FYIATI FYINursing, News, and Notes

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Featured in this issue...

Spring 2008

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It has been a busy season here at ATI. Currently, our efforts have been

directed toward working on our newest forms of the RN Content Mastery Series®, both the proctored and the online practice assessments. The new Series will have multiple improvements in response to customer requests. These enhancements include:

• Content based on the 2007 NCLEX-RN® detailed test plan

• Multiple forms of both the proctored and the online practice versions

• A nutrition assessment for RNs• Proctored forms that are statistically

equated for difficulty and have the same proficiency levels

• Focused review functionality on all assessments, which allows students the ability to access study materials customized to their strengths and weaknesses as identified on the individual score report*

ATI plans to release the assessments live in the spring of 2008. Currently, schools are invited to norm the proctored online assessments. These assessments include Fundamentals, Nutrition, Adult Medical-Surgical, Pharmacology, Maternal-Newborn, Nursing Care of Children, Mental Health, Leadership, and Community Health. All nine

assessments are available for norming through the end of February. By participating in the norming process, faculty within RN programs will be able to get a first glimpse of the new assessments as well as offer their RN students an extra testing experience. With each assessment, a student will receive a percent correct score and the opportunity to create a focused review based on the items they missed. This will help students focus their study efforts on areas of content weakness as they prepare for the NCLEX-RN®.

To participate, please contact Jeffrey A. Kelley, PhD, Director of Psychometrics, at jkelley@atitesting.com.

Dynamic New RN Content Mastery Series on Its Way

•AnewandimprovedRNContentMasterySeries®

•VATIstillclearlyawinner

•What’snewwithcurriculumdevelopment

•Skillsmodulesnowavailable

•ATIoutcomesinsyncwithNCLEX®

•NewATIfeatureenhancements

Online AccessTo access this issue of ATI FYI online or for additional copies, go to www.atitesting.com. After this issue, ATI FYI will move to an exclusively online format.

* Focused review functionality is only available to those schools participating in our Comprehensive Assessment and Review Program Package.

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A New Mini-Management Utility

We appreciate the feedback you provide us on our system and your assistance in improving it to meet your needs.

A feature enhancement for Directors that will add flexibility to your use of online practice assessments is our new mini-management utility.

You now have the ability to manage assessments, including the ability to look up an assessment ID or password and turn rationales on or off for any online practice assessment. To access this feature, choose Management Tools from the main menu. This will pull up a list of all assessments for your institution. If you click on an assessment, it will pull up a page that will show you the specifics about that assessment, and, if the assessment is an online practice assessment, it will allow you to enable or disable rationales. When you enable or disable rationales, it will take effect for every student who takes that assessment after the setting is changed.

Nursing Curriculum: Patient Safety and Quality Care

We are pleased to announce that ATI is developing a Nursing Curriculum for Patient Safety and Quality

Care for PN, One + One, and ADN programs. The foundation of the nursing curriculum was formed after careful consideration of current issues and trends in nursing education and healthcare. Key competencies include safety, patient-centered care, evidence-based practice, quality improvement, interdisciplinary collaboration, and informatics. Materials are carefully designed for the level of student being educated with added flexibility allowing faculty to customize the curriculum to meet their needs.

Sheryl Sommer, PhD, RN, the Director of Nursing Curriculum and Educational Services at ATI, is directing the project. She has more than 20 years of experience in nursing education with expertise in curriculum development. Additionally, an advisory group consisting of nine nurse educators from across the U.S. is assisting in the curriculum development process. These experts are highly skilled in education as well as in a wide variety of clinical areas. Members of the advisory group include Donna Ignatavicius, MS, RN, ANEF; Diane Welch, MSN, RN; Mary Moss, EdD, RN; Marni Hancock, MSN, RN; Nancy Shirley, PhD, RN; Elaine Kennedy, EdD, RN; Carmella Moran, PhD, RN; Diane Lew-Snider, PhD,

RN; and Robyn Nelson, DNSC, RN.The curriculum will be designed to assist nursing program

administrators and educators in facilitating performance of curriculum-related activities. Curriculum outcomes will be linked to the NCLEX® detailed test plan and aligned with National League for Nursing Accrediting Commission’s (NLNAC’s) accreditation criteria. Recommendations for the use of educational support material such as skills modules, patient-simulation experiences, standardized testing with remediation, and educational videos will be included. Release of the Nursing Curriculum for Patient Safety and Quality Care is scheduled for the fall of 2008. Watch for updates from your sales representative.

