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

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<ul><li> Slide 1 </li> <li> Test-Taking Tactics </li> <li> Slide 2 </li> <li> 2 Knowing is not enough; we must apply. -- Goethe </li> <li> Slide 3 </li> <li> Anatomy of a multiple-choice question O Scenario: Background information, objective data or subjective data O Stem: The statement that asks the question O The correct answer O Those pesky incorrect answers 3 </li> <li> Slide 4 </li> <li> Try not to read into the question O Avoid getting into what if territory O Pay attention to only the information in the question O Pay special attention to words that clue you into what the question is asking 4 </li> <li> Slide 5 </li> <li> Test-taking ideas O Decide what the stem asking O Try to answer it in your own words before checking the options O Eliminate the options that dont answer what the stem is specifically asking O Usually you can reduce plausible answers to just two 5 </li> <li> Slide 6 </li> <li> 6 Do not use! </li> <li> Slide 7 </li> <li> 7 </li> <li> Slide 8 </li> <li> AssessmentDiagnosisPlanningImplementationEvaluation 8 </li> <li> Slide 9 </li> <li> Assessment O Words suggesting the question is asking you to focus on assessment: assess, inspect, identify, verify, observe, question, check, determine, notify, inform, stressors, responses, signs and symptoms, verbal and nonverbal, clinical findings, sources, perceptions 9 </li> <li> Slide 10 </li> <li> Diagnosis O Words suggesting the question is asking you to focus on diagnosis: nursing diagnosis, organize, categorize, cluster, reexamine, reflect, interpret, formulate, pattern, problem, significant, statement, contribute, relevant, valid, decision, analyze O Relates to frameworks such as Maslows hierarchy 10 </li> <li> Slide 11 </li> <li> Planning O Words suggesting the question is focused on planning: achieve, desired, plan, effective, desired result, determine, goal, priority, develop, formulate, establish, design, prevent, strategy, select, anticipate, modify, collaborate, arrange, coordinate, expect, outcome 11 </li> <li> Slide 12 </li> <li> Implementation O Words suggesting the question is focused on implementation: dependent, independent, change, assist, counsel, teach, instruct, implement, give, supervise, perform, procedure, treatment, strategy, facilitate, provide, inform, refer, technique, delegate 12 </li> <li> Slide 13 </li> <li> Evaluation Words suggesting the question is focused on evaluation: evaluate, expected, met, desired, compared, succeeded, achieved, failed, modified, reassess, ineffective, response. 13 </li> <li> Slide 14 </li> <li> Pick out negatives or absolutes O Negatives: not, except, never, violate, needs further education, needs more teaching, contraindicated, unacceptable, avoid, unrelated O Or absolutes: just, always, never, all, every, none, only, must 14 </li> <li> Slide 15 </li> <li> Find words that set a priority O These are words that modify whats being asked: O First, initial, best, priority, safest, most, most important, most likely, lost appropriate, immediate, essential, nest, least appropriate, least likely 15 </li> <li> Slide 16 </li> <li> Clues O Opposites O Plausible options O Facts in series O Denying or minimizing patients feelings or concerns or needs 16 </li> <li> Slide 17 </li> <li> Whos the central person? O The central person is the one receiving the care O Other folks in the stem may be there to distract you O To answer, focus on the patient 17 </li> <li> Slide 18 </li> <li> Critical thinking O Identify the key concept O Try not to read into the question O Study the rationales 18 </li> <li> Slide 19 </li> <li> 19 Having a sense of salience being able to recognize what is more or less important in a clinical situation is the beginning point for clinical reasoning within a situation. -- Patricia Benner </li> <li> Slide 20 </li> <li> As Goethe said Knowing is not enough; we must apply. 20 </li> </ul>

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