,NCLEX-RN® Exam Masterclass: HESI 7th
Edition
Table of Contents
Introduction to Test-Taking and the NGN-NCLEX-RN
Test-Taking Strategies
The Next Generation NCLEX-RN (NGN) Examination
Job Analysis Studies
Clinical Judgment Measurement Model (CJMM)
Computer Adaptive Testing (CAT)
General Principles to Remember
Leadership and Management
Leadership and Management Principles
Maintaining a Safe, Effective Work Environment
Legal and Ethical Issues in Nursing
Legal Aspects of Nursing Practice (Review)
Disaster Nursing and Crisis Intervention
Advanced Clinical Concepts
Respiratory Failure (Adults and Children)
Review of Respiratory Failure
Shock and Disseminated Intravascular Coagulation (DIC)
Review of Shock and DIC
Resuscitation and Airway Obstruction Management
Review of Resuscitation
,Fluid and Electrolyte Balance
Determining Acid–Base Disorders
Review of Fluid and Electrolyte Balance
Electrocardiogram Interpretation
Review of ECG
Perioperative Care
Review of Perioperative Nursing
HIV Infection (Adults and Pediatrics)
Review of HIV
Pain Management
Review of Pain
Death, Dying, and Grief
Review of Death and Grief
Medical-Surgical Nursing
Communication
Health Promotion and Disease Prevention
Teaching and Learning in Nursing
Spiritual and Cultural Assessment
Complementary and Alternative Therapies Body System Reviews:
Respiratory System
Renal System
Cardiovascular System
Gastrointestinal System
Endocrine System
Musculoskeletal System
Neurologic System
Hematology and Oncology
,Reproductive System
Burns
Pediatric Nursing
Growth and Development
Pain Assessment and Management
Child Health Promotion (Review) Pediatric Disorders and Reviews:
Respiratory Disorders
Cardiovascular Disorders
Neuromuscular Disorders
Renal Disorders
Gastrointestinal (GI) Disorders
Hematologic Disorders
Metabolic and Endocrine Disorders
Skeletal Disorders
Maternity Nursing
The Menstrual Cycle
Psychosocial Responses to Pregnancy
Prenatal Nutrition
Anatomy & Physiology of Reproduction / Antepartum Care
(Review)
Fetal and Maternal Assessment Techniques
Chorionic Villus Sampling
Amniocentesis
Electronic Fetal Monitoring
Antepartum Complications
Hyperemesis Gravidarum
Molar Pregnancy (Hydatidiform Mole)
,Abruptio Placentae and Placenta Previa
Hypertensive Disorders of Pregnancy
Intrapartum Nursing Care (Review)
Labor and Birth Complications
Normal Postpartum (Puerperium) Care (Review)
Postpartum Complications (Review)
Normal Newborn
Newborn Complications
Preterm Infant
Respiratory Distress Syndrome
Review of Newborn and Substance Use Disorders
Psychiatric Nursing
Safety, Structure, Support, and Self-Management
Therapeutic Modalities
Therapeutic Communication and Treatment (Review)
Common Mental Health Interventions
Brief Psychiatric Interventions
Psychiatric Assessment for Inpatients
Mood Disorders (Review)
Substance Abuse Disorders
Alcohol Withdrawal
Opioid Withdrawal
Gerontologic Nursing
Theories of Aging
Communication in the Older Adult
Gerontologic Nursing (Review)
,Appendices
Common Laboratory Tests
NCLEX Practice Questions (Answer Key)
Index
Let me know if you'd like this in a printable format or broken into
sections for flashcard creation, test prep organization, or study
guides.
,Chapter 1: Introduction to Test-Taking Strategies and the
NGN-NCLEX-RN
A client is taking the NCLEX in a computerized adaptive testing
(CAT) format. Which statement best describes how CAT works?
A. The test presents questions of increasing difficulty until the
candidate answers one incorrectly.
B. The test adapts the difficulty of each question based on the
candidate’s previous answers.
C. The test selects questions randomly from the entire NCLEX test
bank.
D. The test uses only lower‑level cognition questions until the
candidate passes.
