NU 155 Final Exam Questions With Correct Answers Graded A+ for Medical-Surgical Nursing I (2026)

NU 155 Final Exam Questions With Correct Answers Graded A+ for Medical-Surgical Nursing I (2026) 1. Caputi Step 1 - ANSWER Recognize cues: collect data, identify relevant/irrelevant information, focus on abnormal findings. 2. Caputi Step 2 - ANSWER Analyze cues: interpret data, identify patterns, link signs/symptoms to possible problems. 3. Caputi Step 3 - ANSWER Prioritize hypotheses: identify the most urgent patient problem using Maslow, ABCs, safety. 4. Caputi Step 4 - ANSWER Generate solutions: create potential interventions based on evidence and safety. 5. Caputi Step 5 - ANSWER Take action: implement the safest, priority intervention. 6. Caputi Step 6 - ANSWER Evaluate outcomes: reassess and determine if the intervention worked. 7. Caputi Step 7 - ANSWER Reflect: learn from the outcome, adjust practice for the future. 8. Noticing - ANSWER Recognizing cues and identifying important data. 9. Interpreting - ANSWER Analyzing cues and making sense of patient information. 10. Prioritizing - ANSWER Selecting the most urgent problem to address first. 11. Generating Solutions - ANSWER Creating possible interventions to solve the patient problem. 12. Taking Action - ANSWER Performing the nursing intervention. 13. Evaluation - ANSWER Determining the effectiveness of the intervention. 14. Reflection - ANSWER Learning from results to improve future judgment. 15. Assessment - ANSWER Collect subjective and objective patient data. 16. Diagnosis - ANSWER Identify actual or potential patient problems based on data. 17. Planning - ANSWER Set measurable outcomes and select interventions. 18. Implementation - ANSWER Perform nursing interventions to reach goals. 19. Autonomy - ANSWER The patient's right to make their own decisions. 20. Beneficence - ANSWER Acting in the patient's best interest; doing good. 21. Non-maleficence - ANSWER Do no harm. 22. Justice - ANSWER Fair and equal treatment for all patients. 23. Fidelity - ANSWER Keeping promises and commitments to patients. 24. Veracity - ANSWER Being truthful with patients. 25. Confidentiality - ANSWER Protecting patient privacy and information. 26. Primary Source - ANSWER Information collected directly from the patient. 27. Secondary Source - ANSWER Information from family, chart, labs, or other providers. 28. Subjective Data - ANSWER Patient's feelings or statements that cannot be measured. 29. Objective Data - ANSWER Measurable or observable patient data. 30. Physical Exam Order - ANSWER Inspection → Palpation → Percussion → Auscultation (abdomen: inspection → auscultation → palpation → percussion). 31. Head-to-Toe - ANSWER A systematic assessment starting from the head and moving down the body. 32. Compare for Symmetry - ANSWER Assessing the right and left sides for differences. 33. Novice - ANSWER No experience; relies on rules and theory. 34. Advanced Beginner - ANSWER Some experience; needs support and guidance. 35. Competent - ANSWER 2-3 years experience; organized and efficient. 36. Proficient - ANSWER Sees the situation as a whole; anticipates needs. 37. Expert - ANSWER Intuitive decision making; advanced skill and judgment. 38. 5 Rights of Delegation - ANSWER Right task, circumstance, person, direction/communication, supervision/evaluation. 39. Can Delegate - ANSWER ADLs, hygiene, stable vital signs, I&O, ambulation, feeding. 40. Cannot Delegate - ANSWER Assessment, teaching, planning, clinical judgment, unstable patients. 41. SBAR - S - ANSWER Situation: what is happening now. 42. SBAR - B - ANSWER Background: relevant patient history and information. 43. SBAR - A - ANSWER Assessment: your assessment findings. 44. SBAR - R - ANSWER Recommendation: what you think should happen next. 45. Nurse Practice Act - ANSWER State law that defines nursing scope of practice and protects the public. 46. Scope of Practice - ANSWER The legal range of nursing duties allowed by state law. 47. Maslow Level 1 - ANSWER Physiological needs: airway, breathing, circulation, food, water. 48. Maslow Level 2 - ANSWER Safety: security, fall prevention, infection control. 49. Maslow Level 3 - ANSWER Love/Belonging: family, relationships, support. 50. Maslow Level 4 - ANSWER Esteem: respect, confidence. 51. Maslow Level 5 - ANSWER Self-actualization: reaching full potential. 52. Barriers to Learning - ANSWER Pain, fatigue, fear, language, culture, sensory deficit, cognitive impairment. 53. What are the 4 stages of Tanner's Model? - ANSWER 1. Noticing 54. 2. Interpreting 55. 3. Responding 56. 4. Reflecting 57. What are the thinking skills for Noticing in Tanner's Model? - ANSWER 1. Identifying signs and symptoms 58. 2. Gathering complete and accurate data 59. 3. Assessing systematically and comprehensively 60. 4. Predicting (and managing) potential complications 61. 5. Identifying assumptions 62. Noticing thinking skill *IDENTIFYING SIGNS AND SYMPTOMS* - ANSWER The ability to recognize that a situation is different, changed, and not of a normal state. Indicates that something is different that expected. 63. Noticing thinking skill *GATHERING COMPLETE AND ACCURATE DATA* - ANSWER Collecting pertinent data from various sources. This data is used as the basis for identifying issues/concerns, solving problems, and making decisions. Must verify that data is complete and accurate. 64. Noticing thinking skill *ASSESSING SYSTEMATICALLY AND COMPREHENSIVELY* - ANSWER An organized manner to collect data to make sure nothing is omitted or forgotten. Examining the whole, piece-by-piece in a thorough manner. 