SAUNDERS COMPREHENSIVE REVIEW
FOR THE NCLEX-PN® EXAMINATION
9TH EDITION
• AUTHOR(S)LINDA ANNE SILVESTRI;
ANGELA SILVESTRI
TEST BANK
1)
Reference: Ch. 1 — The Pyramid to Success — NGN Clinical
Judgment Foundations
Stem: A PN student preparing for the NGN wants to strengthen
clinical judgment skills. According to the Pyramid to Success
framework, which study activity most directly improves the top
(application/analysis) level of clinical judgment?
A. Memorizing drug classifications and side effects.
B. Practicing case-based patient scenarios that require
prioritization.
C. Reading textbook chapters cover-to-cover.
D. Reviewing lists of normal vital sign ranges.
,Correct answer: B
Rationale (correct): Practicing case-based scenarios develops
application and analysis—higher levels of the Pyramid to
Success that mirror NGN expectations for clinical judgment. This
aligns with NGN focus on applying knowledge to patient
situations.
Rationale (incorrect):
A. Memorization supports foundational knowledge but does
not target application/analysis required by the NGN.
C. Reading whole chapters builds knowledge but is passive and
less effective for clinical judgment practice.
D. Reviewing normals is necessary background but does not
train prioritization or decision making.
Teaching point: Case-based practice builds application and
analysis—key NGN skills.
Citation: Silvestri, L. A., & Silvestri, A. (2025). Saunders
Comprehensive Review for the NCLEX-PN® Examination (9th
ed.). Ch. 1.
2)
Reference: Ch. 1 — Clinical Judgment and Next Generation
NCLEX® Items — CJMM Concepts
Stem: During NGN practice, a candidate is given multiple client
cues and asked to identify the priority nursing action. This task
primarily assesses which CJMM cognitive process?
A. Recognizing cues.
,B. Generating solutions.
C. Prioritizing interventions.
D. Hypothesis evaluation.
Correct answer: C
Rationale (correct): Prioritizing interventions is the cognitive
process engaged when selecting the most important immediate
nursing action from given cues—central to NGN item design.
Rationale (incorrect):
A. Recognizing cues is an earlier step; the question asks for
priority action after recognizing cues.
B. Generating solutions is broader and includes options but not
the selection of the priority.
D. Hypothesis evaluation involves testing tentative explanations
and is not the primary task when choosing an immediate
priority.
Teaching point: NGN items commonly test prioritization after
cue recognition.
Citation: Silvestri, L. A., & Silvestri, A. (2025). Saunders
Comprehensive Review for the NCLEX-PN® Examination (9th
ed.). Ch. 1.
3)
Reference: Ch. 1 — Examination Process — Authorization to
Test & Scheduling
Stem: A PN candidate received the Authorization to Test (ATT)
email but notices the available testing dates are all over 90 days
, from the ATT date. What is the candidate’s best next step?
A. Schedule the earliest available date shown — no further
action needed.
B. Contact the regulatory board or testing vendor as instructed
on the ATT to confirm eligibility and scheduling window.
C. Ignore the ATT and reapply later.
D. Attend any testing center walk-in and present the ATT on the
day.
Correct answer: B
Rationale (correct): The ATT contains specific scheduling
instructions and contact information; contacting the
board/testing vendor clarifies eligibility and scheduling
constraints and prevents improper scheduling.
Rationale (incorrect):
A. Scheduling without confirming may violate eligibility
windows or instructions on the ATT.
C. Reapplying is unnecessary and delays testing; better to clarify
first.
D. Testing centers require scheduled appointments; walk-ins are
not accepted.
Teaching point: Follow ATT instructions and contact the testing
entity for scheduling issues.
Citation: Silvestri, L. A., & Silvestri, A. (2025). Saunders
Comprehensive Review for the NCLEX-PN® Examination (9th
ed.). Ch. 1.
FOR THE NCLEX-PN® EXAMINATION
9TH EDITION
• AUTHOR(S)LINDA ANNE SILVESTRI;
ANGELA SILVESTRI
TEST BANK
1)
Reference: Ch. 1 — The Pyramid to Success — NGN Clinical
Judgment Foundations
Stem: A PN student preparing for the NGN wants to strengthen
clinical judgment skills. According to the Pyramid to Success
framework, which study activity most directly improves the top
(application/analysis) level of clinical judgment?
A. Memorizing drug classifications and side effects.
B. Practicing case-based patient scenarios that require
prioritization.
C. Reading textbook chapters cover-to-cover.
D. Reviewing lists of normal vital sign ranges.
,Correct answer: B
Rationale (correct): Practicing case-based scenarios develops
application and analysis—higher levels of the Pyramid to
Success that mirror NGN expectations for clinical judgment. This
aligns with NGN focus on applying knowledge to patient
situations.
Rationale (incorrect):
A. Memorization supports foundational knowledge but does
not target application/analysis required by the NGN.
C. Reading whole chapters builds knowledge but is passive and
less effective for clinical judgment practice.
D. Reviewing normals is necessary background but does not
train prioritization or decision making.
Teaching point: Case-based practice builds application and
analysis—key NGN skills.
Citation: Silvestri, L. A., & Silvestri, A. (2025). Saunders
Comprehensive Review for the NCLEX-PN® Examination (9th
ed.). Ch. 1.
2)
Reference: Ch. 1 — Clinical Judgment and Next Generation
NCLEX® Items — CJMM Concepts
Stem: During NGN practice, a candidate is given multiple client
cues and asked to identify the priority nursing action. This task
primarily assesses which CJMM cognitive process?
A. Recognizing cues.
,B. Generating solutions.
C. Prioritizing interventions.
D. Hypothesis evaluation.
Correct answer: C
Rationale (correct): Prioritizing interventions is the cognitive
process engaged when selecting the most important immediate
nursing action from given cues—central to NGN item design.
Rationale (incorrect):
A. Recognizing cues is an earlier step; the question asks for
priority action after recognizing cues.
B. Generating solutions is broader and includes options but not
the selection of the priority.
D. Hypothesis evaluation involves testing tentative explanations
and is not the primary task when choosing an immediate
priority.
Teaching point: NGN items commonly test prioritization after
cue recognition.
Citation: Silvestri, L. A., & Silvestri, A. (2025). Saunders
Comprehensive Review for the NCLEX-PN® Examination (9th
ed.). Ch. 1.
3)
Reference: Ch. 1 — Examination Process — Authorization to
Test & Scheduling
Stem: A PN candidate received the Authorization to Test (ATT)
email but notices the available testing dates are all over 90 days
, from the ATT date. What is the candidate’s best next step?
A. Schedule the earliest available date shown — no further
action needed.
B. Contact the regulatory board or testing vendor as instructed
on the ATT to confirm eligibility and scheduling window.
C. Ignore the ATT and reapply later.
D. Attend any testing center walk-in and present the ATT on the
day.
Correct answer: B
Rationale (correct): The ATT contains specific scheduling
instructions and contact information; contacting the
board/testing vendor clarifies eligibility and scheduling
constraints and prevents improper scheduling.
Rationale (incorrect):
A. Scheduling without confirming may violate eligibility
windows or instructions on the ATT.
C. Reapplying is unnecessary and delays testing; better to clarify
first.
D. Testing centers require scheduled appointments; walk-ins are
not accepted.
Teaching point: Follow ATT instructions and contact the testing
entity for scheduling issues.
Citation: Silvestri, L. A., & Silvestri, A. (2025). Saunders
Comprehensive Review for the NCLEX-PN® Examination (9th
ed.). Ch. 1.