New Testing Accommodations

Prior to the latest update, when a student needed additional time because of a documented

disability the only alternative was a paper/pencil version of the test. As we strive for all students to have the same testing experience, we added the ability for you to set a time factor for all the proctored assessments a student takes. To configure this, choose Manage Students & Groups from the Management Tools menu, then click on the Add Time Accommodation Factor and press continue.

This will bring up a list of your students. From this list, find the students for whom you want to set the accommodation, enter the time multiplier, and then click save. Some examples of time factors would be 1.5 if you want to give a student time and a half or 2 if you want a student to have twice the time. Please note that this time factor is taken into account for every proctored assessment these students take at the institution. If another school provides them an accommodation, that accommodation will not be applied at your institution.

As always, please keep the good ideas coming. We sincerely hope you benefit from these features.

Assessment Technologies Institute®, LLC • atitesting.com • 800.667.7531

Nursing Curriculum for Patient Safety and Quality Care

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PN CurriculumOne + One CurriculumADN Curriculum

Sheryl K. Sommer, PhD, RNDirector, Nursing Curriculum and Educational ServicesAssessment Technologies Institute®, LLC• More than 20 years experience in nursing education

and administration• Expertise in curriculum development and evaluation• Success in modifying nursing curricula to improve

NCLEX® pass rates

PROJECT LEADERS:

Donna D. Ignatavicius, MS, RN, ANEFAuthor and ConsultantPresident, DI Associates, Inc.• Nationally known author and presenter• Curriculum and faculty development consultant• Fellow, Academy of Nursing Education• More than 25 years experience in nursing education

Features and Benefits:

• Seamless mobility from PN to ADN curriculum

• Key competencies

o Patient safety

o Patient-centered care

o Evidence-based practice

o Quality improvement

o Interdisciplinary collaboration

o Informatics

• Aligned with NLNAC accreditation criteria

• Outcomes linked to NCLEX® blueprint

• Recommendations for use of educational support

o Skills modules

o Patient simulation experiences

o Standardized testing with remediation

o Educational videos

ATI_FacultyCurriculum_1.indd 1 10/3/07 1:30:06 PM

We have had many requests from our paper/pencil testers to replace the use of a social security number

(SSN) as a means of identification. As of January 1, 2008, we have done exactly that! ATI no longer requests SSNs but will require testers to use their ATI paper/pencil number on their answer sheets. Following are the guidelines for a successful paper/pencil testing experience.

How do testers obtain an ATI paper/pencil ID number?All testers must create an ATI account prior to taking a paper/pencil test. They can create an account at www.atitesting.com by clicking on Create New Account and following the screen prompts. After a tester has registered on the site, that tester’s personal paper/pencil ID will be displayed under Account Information. At this screen, the user will have an opportunity to print the paper/pencil ID. Each user should print and retain this and use it for identification on every paper/pencil test. This ID number will not change; the tester only needs to register once. Testers who forget their login information can retrieve it by using the Forgot Password feature or have an instructor look up the information under Manage Students.

What if I have tested before but don’t know my username or password?Students who have tested previously but have never logged into ATI should sign in using their SSN without dashes or spaces as their username and the last four digits of their SSN as their password.

Users should follow the screen prompts to update their account and receive their paper/pencil ID; they should print the information and take it with them to their test session.

I’ve taken a test using my ATI paper/pencil ID. How do I obtain my results?Students can sign in to the ATI system using the username and password they used when they created their account. They can retrieve their results by clicking on Results under the Quick Links section.

What is the difference between the ATI paper/pencil ID and my ATI username?The ATI paper/pencil ID number is a number assigned by the ATI system to students and is only used on paper/pencil forms. Students create their own ATI username to log into www.atitesting.com; they should always choose something they can remember easily.

