry. Four, four, four. It’s about six, six liters a minute. And again, that’s per facility, Brian, if you’re going to 10 liters a minute, you need to probably switch, uh, type of delivery, um, mechanisms. So I would probably go to a mask. Yeah. Or have been tremendous. I mean there’s different ways you can do it. So let’s say [inaudible] a minute. Wait, 89%. So when was it? 88% we do this care and also we realize at two liters still not working. We can go up to six. Do we want to go to six? Let me, let’s, let’s do this. Let’s walk through it this way. So we will assess our patient. Ignore this part. He’s on two liters a minute. His current stats are 89%. He, we are, we have evaluated that. He is still deficient of OTU. So now the plan was originally
change your colors. Bear with me. All right, so the plan, ignore this too. We realize that he’s deficient of votes here. So Brian says you can increase Ode Su. Okay. What else can you do for your patient? Let’s say you have it. Let’s say you have standing orders. Most standing orders for oxygenation go up to about six d. There it is positioning. So we’re going to reposition patient. You can increase that in bed.
We can actually do several of these things. That’s kind of the beauty of, of the nursing process is that we can do a couple of things. We can maybe bump him up to three, three liters, maybe four liters, and then we’re going to reposition an increase out of bed. Here’s this new stat. Cool. So we have now gone through the process. Do we know which one of these things
works? Right? So the cool part of nursing process, and this, this pertains more to the inclax, but in the real life, I’ll give you a little bit of a scenario of kind of what I would do in this patient. Um, so let’s say the o two sat doesn’t work. We get in two years, we sit him up, we increased, uh, elevate the head of the bed a little bit. Uh, we increased his oh two to like three, let’s say four and he’s at 95% I’m going to give him probably 15 minutes because the idea is we don’t want our patients to become oxygen dependent. There’s a lot of other things that we need to take into consideration. Like are they CUPD? Are they CUPD eaters because of their COPD years increasing this, this three, three to four liters is actually contraindicated. We wouldn’t want to do that. We would actually probably rather reposition our patient, but for this patient, I don’t know what the history is. I’m not going to make up anything, but what we can then do is say, Hey, I’m going to move him from four to three see what happens, give them a couple of minutes and if he does, okay, then maybe move down to three to two.
You’re still going through the process. I’m assessing, I have dropped his o two sat down to two. He’s still maintaining 95% so I know that I’ve evaluated. Cool. So now I’m assessing my patient because now in my assessment, my assessment parameters had changed and that I actually want to make, I want to get him off oxygen because I know that oxygen to patient dependent patients have a higher risk of mortality, higher risk, um, higher risk of um, uh, increased length of stay in the hospital. Uh, there’s lots of complications by keeping them on it. We want to get our patients off oxygen, we want to improve their, um, their respiratory function when we’re make sure they’re using their, uh, incentives barometers. There’s lots of reasons why, but then we can actually maybe decrease. So now we go down to one liter per minute and then we can still see if he’s oxygen dependent.
And then we, we can go through this process all over. But the thing that’s really important is you never want to break this process. Once you evaluate, you wanna evaluate if your plan worked. Now, what’s interesting about the inclax and when we were talking about the question, um, and the types of questions is you need to, as you do the test, here’s where the test taking strategies come in, is that we want to make sure that as we go through it, we want to figure out where we are in the nursing process and what they’re asking. So let’s take a look at a question. Okay. So you get a patient and they’re getting received. Check this out. I totally forgot about this. So they’re getting oxygen by nasal cannula. Okay. After morning care, the patient experiences, dyspnea and complains of feeling tired. Now when you’re planning for the patients bath, the next day, the nurse should plan to, okay, before you answer, I don’t want to see any answers in the chat yet. Where are we at in the nursing process? ADP, I or e.
Bryan says assessment.
Roselyn says, okay. Mercer’s his eye. Are you saying? Um, I,
Okay, so let’s look at this.