Answer: B
Rationale: CAT adapts question difficulty based on prior responses
to estimate ability level. Option A is incorrect—difficulty doesn’t
only increase until one is missed. Option C is wrong—questions
aren’t purely random. Option D is false—NGN includes
higher‑order questions throughout.
Which pillar of the Clinical Judgment Measurement Model
(CJMM) involves recognizing cues in client data?
A. Analyse cues
B. Prioritize hypotheses
C. Generate solutions
D. Take action
Answer: A
Rationale: “Recognize cues” is the first step in CJMM. Prioritizing
hypotheses follows cue recognition (B). Generating solutions (C)
and taking action (D) occur later in the model.
A nurse recalls that one test‑taking tip is the “cover, predict,
,uncover” strategy. What is the first action?
A. Uncover the text to check your prediction.
B. Predict the answer based on headings.
C. Read the question stem thoroughly.
D. Cover the answer choices.
Answer: D
Rationale: First you cover the answer choices to force
recall/prediction. Predicting (B) and then uncovering (A) follow.
Reading the stem (C) occurs before “cover,” but isn’t part of that
mnemonic.
Which feature is unique to the Next Generation NCLEX (NGN)
compared to prior NCLEX versions?
A. Multiple‑response items
B. Drag‑and‑drop ordered response
C. Fill‑in‑the‑blank calculation items
D. Hot‑spot questions requiring selection of areas on an image
Answer: B
Rationale: Ordered‑response (drag‑and‑drop) is new in NGN.
Multiple‑response (A) and calculations (C) existed before.
Hot‑spot (D) was piloted earlier but is not unique to NGN.
During job analysis studies for NCLEX, which group provides data
about entry‑level RN tasks and knowledge?
A. Patient focus groups
B. Recent nursing graduates
C. Nursing educators
D. Practicing registered nurses
Answer: D
Rationale: Practicing RNs report on actual entry‑level practice.
Students/graduates (B) have less practice insight. Educators (C)
and patients (A) do not perform RN tasks.
,In NGN CAT, when is the exam terminated?
A. After the candidate answers 265 questions.
B. When the reliability index shows the candidate’s competency
above the passing standard.
C. After 5 hours of testing.
D. When the candidate correctly answers all easy items.
Answer: B
Rationale: CAT ends when the computer is confident about
pass/fail. It is not strictly question‑ or time‑based (A, C) and
doesn’t terminate for answering only easy items (D).
Which test‑taking strategy reduces the risk of selecting a
distractor?
A. Reading only the stem and options A and B
B. Underlining negatives (e.g., “except,” “not”) in the stem
C. Choosing the longest answer option
D. Eliminating option C automatically
Answer: B
Rationale: Underlining negatives helps focus on what’s being
asked. Reading only some options (A) risks missing the best
answer; option length (C) is unreliable; eliminating C
automatically (D) is unsystematic.
Which component of clinical judgment involves setting goals and
outcomes?
A. Recognize cues
B. Prioritize hypotheses
C. Generate solutions
D. Evaluate outcomes
Answer: D
Rationale: Evaluating outcomes happens after action. Generating
, solutions (C) is planning interventions. Recognizing cues (A) and
prioritizing hypotheses (B) precede planning.
A question stem asks: “Which action should the nurse take
first?” What strategy is most important?
A. Choose the safest option.
B. Identify the nursing action priority (e.g., airway).
C. Select the action requiring the most skill.
D. Pick the option with the fewest steps.
Answer: B
Rationale: Maslow’s/ABCs priority helps determine “first.” Safest
(A) may not be first. Skill complexity (C) and step count (D) are
irrelevant.
Which NGN item type measures Integrated Clinical Experience?
A. Graphic‑option (selecting on an image)
B. Extended multiple‑response
C. Matrix item format
D. Case‑scenario with multiple drop‑and‑drag steps
Answer: D
Rationale: Case scenarios with multi‑step tasks simulate
integrated practice. Graphics (A), extended multiple‑response (B),
and matrix items (C) test discrete skills or knowledge rather than
full clinical flow.
What’s the primary purpose of Job Analysis Studies for NCLEX?