I’m an instructor, director or proctor. How can I help my testers log in?Proctors, instructors, and directors can retrieve a list of tester paper/pencil ID numbers by clicking on Manage Students. Follow the system prompts to retrieve the information.

PLEASE NOTE:All paper/pencil tests received after December 31, 2007, must be identified with an ATI paper/pencil ID to be scored. Social security numbers are no longer accepted on answer sheets.

ATI Paper/Pencil ID Numbers

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Summer 2007 Item-Writing Workshops Thank you to all of the nurse educators who helped make our RN and PN item-writing workshops a success. In June and July 2007, more than 150 faculty came to Kansas City to write items for ATI’s assessments. More than 2,000 items were generated at this workshop. Without the assistance of so many committed professionals, ATI would not be able to deliver the volume of high-quality products we have. Thanks again!

Due to the overwhelmingly positive feedback we received from the participants, ATI plans to have a repeat performance in the summer of 2008.

Outcomes on ATI score reports provide useful data for students and for faculty. You will notice new information

on the individual and group reports for assessments based on the NCLEX-RN® 2007 and the NCLEX-PN® 2008 test plans. Reported outcomes have been revised to reflect changes in the NCLEX®.

Using outcomes to measure student performance is an effective way to identify strengths and weaknesses in students’ knowledge level. ATI uses outcomes to guide the development and reporting of assessment results.

ATI outcomes were recently revised to reflect changes in the new NCLEX-RN® and NCLEX-PN® test plans. The new outcomes incorporate more terminology that is also used in NCLEX® reports. All new assessments based on the NCLEX-RN® 2007 and NCLEX-PN® 2008 test plans will use these outcomes.

The following table compares the old and new outcomes.

NCLEX-RN® 2004NCLEX-PN® 2005

NCLEX-RN® 2007NCLEX-PN® 2008

• NCLEX® Client Need Categories

• NCLEX® Client Need Categories

• Cognitive Level• Critical Thinking

• Thinking Skills

• Priority Setting • Priority Setting

• Nursing Process• Therapeutic Nursing

Interventions• Communication

• Nursing Process

• Clinical Topics (Comprehensive Predictors®)

• Clinical Topics (Comprehensive Predictors®)

The revised outcomes provide valuable information to faculty and students. In some cases, several subcategories were collapsed to increase clarity in student reporting. The following information provides additional insight into the revised ATI outcomes.

Client need categoriesATI assessment questions will continue to be classified according to the NCLEX-PN® or NCLEX-RN® Client Need Categories. Assessments developed in 2007 and afterwards will be written to the NCLEX-RN® 2007 or NCLEX-PN® 2008 detailed test plans. A copy of each of the NCLEX® test plans can be found at https://www.ncsbn.org/.

A Look at the Newly Updated Outcomes

Thinking skillsThe previous ATI Outcomes of Cognitive Level and Critical Thinking were collapsed to decrease the number of levels, making it easier for faculty and students to use reporting data. The following table contains a brief description of Foundational Thinking in Nursing and Clinical Judgment/Critical Thinking in Nursing.

Thinking Skills

Foundational Thinking in Nursing

Clinical Judgment/Critical Thinking In Nursing

• Combines cognitive levels of Knowledge and Comprehension.

• Using foundational thinking involves the ability to recall and comprehend information and concepts fundamental to quality nursing practice.

• Combines cognitive levels of Application and Analysis.

• Using clinical judgment/critical thinking involves making clinical judgments regarding a posed clinical problem.

Foundational thinking questions ask the student to recall and comprehend:• Signs and symptoms• Normal lab values• Expected lab values• Causes/Risk factors • Associated complications• Appropriate nursing

interventions• Medication purpose/

Mechanism of action• Interpretation of client

findings

Clinical judgment/critical thinking questions ask the student to: • Identify the need for

additional data.• Make inferences based on

data.• Examine alternative

solutions.• Develop a plan of action.• Analyze new information.• Prioritize nursing

interventions.