I’m gonna grab a highlighter real quick so I can point out some cool parts, okay. Okay. When planning for the patients by the next day. It’s planning it. Donna’s right. It says it in the sentence. We are planning, we are arranging. We’re not, we’re not assessing our patient. We’ve already, we already know that when we’ve assessed our patient that they don’t tolerate, um, morning care. So we need to make adjustments to their plan. So the patient is experiencing dyspnea and complains of feeling tired. So this is why we need to figure out what they’re asking. I haven’t even looked at the question. I’m going to look at the answers. I’m still looking at the question. When you’re looking. We are planning for the patient’s care. The next day the nurse should plan to do something. So let’s look at these answers. So we already, we already know there we’re looking for a planning question, right? Or planning answer. We want something related to planning. It’s my pimply blue. Okay, cool. The pen is blue. Sorry Laurie. Liar reference. All right, so let’s look at this first one. Give a complete bed bath quickly. So is this an a it where this one is implement? That’s what I’m trying to ask. So this is implementation.
Cool. What does the second one saying to Brian’s on it? Brian is talking about implementing. Brian says this is implementing. That’s correct because getting a complete bed bath quickly is implementation. Bathing. Only the body parts that need bathing is implementation. Let’s look at three.
Um, let’s see. So three is a planning answer and then four is what stage is, uh, this one in continue with the same plan because Disney is unavoidable. Mary says, implement, evaluate. So this one is technically planning and I’ll explain why because we’re actually trying to figure out if there is a deviation of changing the plan and since they’re not. So we are still going to continue the same plan. So this is still not, let me rephrase. This is not changing the plan because we’re going to continue with the same plan. So it’s still part of planning. So now our answers are three and four. So let’s go look back at this a little bit closer. So now right answers in three and four. I want you guys to figure out part of this. Oh, of understanding the question and understanding when we’re looking at questions.
And the more you do, the second the MPQ in this simclex is it, you’re going to start to figure out that I’m, I’m able to recognize different parts and different, uh, strategies as we do it. And since we’re doing that, I can start to hone into these really, really particular, uh, answers and be like, all right, implement another, we’re talking about planning and implementations off. We know those number two is implementing. So I know that three and four planning. So what do we know about the question? Well, we know that patient doesn’t tolerate, um, oxygen. Okay. So, or it doesn’t tolerate, uh, difficult, um, care they experienced in Disneyland and the complainant feeling tired is really exhausting so that we know if we continue with the same plan because Disney is unavoidable. If we continue it in, the patient’s going to a to do it.
We want to improve their patient care. So we pretty much can rule out for. But in order to make sure we’re doing that, we want to make sure that three is right. So arrange for several rest periods during the morning care. Is it part of the planning process? Yes. And will this result in better patient outcomes? Yes. This is why number three is the right answer. And the other thing that, um, some rationales don’t do is they don’t explain why four is wrong or why the other ones are wrong. And that’s Kinda what I want to point out today. So we’ve done, we’re in the planning phase, we know that that’s what we should be doing. Is everybody still with me? Cool. Let’s go next one. I’ve got to do it this way. All right. I’ve got my rationale is written over to the side. I want to make sure that we got, we got ’em all square like, all right, so a client who had an application of a left arm cast complaints that the wrist hurts when the arm is moved. What should be the nurse’s first action? The first action should be to put an apostrophe here because apparently I can’t type today. But aside from that, what part of the nursing process are we talking about?
Okay, so some people say assess abiding. Wait. So Brian says, evaluate Rev. Julie Mary’s has assessed Mirza, says it says [inaudible] four. Don’t go to the answers yet. So we want to look at what should be the first, the nurses first action. Let’s look. We know that their arm is hurting. So the first action is actually assess no written. Here is why. So let’s look at the answers. So elevating the arm, which part of the nursing process is that implementing? It hurts and we just do something. The reason that this is wrong, and I’ll explain this. The patient complains of pain and all of a sudden we jumped to this.
Have we broken the nursing process when we do that? Yeah, we don’t want to do that. So this one,
so a client who had an application of a left arm cast complains that the wrist hurts when the arm is moved. The first action should be to document the findings, not the first. That’s right. So documenting is kind of documenting falls a little bit outside of the a, the nursing process. It’s part of, at the very end, it’s going to be after evaluation. Um, but in this case,
you would have a better answer than document the findings if you were going to change nothing. It would say to change nothing. Um, so let’s go ahead. Next one. Provide pain medication.
