NUR 335 Exam 1 2026/2027 | 80+ Questions & Answers | ADPIE, Health Assessment, Nursing Diagnosis, Prioritization, Care Plans & Interventions

This NUR 335 Exam 1 2026/2027 is a comprehensive 24-page exam-preparation resource containing 80+ questions, answers, definitions and clinical scenarios centered on the nursing process, health assessment, clinical reasoning, nursing diagnoses, priority setting, care planning, interventions and evaluation of patient outcomes. The document follows the complete ADPIE framework—Assessment, Diagnosis, Planning, Implementation and Evaluation—and connects each stage with practical nursing decisions. It also covers subjective and objective data, cues and inferences, interviewing techniques, OLDCARTS, Gordon's Functional Health Patterns, NANDA-I nursing diagnoses, SMART outcomes, Maslow's hierarchy, ABC prioritization, prevention levels, ADLs/IADLs and direct versus indirect nursing care. The uploaded resource identifies the course as NUR 335 but does not specify a university, so no unsupported institution has been added. A central component of the exam is the five-step nursing process (ADPIE). Students review assessment, diagnosis, planning, implementation and evaluation as interconnected stages of systematic nursing care. Assessment is further divided into collection and verification of data and analysis of data. The resource distinguishes five assessment types: comprehensive, focused/problem-based, episodic, shift and screening assessments. A comprehensive assessment includes a detailed history and physical examination, while focused assessment targets a particular health problem, episodic assessment follows a previously treated issue, shift assessment identifies changes from baseline and screening assessment focuses on disease detection. The document provides detailed preparation on assessment data and clinical reasoning. Students distinguish a cue, such as observing a patient guarding the abdomen, from an inference, which represents the nurse's interpretation of collected cues. Subjective data are identified as information reported by the patient, whereas objective data include findings the nurse observes, hears, measures or feels. The resource also explains validation of assessment data as comparing information with another source to establish accuracy before using it for clinical decision-making. Another high-yield section focuses on therapeutic interviewing and nursing health-history collection. Students compare open-ended and closed-ended questions and review techniques such as back-channeling and probing. Open-ended questions allow patients to describe concerns in their own words, while back-channeling uses active-listening prompts to encourage the continuation of the patient's story. The nursing health history incorporates the patient's current wellness, changes in life patterns, sociocultural role and mental and emotional responses to illness. The exam specifically reinforces OLDCARTS symptom assessment: Onset, Location, Duration, Characteristics, Aggravating and Alleviating Factors, Related Symptoms, Treatment and Severity. Pain-assessment scenarios require students to evaluate the nature, location, precipitating factors and severity of discomfort through patient statements, observation, palpation and pain-rating scales. This makes the resource useful for students preparing for scenario questions that require selecting the most appropriate assessment question rather than simply recalling terminology. A substantial portion covers clinical prioritization and determining which patient should be assessed first. Strategies presented include ABCs, Maslow's hierarchy of needs, least restrictive/least invasive care, acute versus chronic conditions, stable versus unstable status and survival potential. Clinical scenarios reinforce these principles by prioritizing patients with respiratory difficulty, hypotension, tachycardia, fever, diaphoresis or restlessness over stable patients with routine needs. For example, the source prioritizes a patient receiving nasal oxygen who experienced breathing difficulty over patients awaiting routine procedures or discharge preparation. The resource provides extensive coverage of Gordon's 11 Functional Health Patterns: health perception-health management, nutritional-metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality-reproductive, coping-stress tolerance and value-belief. Each pattern is linked with the type of assessment data nurses collect, ranging from diet, elimination and activity to cognition, relationships, sexuality, coping, spirituality and personal values. Another major exam area is nursing diagnosis and diagnostic reasoning. The study guide distinguishes problem-focused, risk and health-promotion nursing diagnoses and explains the diagnostic reasoning process of interpreting assessment findings, clustering related data and developing an appropriate diagnosis. Students review data clusters, clinical criteria, diagnostic labels, defining characteristics, etiologies and related factors. The resource identifies the diagnostic label as the NANDA-I-approved description of the patient's response to a health condition. The document also explains how to formulate a three-part problem-focused nursing diagnosis using Problem, Etiology and Symptoms, with symptoms represented through evidence supporting the diagnosis. An example presented is impaired physical mobility related to incisional pain, supported by restricted turning and