Priority settingPriority setting questions give students an opportunity to practice and develop skills in setting priorities among multiple clients and multiple tasks. When answering a priority setting question, the student will be asked to choose among four options. It is important to be aware that all four options will be viable, but only one option will be the priority.

These types of questions will ask the student to make a decision and select which:

• client should be assessed first.• assessment finding is the most important.• steps to perform in sequence.• intervention should be implemented first.

The nursing processThe outcomes of therapeutic nursing interventions and communication have been integrated into the steps of the nursing process.

Nursing Process

Assessment Students apply nursing knowledge to the systematic collection of data about the client’s health status.

Analysis/diagnosis

Students analyze collected data to reach an appropriate nursing judgment about the client’s health status.

Planning Students apply nursing knowledge to the development of an appropriate plan of care.

Implementation Students apply nursing knowledge to select appropriate nursing interventions to promote, maintain, or restore a client’s health.

Evaluation Students reach a nursing judgment regarding the extent to which goals and outcomes have been met.

Clinical topicsComprehensive Predictor® reports will identify the following clinical topics: Adult Medical Surgical Nursing, Mental Health Nursing, Nursing Care of Children, and Maternal Newborn Nursing. In addition to these outcomes, score reports will also identify “Topics to Review.” For all content mastery assessments, “Topics to Review” will be identified by client need categories. The default report for the Comprehensive Predictor® will create the “Topics to Review” by client need category. To facilitate the use of reporting information by faculty, a customized report can also be created. This customized report will show “Topics to Review” by content area: Medical-Surgical Nursing, Maternal Newborn Nursing, Nursing Care of Children, Mental Health Nursing, and Leadership in Nursing.

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Acceptedpractice

Here, text, image, and animated graphics tell the story for correctly administering a subcutaneous injection. The animated graphics illustrate the injection of medication into the subcutaneous tissue.

Practicechallenges

How would you handle the case? Built in Flash, these complex scenarios challenge a learner’s understanding based on existing and acquired knowledge. Each question and answer provides rationales to support the reason it is, or is not, the correct approach.

Overview

Skills modules provide a guided approach to instruction. Here, the presenter leads the student by introducing learning objectives for the module. The active components of skills modules are designed in Flash or Windows Media Video, and play on DSL, cable modem, or faster Internet connection.

Acceptedpractice

Here’s where the learner learns more about the necessary procedures, products, and equipment for this skill. The accepted practice section of each module is loaded with a variety of rich content for various learning styles.

Step-by-stepviewing

Sometimes full-motion audio and video are the best ways for a student to learn the detailed information of a skill prior to practicing. Windows Media Videos are shot in high definition and compressed for the most efficient delivery on networked systems.

Documentation

It is important to be specific when documenting information about the care given to a patient. Important information to document is included in this section.

Evidence-basedresearch

Here you will find some of the most current, evidence-based information pertaining to this skill. One of the nation’s top nursing researchers conducts a thorough search of the literature, develops a list of best practices, and synthesizes the content into topic categories specific to a clinical problem. It’s just the right amount of information for understanding the current evidence-based issues with ease.

Frequentlyaskedquestions

Students have lots of questions. This section of the module is framed around the questions students most frequently ask in practice and clinical sessions. These are some common issues that arise related to this skill, along with detailed answers.

Acceptedpractice

Images, diagrams, and animation are used to describe specific techniques for skills. This graphic animation details specific steps for locating the correct site for an intramuscular injection into the vastus lateralis site.

Acceptedpractice

Guidelines are presented in a variety of ways within the module. Here the six rights of medication administration are presented in a unique way.

Pretest/Posttest

Pre- and posttest questions are designed to assess initial understanding of the module’s topic. The score from the pretest is recorded in a skills status report along with the posttest results at the completion of the module. The posttest may be taken multiple times to improve results. A certificate can be printed after successful completion.

Terminology/Enunciator

Not only can mispronouncing a word be really embarrassing, but it can also lead to misunderstanding or communication of an unintended message, and that can be dangerous for patients. The terminology/enunciator tool provides unique definitions and phonetic references for the common words and terms used within the module.

