PSYCHIATRIC MENTAL HEALTH NURSING
SUCCESS
NCLEX-STYLE Q&A REVIEW
5TH EDITION
• AUTHOR(S)CATHERINE MELFI
CURTIS; AUDRA BAKER FEGLEY
TEST BANK
1)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: A nursing student encounters a remembering-level
question on an exam. The question asks for the definition of
therapeutic communication. Using a critical thinking strategy,
which step should the student perform first to answer
correctly?
,A. Eliminate implausible definitions based on clinical
experience.
B. Recall and mentally state the textbook definition of
therapeutic communication.
C. Select the longest answer because it's most complete.
D. Choose the option containing a common nursing buzzword
(e.g., "empathy").
Correct answer: B
Rationale — Correct: Recalling the memorized definition
corresponds to the remembering cognitive level; starting with
recall is appropriate and efficient.
Rationale — Incorrect:
A. Eliminating options is useful later but not the first step for
remembering-level items.
C. Length is not a reliable cue and can mislead.
D. Buzzwords may appear in distractors and do not guarantee
correctness.
Teaching point: For remembering questions, retrieve the
definition before analyzing options.
Citation: Curtis, C. M., & Fegley, A. B. (2023). Psychiatric Mental
Health Nursing Success: NCLEX-Style Q&A Review (5th ed.).
2)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: During a practice exam, a student uses retrospective
,reflection after missing a high-yield question. Which reflective
action best embodies retrospective reflection?
A. Ignoring the mistake and moving on to the next topic.
B. Rewriting the question from memory and explaining why
chosen answer was wrong.
C. Re-reading the chapter heading only.
D. Memorizing the correct answer without analyzing the error.
Correct answer: B
Rationale — Correct: Reconstructing the question and
analyzing the reasoning error is core to retrospective reflection
and supports learning from mistakes.
Rationale — Incorrect:
A. Ignoring the mistake prevents learning.
C. Re-reading only the heading lacks depth for reflection.
D. Memorization without analysis risks repeating the error.
Teaching point: Reflective reconstruction of errors promotes
durable learning.
Citation: Curtis & Fegley (2023).
3)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: A student recognizes anxiety before an exam. According
to the chapter, which “Be Positive” strategy most directly
reduces test-taking anxiety and improves critical thinking?
A. Replacing negative self-talk with specific, evidence-based
, affirmations.
B. Telling peers the exam is impossible to lower expectations.
C. Skipping review to avoid burnout.
D. Relying solely on last-minute cramming.
Correct answer: A
Rationale — Correct: Replacing negative self-talk with realistic,
evidence-based affirmations reduces anxiety and supports
focused critical thinking.
Rationale — Incorrect:
B. Catastrophizing with peers increases anxiety.
C. Avoidance prevents preparation and increases stress.
D. Last-minute cramming undermines deep learning and clinical
judgment.
Teaching point: Positive, evidence-based self-talk reduces
anxiety and aids reasoning.
Citation: Curtis & Fegley (2023).
4)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: A nurse uses the R.A.C.E. model (Recognize, Analyze,
Choose, Evaluate) on an NGN-style clinical scenario. After
recognizing cues, what is the next best cognitive action?
A. Immediately choose an intervention without analysis.
B. Analyze the patient data to determine priority problems.
C. Evaluate outcomes before choosing an intervention.
SUCCESS
NCLEX-STYLE Q&A REVIEW
5TH EDITION
• AUTHOR(S)CATHERINE MELFI
CURTIS; AUDRA BAKER FEGLEY
TEST BANK
1)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: A nursing student encounters a remembering-level
question on an exam. The question asks for the definition of
therapeutic communication. Using a critical thinking strategy,
which step should the student perform first to answer
correctly?
,A. Eliminate implausible definitions based on clinical
experience.
B. Recall and mentally state the textbook definition of
therapeutic communication.
C. Select the longest answer because it's most complete.
D. Choose the option containing a common nursing buzzword
(e.g., "empathy").
Correct answer: B
Rationale — Correct: Recalling the memorized definition
corresponds to the remembering cognitive level; starting with
recall is appropriate and efficient.
Rationale — Incorrect:
A. Eliminating options is useful later but not the first step for
remembering-level items.
C. Length is not a reliable cue and can mislead.
D. Buzzwords may appear in distractors and do not guarantee
correctness.
Teaching point: For remembering questions, retrieve the
definition before analyzing options.
Citation: Curtis, C. M., & Fegley, A. B. (2023). Psychiatric Mental
Health Nursing Success: NCLEX-Style Q&A Review (5th ed.).
2)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: During a practice exam, a student uses retrospective
,reflection after missing a high-yield question. Which reflective
action best embodies retrospective reflection?
A. Ignoring the mistake and moving on to the next topic.
B. Rewriting the question from memory and explaining why
chosen answer was wrong.
C. Re-reading the chapter heading only.
D. Memorizing the correct answer without analyzing the error.
Correct answer: B
Rationale — Correct: Reconstructing the question and
analyzing the reasoning error is core to retrospective reflection
and supports learning from mistakes.
Rationale — Incorrect:
A. Ignoring the mistake prevents learning.
C. Re-reading only the heading lacks depth for reflection.
D. Memorization without analysis risks repeating the error.
Teaching point: Reflective reconstruction of errors promotes
durable learning.
Citation: Curtis & Fegley (2023).
3)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: A student recognizes anxiety before an exam. According
to the chapter, which “Be Positive” strategy most directly
reduces test-taking anxiety and improves critical thinking?
A. Replacing negative self-talk with specific, evidence-based
, affirmations.
B. Telling peers the exam is impossible to lower expectations.
C. Skipping review to avoid burnout.
D. Relying solely on last-minute cramming.
Correct answer: A
Rationale — Correct: Replacing negative self-talk with realistic,
evidence-based affirmations reduces anxiety and supports
focused critical thinking.
Rationale — Incorrect:
B. Catastrophizing with peers increases anxiety.
C. Avoidance prevents preparation and increases stress.
D. Last-minute cramming undermines deep learning and clinical
judgment.
Teaching point: Positive, evidence-based self-talk reduces
anxiety and aids reasoning.
Citation: Curtis & Fegley (2023).
4)
Reference: Ch. 1 — Critical Thinking and Clinical Judgment
Related to Test Taking
Stem: A nurse uses the R.A.C.E. model (Recognize, Analyze,
Choose, Evaluate) on an NGN-style clinical scenario. After
recognizing cues, what is the next best cognitive action?
A. Immediately choose an intervention without analysis.
B. Analyze the patient data to determine priority problems.
C. Evaluate outcomes before choosing an intervention.