A. To collect demographic data of test‑takers
B. To validate content relevance to actual RN practice
C. To revise state board regulations
D. To rank nursing schools’ performance
Answer: B
Rationale: Job analysis ensures test blueprint reflects real
Edition
Table of Contents
Introduction to Test-Taking and the NGN-NCLEX-RN
Test-Taking Strategies
The Next Generation NCLEX-RN (NGN) Examination
Job Analysis Studies
Clinical Judgment Measurement Model (CJMM)
Computer Adaptive Testing (CAT)
General Principles to Remember
Leadership and Management
Leadership and Management Principles
Maintaining a Safe, Effective Work Environment
Legal and Ethical Issues in Nursing
Legal Aspects of Nursing Practice (Review)
Disaster Nursing and Crisis Intervention
Advanced Clinical Concepts
Respiratory Failure (Adults and Children)
Review of Respiratory Failure
Shock and Disseminated Intravascular Coagulation (DIC)
Review of Shock and DIC
Resuscitation and Airway Obstruction Management
Review of Resuscitation
,Fluid and Electrolyte Balance
Determining Acid–Base Disorders
Review of Fluid and Electrolyte Balance
Electrocardiogram Interpretation
Review of ECG
Perioperative Care
Review of Perioperative Nursing
HIV Infection (Adults and Pediatrics)
Review of HIV
Pain Management
Review of Pain
Death, Dying, and Grief
Review of Death and Grief
Medical-Surgical Nursing
Communication
Health Promotion and Disease Prevention
Teaching and Learning in Nursing
Spiritual and Cultural Assessment
Complementary and Alternative Therapies Body System Reviews:
Respiratory System
Renal System
Cardiovascular System
Gastrointestinal System
Endocrine System
Musculoskeletal System
Neurologic System
Hematology and Oncology
,Reproductive System
Burns
Pediatric Nursing
Growth and Development
Pain Assessment and Management
Child Health Promotion (Review) Pediatric Disorders and Reviews:
Respiratory Disorders
Cardiovascular Disorders
Neuromuscular Disorders
Renal Disorders
Gastrointestinal (GI) Disorders
Hematologic Disorders
Metabolic and Endocrine Disorders
Skeletal Disorders
Maternity Nursing
The Menstrual Cycle
Psychosocial Responses to Pregnancy
Prenatal Nutrition
Anatomy & Physiology of Reproduction / Antepartum Care
(Review)
Fetal and Maternal Assessment Techniques
Chorionic Villus Sampling
Amniocentesis
Electronic Fetal Monitoring
Antepartum Complications
Hyperemesis Gravidarum
Molar Pregnancy (Hydatidiform Mole)
,Abruptio Placentae and Placenta Previa
Hypertensive Disorders of Pregnancy
Intrapartum Nursing Care (Review)
Labor and Birth Complications
Normal Postpartum (Puerperium) Care (Review)
Postpartum Complications (Review)
Normal Newborn
Newborn Complications
Preterm Infant
Respiratory Distress Syndrome
Review of Newborn and Substance Use Disorders
Psychiatric Nursing
Safety, Structure, Support, and Self-Management
Therapeutic Modalities
Therapeutic Communication and Treatment (Review)
Common Mental Health Interventions
Brief Psychiatric Interventions
Psychiatric Assessment for Inpatients
Mood Disorders (Review)
Substance Abuse Disorders
Alcohol Withdrawal
Opioid Withdrawal
Gerontologic Nursing
Theories of Aging
Communication in the Older Adult
Gerontologic Nursing (Review)
,Appendices
Common Laboratory Tests
NCLEX Practice Questions (Answer Key)
Index
Let me know if you'd like this in a printable format or broken into
sections for flashcard creation, test prep organization, or study
guides.
,Chapter 1: Introduction to Test-Taking Strategies and the
NGN-NCLEX-RN
A client is taking the NCLEX in a computerized adaptive testing
(CAT) format. Which statement best describes how CAT works?
A. The test presents questions of increasing difficulty until the
candidate answers one incorrectly.
B. The test adapts the difficulty of each question based on the
candidate’s previous answers.
C. The test selects questions randomly from the entire NCLEX test
bank.
D. The test uses only lower‑level cognition questions until the
candidate passes.
Answer: B
Rationale: CAT adapts question difficulty based on prior responses
to estimate ability level. Option A is incorrect—difficulty doesn’t
only increase until one is missed. Option C is wrong—questions
aren’t purely random. Option D is false—NGN includes
higher‑order questions throughout.