positioning. In contrast, the source emphasizes that risk diagnoses describe vulnerability to a problem that has not yet occurred and therefore use risk factors rather than defining characteristics for an existing condition. The planning section focuses heavily on goals, expected outcomes and SMART criteria. A goal is presented as a broad statement describing a desired change in the patient's condition, perception or behavior, whereas an expected outcome is a measurable change required to achieve that goal. Students review Specific, Measurable, Attainable, Realistic and Timely (SMART) outcome construction. A respiratory example identifies an appropriate outcome as the patient breathing unlabored at 14–18 breaths per minute by the end of the shift, demonstrating both objective measurement and a defined timeframe. Priority classification is organized into high, intermediate and low priorities. High-priority needs involve emergent threats and ABC concerns, intermediate priorities involve non-life-threatening problems or risks and lower priorities include needs affecting future well-being and long-term health goals. This section links assessment findings and nursing diagnoses directly with care-plan development and helps students understand why not every identified patient problem receives equal priority. The implementation section distinguishes independent, dependent and interdependent nursing interventions. Independent interventions are actions nurses can perform or delegate based on nursing knowledge, skills and scope of practice; dependent interventions require an order from an authorized provider; and interdependent interventions involve collaboration with other healthcare professionals. The source identifies six considerations when choosing an intervention: desired outcomes, characteristics of the nursing diagnosis, research-based knowledge, feasibility, patient acceptability and nurse competency. Students additionally review standing orders, clinical practice guidelines, protocols and Nursing Interventions Classification (NIC). The guide describes clinical practice guidelines as systematically developed statements designed to assist healthcare professionals in making decisions for specific clinical situations. NIC is introduced as standardized language for describing nursing actions. Consultation is presented as occurring most often during the planning stage, although the resource notes that it may occur during other nursing-process phases. Another practical section distinguishes direct and indirect nursing care. Direct care occurs through interaction with patients and includes interventions such as medication administration, IV insertion and counseling. Indirect care is performed away from the patient but on the patient's behalf, including documentation, environmental management, safety and infection control, and interdisciplinary collaboration. The document specifically classifies isolation precautions as an example of indirect care. The exam also differentiates Activities of Daily Living (ADLs) from Instrumental Activities of Daily Living (IADLs). ADLs include basic self-care activities such as eating, bathing, toileting, walking and dressing, while IADLs include more complex activities such as shopping, meal preparation, housekeeping, managing checks and taking medications. Students additionally review primary, secondary and tertiary prevention, including preventive services, interventions for existing health problems and strategies designed to minimize long-term effects and improve quality of life. The final portion emphasizes evaluation and modification of nursing care plans. Students review identifying the desired patient behavior, assessing actual behavior, comparing observed results with established outcome criteria and judging the degree to which expected outcomes were achieved. When goals are met, the source indicates that the relevant care plan can be discontinued; when patient status changes, assessment data, nursing diagnoses, goals, priorities, interventions and evaluation methods should be revised accordingly. Overall, this NUR 335 Exam 1 resource is especially useful for students preparing for questions requiring clinical judgment rather than isolated memorization. It repeatedly asks learners to interpret assessment findings, identify appropriate nursing diagnoses, prioritize unstable patients, write measurable outcomes, select appropriate interventions and evaluate whether nursing care achieved its intended result. Relevant students: NUR 335 students, Fundamentals of Nursing students, Nursing Process students, Health Assessment students, ADN students, BSN students, RN students, pre-licensure nursing students, nursing care-plan students and learners preparing for exams involving clinical judgment, prioritization, assessment, nursing diagnosis and patient outcomes. Academic Reference Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. Fundamentals of Nursing. Elsevier. This is a relevant supporting academic reference for the major concepts represented in the document, particularly the nursing process, assessment, clinical judgment, nursing diagnosis, planning, implementation, evaluation, communication and patient-centered nursing care. The uploaded NUR 335 document does not identify a specific textbook or journal as the source of its questions, so this reference should be treated as supporting literature rather than the confirmed source. 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