(uh-krow-mee-uhl proh-ses)

No longer is it necessary to seek multiple sources for detailed information about nursing skills since the recent release of the first eight of ATI’s Skills Modules. “We’ve incorporated a unique media-rich and comprehensive approach to exploring nursing skills, concepts, and techniques,” says project director Roy Ramsey. The goal of Skills Modules is to provide students and faculty with the most current and detailed information per skills topic. Founded on learning theory to challenge both cognitive and critical thinking skills, the modules are designed to give learning control to the individual in that the media-rich components found within the modules do not cause learning, but have the potential to make learning more efficient and interesting. ATI’s Skills Modules include both pre- and posttests. At the successful completion of each module, students are provided the opportunity to print a certificate of completion that can be passed along to their instructor or practice coordinator.

Launches

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ATI is pleased to announce our exclusive educational partnership

with Sigma Theta Tau International honor society of nursing. Through our partnership, ATI is currently able to offer two tools that may be of interest to students in traditional or second-degree BSN programs as well as RN-to-BSN or master’s-level programs.

Think back to when you first became a charge nurse, senior preceptor, or nurse manager. In all probability, your skills as a clinician were automatically assumed to translate to management. How did you feel when first charged with preparing a departmental budget, providing performance evaluations to your former peers, analyzing organizational processes, or applying evidence-based research findings to real clinical issues? The Nurse Manager Certificate Program, a robust Web-based educational tool, uses the latest evidence-based content to facilitate the development of nursing management competencies crucial to functioning in a fast-paced and ever-changing healthcare environment. Topics include but are not limited to:

Administration Budgeting/Finance Business plans Change theory Delegation Evidence-based nursing practice Management skills Nursing staffing Nursing leadership Patient safety/Risk management

Each course contains didactic material, self-assessment exercises, and/or case studies. With a variety of courses available, institutions can design their own curriculum, selecting courses to meet the specific learning needs of individuals and/or groups. A facilitator’s guide is available to any institution; the guide contains a content outline, learner objectives, a list of optional learner activities, and suggested discussion points. In addition, each online course, currently 13, includes up to 8 hours of continuing education credit. When students obtain 70

continuing education hours, they receive designation as a certified Nurse Manager from Sigma Theta Tau International. What a remarkable addition to any new graduate’s resume!

We are pleased to note that, of the first class of 14 students completing the NMC program this summer at a western state BSN program, two have already received promotions. Both reported that they never would have applied for managerial positions without the education and confidence provided by the ATI/STTI Nurse Manager Certificate program.

The second resource that we have teamed up to offer is the NurseAdvance™ Collection. This series includes compilations of the most recent and relevant articles published in the periodicals of the honor society of nursing (Journal of Nursing Scholarship, Worldviews on Evidence-Based Nursing, and Reflections on Nursing Leadership). This electronic library provides a convenient way for students to stay current on the latest research and information in a particular specialty area. Examples of topics in this series include gerontological nursing; health promotion; disaster and trauma nursing; evidence-based nursing; cultural diversity; public, environmental, and community health nursing; and oncology nursing. All of the articles included are of the latest relevance to current nursing practice and are consolidated into like topic areas for quick reference.

Both of these tools are available to students for two years following purchase. ATI, through our exclusive arrangement with Sigma Theta Tau International, can offer this program at less than 25% of the normal retail price, and the cost can be spread across semester payments as part of the ATI Comprehensive package.

These two remarkable products are just the first offerings in what we anticipate will be a fruitful and ongoing relationship with STTI. Stay tuned for further enhancements of ATI’s product line with STTI’s resources and vice versa. Please contact your ATI client service representative for more information.

ATI and Sigma Theta Tau International Support Nursing Education

Introducing Roy Ramsey, EdD, MEdDirector, Educational Technology

Roy Ramsey joined ATI in July 2006 with extensive experience managing, designing, and implementing

instructional technology for nursing education. He earned his doctorate from Florida-based Nova Southeastern University in Instructional Technology and Distance Education and is also a graduate of the Edward R. Murrow School of Communication at Washington State University. As Director of Educational Technology for the Washington State University Intercollegiate College of Nursing, Roy managed media services including multimedia production, classroom distance learning, graphic design, and

associated media services. His award-winning media productions for nursing are recognized nationally.