So let’s see. We’re gonna put question mark by two because we’re going to come back to three and four. All right. Provide a pain medication. Again, ad Pi. Where are we at? This is, it is complaining of a new arm, like where I think it was Brian said this is a new, um, this is a new complaint. So we have to do the nursing process or hey, this hurts. We go from complaint of pain to implement. Nope. Out. So the last one says, check for parasthesia or paralysis of the left arm. So if this is a new complaint, we gotta start here. This is assessment. We know that this one falls somewhere outside of that. So this is the right answer. Everybody still with me?
alright, I’m going to put the next one up. I’m going to read it and read the answers and then I want you guys to tell me which one is right. Documentation, kind of fun. It’ll fall after evaluation. But before assessment it kind of, you can put it with evaluation, but it would be probably one of the last things that you do because they’re asking for the nurses first action. Documenting something is never going to be your first action.
So the other thing, and John always drives this point home is if ma, if something happens to my patient and I will walk away to do something else, will my patient be okay? And while pain is not something that would necessarily, um, while the mall pain is not something that could particularly, uh, cause excessive harm to the patient, you know that you need to check for parasthesia and paralysis of the arm first. Because if you have a problem with paralysis, like there’s numbness, tingling, they don’t have a, maybe their circulation is terrible, maybe the cast is too tight, maybe they have compartment syndrome. There’s a lot of things that could be happening inside that cast that you’re not aware of. And if you’d go to document the findings, you theoretically could cause harm to your patient. So that’s why number two is not right.
So I’m going to read, I’m, we’re going to go to the next one. I’m going to read it, read the answers and then I want you guys to answer and tell me which one you think it is. All right. A nurse monitoring and the function of a client’s chest tube drain. It’s just them and notes that the fluid in the water seal chamber is below the two centimeter mark. Which interpretation should the nurse make? One. There isn’t a leak in the system to the client as a pneumothorax. Three suction should be added to the system or four water should be added to the chamber. I’m going to give you guys just a second. The other thing I want you to do is put the answer and then what kind of question you think this is where in the nursing process it is.
All right. It says Brian. Brian says it’s evaluate. What’s the right answer? Did you put right? The answers one. Alright. So before we get started, let’s, this is where having a solid foundation of nursing practice comes into play. I’m going to draw you a picture.
Before we get started. So this is your, this is your patient’s bed. Your patient is appear in the bed. Cool. He’s a sad panda because he has a chest tube.
all right, here’s this chest tube dude did to do and here is his chest tube system. The wheel of the systems and the way. All right, cool. So here’s the chest tube system. We know that over here this is the outlet. And then you have all these gauges in here.
And they get filled up over here.
We have [inaudible]
water. Oh my goodness. Come on, welcome. I’ll walk them. Tablet is tripping today.
We have water in here.
So we know that there’s supposed to be water in here. Why is there water in the water in the chest tube drainage system?
Break it up.
And if you don’t, if you haven’t had experience with chest tube systems or a chest tubes at all, it’s totally okay. Like, this is one of the things that, especially for some of you that are like early in the nursing process, um, I definitely recommend that you learn them cause they are a very, very tricky. Um, even in practice I was always unsure until I had a couple of really big fiascos that just happen, not by my fault but they just happened and I learned really quickly. Julie says it seals a system and that’s absolutely right. So I remember inside the chest is negative pressure. So what we want inside that negative pressure system is inside the chest. We want to keep the pressure in here negative. The way we do that is the chest tube is inserted, initially put to suction. Um, and then what it, depending on the degree of it, it’s a hemothorax and pneumothorax.
Typically they’re all put the suction, the uh, the fluid is then in, uh, introduced into this drainage system fills up like this. But part of that is that even if air is going this way, air can still eat this way. What happens is the water actually seals this off and it keeps air from going this way. Air Can’t pass to this, to this part. The minimum amount of water you need is typically at the two send million 10, two centimeter. Oh, I got to can’t talk centimeter mark or most commonly are your five centimeter mark. So it’s somewhere in there. It’s already telling you from the beginning, it’s below. Oh my goodness. Where’s my highlighter?