Which pillar of the Clinical Judgment Measurement Model
(CJMM) involves recognizing cues in client data?
A. Analyse cues
B. Prioritize hypotheses
C. Generate solutions
D. Take action
Answer: A
Rationale: “Recognize cues” is the first step in CJMM. Prioritizing
hypotheses follows cue recognition (B). Generating solutions (C)
and taking action (D) occur later in the model.
A nurse recalls that one test‑taking tip is the “cover, predict,
,uncover” strategy. What is the first action?
A. Uncover the text to check your prediction.
B. Predict the answer based on headings.
C. Read the question stem thoroughly.
D. Cover the answer choices.
Answer: D
Rationale: First you cover the answer choices to force
recall/prediction. Predicting (B) and then uncovering (A) follow.
Reading the stem (C) occurs before “cover,” but isn’t part of that
mnemonic.
Which feature is unique to the Next Generation NCLEX (NGN)
compared to prior NCLEX versions?
A. Multiple‑response items
B. Drag‑and‑drop ordered response
C. Fill‑in‑the‑blank calculation items
D. Hot‑spot questions requiring selection of areas on an image
Answer: B
Rationale: Ordered‑response (drag‑and‑drop) is new in NGN.
Multiple‑response (A) and calculations (C) existed before.
Hot‑spot (D) was piloted earlier but is not unique to NGN.
During job analysis studies for NCLEX, which group provides data
about entry‑level RN tasks and knowledge?
A. Patient focus groups
B. Recent nursing graduates
C. Nursing educators
D. Practicing registered nurses
Answer: D
Rationale: Practicing RNs report on actual entry‑level practice.
Students/graduates (B) have less practice insight. Educators (C)
and patients (A) do not perform RN tasks.
,In NGN CAT, when is the exam terminated?
A. After the candidate answers 265 questions.
B. When the reliability index shows the candidate’s competency
above the passing standard.
C. After 5 hours of testing.
D. When the candidate correctly answers all easy items.
Answer: B
Rationale: CAT ends when the computer is confident about
pass/fail. It is not strictly question‑ or time‑based (A, C) and
doesn’t terminate for answering only easy items (D).
Which test‑taking strategy reduces the risk of selecting a
distractor?
A. Reading only the stem and options A and B
B. Underlining negatives (e.g., “except,” “not”) in the stem
C. Choosing the longest answer option
D. Eliminating option C automatically
Answer: B
Rationale: Underlining negatives helps focus on what’s being
asked. Reading only some options (A) risks missing the best
answer; option length (C) is unreliable; eliminating C
automatically (D) is unsystematic.
Which component of clinical judgment involves setting goals and
outcomes?
A. Recognize cues
B. Prioritize hypotheses
C. Generate solutions
D. Evaluate outcomes
Answer: D
Rationale: Evaluating outcomes happens after action. Generating
, solutions (C) is planning interventions. Recognizing cues (A) and
prioritizing hypotheses (B) precede planning.
A question stem asks: “Which action should the nurse take
first?” What strategy is most important?
A. Choose the safest option.
B. Identify the nursing action priority (e.g., airway).
C. Select the action requiring the most skill.
D. Pick the option with the fewest steps.
Answer: B
Rationale: Maslow’s/ABCs priority helps determine “first.” Safest
(A) may not be first. Skill complexity (C) and step count (D) are
irrelevant.
Which NGN item type measures Integrated Clinical Experience?
A. Graphic‑option (selecting on an image)
B. Extended multiple‑response
C. Matrix item format
D. Case‑scenario with multiple drop‑and‑drag steps
Answer: D
Rationale: Case scenarios with multi‑step tasks simulate
integrated practice. Graphics (A), extended multiple‑response (B),
and matrix items (C) test discrete skills or knowledge rather than
full clinical flow.
What’s the primary purpose of Job Analysis Studies for NCLEX?
A. To collect demographic data of test‑takers
B. To validate content relevance to actual RN practice
C. To revise state board regulations
D. To rank nursing schools’ performance
Answer: B
Rationale: Job analysis ensures test blueprint reflects real