Roy was the initial contact for Scott Novorr (a Regional Vice President of Sales) and ATI at the WSU Intercollegiate College of Nursing. He was so impressed with ATI and its products that he became a strong

proponent from that point on.Roy works in Coeur d’Alene,

Idaho, as Director of Educational Technology for ATI in the office space of Element Media Productions. He is married and has one grown son and a 16-month-old grandson. His passion is the outdoors; he enjoys snow skiing, fly fishing, and anything else that equates to fun.

Introducing Sheryl Sommer, PhD, RNDirector, Nursing Curriculum and Educational Services

Sheryl Sommer joined ATI in July 2007 after more than 20 years of experience

as a nurse educator in PN, ADN, BSN, and graduate nursing programs. Most recently, Sheryl served as Associate Dean of the Undergraduate Nursing Program at Loyola University in Chicago, Illinois, and Chair of the BSN Program at Creighton University in Omaha, Nebraska. She received her PhD in Educational Psychology from Loyola University Chicago and a Master of Science in Nursing degree with an emphasis in Curriculum and Evaluation from the University of Nebraska Medical Center in Omaha.

Sheryl first became acquainted with ATI as a nurse educator six years ago when she assisted with the initial implementation

of ATI assessments and remediation material at a large university – and witnessed the benefits of ATI’s products firsthand. She enjoys using assessment reports to guide curriculum evaluation revision and improve NCLEX® pass rates. Sheryl looks forward to working with nurse educators across the U.S. to promote student success.

On the personal side, Sheryl is married and has two sons in college. She and her husband enjoy traveling to new places. She also enjoys reading and spending time with family and friends.

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Assessment Technologies Institute™, LLCatitesting.com • 800.667.7531

ACROSS 1 Acronym for ATI’s Content Mastery Series®

4 One of many nursing procedures demonstrated in ATI’s newest product line

9 Dietary component important for absorbing vitamins A, D, E, and K

12 To stitch or suture 13 Prevent 14 Company that produces skills modules 15 An individual assessment question 17 ATI uses these to guide the reporting of

assessment results. 19 Without restraint or limit, as in ad ___ 21 ____ 1 diabetes mellitus 22 Invoices 24 Margarine 25 Personal pronoun, as in “I did it!” 27 A component of ATI’s skills modules:

________-based research 29 Soot, volcanic matter 30 Acronym for ventromedial nucleus 31 Popular actress _____ Witherspoon 33 Playful, capricious, shy, reluctant 34 Electroencephalogram 35 Lavatory 37 Acronym for low density 38 Surprise, amaze, shock 40 Mistreatment, as in child _____ 41 A cosmetic preparation used to darken the edges

of the eyelids 42 Acronym for American Cancer Society 43 Decidingwhichcomesfirst:________-setting 47 Acronym for Sigma Theta Tau International 50 The earth revolves around the ___. 51 Atmospheric gas, as in the _____ layer 53 Sick 54 Substance that makes a pen write 55 _____ of burden 56 Acronym for creatinine clearance rate

DOWN 1 Acronym for cervical spine injury 2 Was introduced to 3 Edema 4 Acronym for sinoatrial, as in __ node 5 Acronym for keep vein open 6 An acknowledgement of a debt 7 Smallest 8 Two acronyms: lactose digestion capacity,

yeast extract 9 Renown, celebrity, notoriety 10 Consumed 11 Archaic contraction for “it is” 16 Not severe 18 Acronym for organ procurement organization 20 Acronym for brain stem-evoked response 22 The slanted tip of a needle 23 Common expression for “intravenous

medication” 24 Largebodyofwater,asinthePacific_____ 25 Two abbreviations: isotropic, left eye (Latin) 26 Aromatic herb 28 Deliver a medication as an aerosolized spray 29 Aural, as in ________ neuroma 32 Acronym for epidemic hepatitis-associated

antigen 36 Red blood cells 38 A group of canals in Michigan, also called the

Sault Sainte Marie Canals 39 To pulsate 41 Check for a ____ in the tubing when an IV

infusion slows or stops. 43 Acronym for pounds/square inch 44 Participate in a marathon 45 Acronym for tubo-ovarian abscess 46 Acronym for yellow nail syndrome 48 Acronym for tender loving care 49 Acronym for interleukin receptor 52 Etc. means __ cetera

Nutrition CornerA little extra something from ATI to you… a nutritious and original recipe developed by our “resident” dietician and certified diabetes educator, Janine Lewis.