It’s below the two centimeter mark. So this is an evaluation. We, all of these are evaluation answers. I know this one’s a little bit tricky. Um, but these are all evaluation. We’re evaluating. Um, we’re not really making an assessment because the assessment wouldn’t necessarily mean that we have to make a diagnosis. Well, the diagnosis refers to the patient. We’re actually assessing, um, uh, what’s going on. Now there was a, there is, um, let me read this little note that I have, um, about, uh, evaluation questions, um, because I think it’ll help. So with evaluation questions, um,
Evaluation questions. A focus on comparing the actual outcomes of care and the expected outcomes and on communicating. And documenting findings. So what we’re doing is we’re trying to figure out if there’s a problem with the system. And the other thing is these, um, let’s see. Okay. These questions focus on assisting in determining the client’s response to care and identifying factors that may interfere with achieving expected outcomes. That’s why these are all evaluation answers now because we know that what’s going to happen if this two [inaudible] if the water seal is not working, we know that air is going to go back this way and go this way and then go back into the patient, which actually means that you’re going to create a pneumothorax. So the [inaudible] um, yeah, so this would be kind of an assessment. So this is definitely out. We know we’re doing an evaluation there. Who can tell me what indicates a leak in a, a chest tube draining system.
What says that there’s a leak? Yeah. Consistent or Internet in bubbling.
Consistent. Yup. It shows that, um, that there’s continuous air being pushed through the bulb through the air. So we know that one is out because there’s not a leak in the system because it doesn’t talk about bubbles. So that’s leads us our other two. This is where it comes in and we have to have a really solid foundation in our knowledge base. So suction should be added to the system. There’s no indicated indication for a suction. So this one is what we know. So this is why this one was tough when I read it the first time I was like, Huh, it’s and I could see why some of these are a little bit, but this is why it’s so important to break these down and figure out where in the, uh, in the nursing process we are. We’ve got one more. Alright. A nurse who’s caring for a hospitalized client with angina, who begins to experience chest pain. The nurse gives nitro tablets sublingually as prescribed, but the pain is unrelieved. The nurse should take which action next before you read the answers, tell me what kind of question we are looking for.
so right, this is an implementation question. So it’s saying, what do we need to do when is actually going where? Action and next action, we’re implementing something. Okay, so let’s look. Number one, we can reposition the client. Number two, we could call the client’s family. Three, we could contact the health per healthcare provider. Number four, we can administer another nitrile tablet. Now let’s talk about this. Which one do you think it is? Four. Four and four by said nine. Show contact the healthcare provider. All right, so what do we know about, let’s again, let’s go back to our knowledge base. What do we know about Nitroglycerin?
how many tablets of Nitro can we give? And how often can we give them apart? You can give up to three doses. Q, five minutes. Angina gives a nitroglycerin tablet. So this is his first. So that means he has two doses remaining, right? So we know we can give them another dose. So this is a viable option right here. So repositioning the client is repositioning the client actually improved patient angina? Typically? No.
Um, so that’s out.
If two and three, I’ll give you the answer. It is number four. And I’ll explain. So fours, right? Because number one you can give to, you got two doses remaining before you do anything else for chest pain. Um, because you have other interventions that you can do and this is right, but I want to explain to you why these are wrong. So remember, if I leave my patient for any amount of time, is my patient going to be okay? Typically, nitro will come in a bottle and you have several doses in it. Um, it depends on the facility, but know that this would be an easy access, easy for you to do, contacting the healthcare provider. What is the, what do you think that healthcare provider is going to tell you?
Brenda says, need more info to give Matt again, give another dose, give more nitro. What’s on the, what’s on the order, right? So most of these orders are going to say nitro give, you know, uh, one tablet sublingually, every five, every five minutes for up to three doses. We know that we can do that. He’s going to tell us to follow the order because you’ve only given one. The other thing is I’m leaving my patient who is experiencing chest pain. Is My patient going to be okay, but just like our patient that had the pain in the arm, leaving our patient to go do something, um, without some sort of, um, intervention is going to potentially result in some, uh, [inaudible] maybe a negative patient outcome. So contacting the healthcare provider is out calling the client’s family.