Tomato and Cilantro Poached Salmon1 tablespoon olive oil½ large onion, chopped1 teaspoon minced garlic½ teaspoon salt¼ teaspoon pepper2 tablespoons fresh lemon juicefour 4-ounce salmon steaks2 cups chopped tomato¼ cup water1 cup chopped cilantro

Sauté the onion and garlic in olive oil over medium heat till the onion is slightly browned. Season the salmon with half the salt and half the pepper. Place the salmon in the skillet and pour the lemon juice over it. Pour the tomatoes, water, and remaining salt and pepper around the salmon. Sprinkle the cilantro over the salmon and tomatoes. Cover and cook for 15 minutes or until the salmon flakes easily with a fork.

Yield: 4 servings

Serve salmon and sauce over brown rice with a green salad for a healthy meal full of heart-healthy unsaturated fats!

Nutrients per serving

Calories 264

Protein 23.5 g

Carbohydrates 7 g

Total fat 15 g

Saturated fat 3 g

Polyunsaturated fat 5 g

Monounsaturated fat 7 g

Sodium 363 mg

Fiber 1.5 g

Dietary Fats: Good or Bad?

Many Americans are confused about the

various types of fats. For years it was believed that heart-healthy meant a low-fat, low-cholesterol diet. But dietary fats are essential for good health. They supply energy, essential fatty acids, and nutrients and are important for the absorption of fat-soluble vitamins A, D, E, K and carotenoids. Fats are the building blocks of cell membranes and play key roles in many biological functions. Not all fats are created equal, however.

Here is a quick breakdown of the good and bad fats:• Saturated fatty acids, found in animal products like meat and butter,

are widely believed to contribute to the development of coronary heart disease.

• Omega-6 polyunsaturated fat (such as that in safflower, sunflower, and corn oil) is associated with improved lipid profiles as well as improved insulin sensitivity.

• Omega-3 polyunsaturated fatty acids are found in soybean oil, canola oil, walnuts, and flaxseed and also in fatty fish such as salmon, trout, herring, mackerel, and sardines. According to the American Heart Association, consuming two fish meals per week is associated with a reduced risk of death from coronary artery disease.

• Trans fats are used in margarines, commercial cooking, and manufacturing processes. They have a long shelf life and are stable during deep frying. Plus, their consistency enhances the palatability of baked goods and sweets. However, trans fats increase unhealthy LDL cholesterol and reduce healthy HDL cholesterol, thus increasing the risk of heart disease.

• Monounsaturated fat, a type of unsaturated fat that remains liquid at room temperature, is found in olive, canola, and peanut oils and in avocados and most nuts. High monounsaturated fatty acid diets lower both LDL cholesterol and triglyceride levels.

The American Heart Association recommends limiting the intake of bad fats to 16 grams of saturated fat and 2 grams of

trans fat/day, if following a 2,000 calorie/day meal plan. Total fat in the diet should come from polyunsaturated

and monounsaturated sources.

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For the solution to the crossword puzzle, go to www.atitesting.com.

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Assessment Technologies Institute®, LLC7500 W. 160 St.Stilwell, KS 66085

®

NERVOUS ABOUT NCLEX®

Virtual-ATI™ Works!Have you been introduced to Virtual-ATI™? A year ago, ATI launched this new product to provide a unique solution for NCLEX® preparation. This online program offers students an experienced personal nursing instructor to help them achieve success. More importantly, the program works. To date, more than 3,000 students have participated in the program. Students who have followed their Virtual-ATI™ instructor’s recommendations have passed the NCLEX® at a rate of 99.1%. There is a multitude of ways your program and your students can benefit from using Virtual-ATI™. We can’t wait to add your students’ successes to our results.