Is calling the client’s family going to improve your patient’s condition? No. Okay. And do you have a better option? Yes. You have this option. We want to give that patient’s nitro. Perfect. You guys did great on these. These are challenging. Some of these are really hard. Uh, I wanted to give you some, I know that, uh, the, that chest to one throws everybody off. You know, I encourage you to go into that. Um, yeah. Scotty says there’s almost always something better to do before calling a provider. Of course. Yeah. It’s usually not the answer. Um, but you guys said, uh, let me answer. Yeah, let me go back. I can go back. When is it the answer? [inaudible] it’s so often not Donna. Donna says, when isn’t it the answer? And it’s so most often not the answer. I don’t know if I can give you like a great one. Um,
so Brian says when a patient’s coding, so you walk into a patient’s room and you, uh, see that your patient, um, evil question Diane, I’ll come back to that one. I’m going to, I’m going to answer Brian’s Co. Brian says, when the patient’s coding, so let’s say you walk into a patient’s room and your patient is unconscious, you reach over, you realize you has no troubles. Is your answer going to be dropped the head of the bed and began compressions or call the provider?
It’s always compressions. Yeah. So that’s, it’s almost never like you’re yelling t I mean, when I was in the ICU, I was kicking chairs out of the room to get people’s attention or yelling. We had, uh, we had our helped me voice and it was one of the things where it was like, hey, I need some help in here, but there’s almost always something better than giving the then, then, uh, calling the provider. So let me go back up. Give me a sec cause I gotta scroll up. Let’s see one that see, she cares. Is She Karen, did you get, um, the answer for the chest tube? Okay, cool. So the next one was, let’s see.
Can you read the Info about the evaluation question? Um, evaluation, which one were we doing? Oh yeah, this is, this is the evaluate the evaluation one. Um, Mayo wants me to, you want me to go back? The other ones? Oh, Diane says about the note, um, about the question. So there were a couple of parts. So the questions focus on your learning. Again, the focus assist in determining the patients, uh, that the clients respond to care and identifying factors that may interfere with achieving expected outcomes. So the reason I say that is because is there something that you, um, when I’m analyzing this one, um, evaluating the answers, is there something that should be done, um, that would improve the patient’s outcome? Or if something is done, will it potentially have a negative patient outcome? So we say, so imagine this, so suction is added to the system. You, let’s say you add section to the system and all of a sudden there is no water in there. The suction becomes unregulated. So now, so now it’s not, it’s not performing at its optimal standard because it requires those systems required to go to five centimeters of water in those chambers. And I’ve got a question about scissors in the answer. I did say to call providers from mentor, I don’t remember exactly what it was worth. Now, sometimes they are, I’m not saying it’s, it’s never an absolute on those. I ended. That makes sense.
Cool. All right guys, I’ve got like a minute for questions. Um, I would really want it to focus today. I know that John Typically does this. Like I said, a thank you. I wanted to say thanks for stop. Let me change. Let me stop my screen share. So I get you can, we can talk like people. Here we go. Cool. Awesome. Um, yeah, these are always tricky and I wanted to make sure that we got in everything that we needed to, um, for all this, just to make sure that you guys get a good solid foundation. These are tricky. These are not always easy questions especially. So if you can figure out that they’re asking for a nursing process question or they’re saying where the nursing process are you, as long as you say I’m in this, if I’m going to, if the answer is gonna ask me to deviate from that, I noticed the wrong answer. If, um, or it’s going to ask me which specific step am I supposed to follow in this nursing process. That’s kind of how these are set up. So, all right guys. Uh, it’s been a ton of fun. Um, Maria is going to be on in about 15 minutes, I think. Um, no, I’m sorry. I think she’s at three. I’d have to, let me, let me double check one second.
I don’t want to tell you wrong. Maria’s on in an hour and 15 minutes. So she’s going to be doing ethics and it’s going to be really, I think it’s really important. Um, I drive home the code of ethics all the time, especially like in my master’s papers about how, uh, it’s really important that you have a good foundational understanding of ethics because it kind of transcends everything that you do, um, and you’re held to those standards. So, uh, if you are not already signed up for that one, uh, she starts at 3:00 PM central time. Um, and I’ll be back at four to do, I think I’m doing cardiac labs today. Um, and we’ll go over some cardiac stuff. So, alright, well, it’s been a ton of fun. You guys have a good one and happy nursing.