65. Noticing thinking skill *PREDICTING (AND MANAGING) POTENTIAL COMPLICATIONS* - ANSWER Looking at the big picture to consider possible complications for an individual patient. Must know common complications and consider individual differences. In Noticing, you are predicting complications, which means you are identifying possible problems. 66. Noticing thinking skill *IDENTIFYING ASSUMPTIONS* - ANSWER Taking something for granted or hastily arriving at a conclusion without supporting evidence. A misconception. 67. What are the thinking skills for Interpreting in Tanner's model? - ANSWER 1. Clustering related information 68. 2. Recognizing inconsistencies 69. 3. Checking accuracy 70. 4. Separating relevant and irrelevant data 71. 5. Judging how much ambiguity is acceptable 72. 6. Following legal and professional guidelines 73. Interpreting thinking skill *CLUSTERING RELATED INFORMATION* - ANSWER Grouping together information with a common theme. A method of organizing data so that you put related things together in order to better understand the situation. 74. Interpreting thinking skill *RECOGNIZING INCONSISTENCIES* - ANSWER Identifying mismatched data. Seeing if subjective data and objective data support each other. 75. Interpreting thinking skill *CHECKING ACCURACY AND RELIABILITY* - ANSWER Realizing that something doesn't seem quite right and taking action to determine if it is accurate or not. Sounds suspicious and looking further into it. 76. Interpreting thinking skill *DISTINGUISHING RELEVANT FROM IRRELEVANT* - ANSWER Deciding which information is pertinent or connects to the matter at hand. Nurses sort out what information relates to the current problem or situation. 77. Interpreting thinking skill *DETERMINING THE IMPORTANCE OF INFORMATION* - ANSWER Nurses must be about to sort through clinical noise, act on important information, and disregard what's not important. Evaluate information to identify a possible new issue/problem that was not previously identified. Figure out what is new or what has changed. 78. Interpreting thinking skill *COMPARING AND CONTRASTING* - ANSWER Looking at two similar cases, identifying the subtle differences, and acting on them. 79. Interpreting thinking skill *(PREDICTING AND) MANAGING POTENTIAL COMPLICATIONS* - ANSWER Looking at the big picture to consider possible complications for an individual patient. Must know common complications and consider individual differences. In interpreting, you are planning interventions to help manage or reduce the risk of complications. 80. Interpreting thinking skill *JUDGING HOW MUCH AMBIGUITY IS ACCEPTABLE* - ANSWER refers to an unclear, uncertain, or vague situation. How much wiggle room do you have when applying a rule to a particular situation? The nurse looks at a patient situation and assessment data to determine if assessment measures are acceptable for that specific patient. 81. Interpreting thinking skill *USING LEGAL, ETHICAL & PROFESSIONAL GUIDELINES* - ANSWER Nurses must consider legal, ethical, and professional guidelines when providing care. Nurses must work within the legal guidelines of the state's nurse practice act, as well as make judgments based on ethical and professional guidelines. 82. What are the thinking skill(s) for Responding in Tanner's model? - ANSWER 1. Setting priorities and delegating them 83. Responding thinking skill *SETTING PRIORITIES* - ANSWER Comparing and sorting through information; ranking it in order of importance in order to decide what needs to be done first and what can wait 84. Responding thinking skill *DELEGATING* - ANSWER Asking someone else to do part of your job that is not part of their expected job assignment. In nursing, transferring authority to perform nursing duties to a competent UAP. Must determine if person is willing and able to do the task prior to delegating 85. What are the thinking skill(s) for Reflecting in Tanner's model? - ANSWER 1. Evaluating data 86. Reflecting thinking skill *EVALUATING DATA* - ANSWER After actions/interventions have been performed, assessment data is collected again to determine if the interventions were effective. Helps determine if outcomes were acceptable or what further actions are needed 87. *Reflection in action* 88. What is critical thinking? - ANSWER Thinking with a purpose and is a complex process. Essential for providing quality nursing care. 89. Examples of non-focused thinking - ANSWER 1. Habitual thinking 90. 2. Random thoughts 91. 3. Ruminative thinking 92. 4. All-or-none thinking 93. 5. Negative thinking 94. Examples of focused thinking - ANSWER 1. Problem oriented thinking 95. 2. Critical thinking 96. What does critical thinking involve? - ANSWER Recognizing a problem exists or can exist, analyzing info about the problem, evaluating info, and making a conclusion. 97. Factors that influence critical thinking - ANSWER 1. Upbringing and culture 98. 2. Motivation 99. 3. Attitude 100. 4. Effective reading 101. 5. Maturity 102. 6. Problem solving and the nursing process 103. 7. Communication skills 104. 8. Self confidence 105. 9. Moral development 106. 10. Capacity in nursing 107. 11. Collaboration 108. 12. Anxiety 109. 13. Mentors and experience in nursing 110. Bloom's Taxonomy - ANSWER A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: *knowledge, comprehension, application, analysis, synthesis, and evaluation* 111. Bloom's Taxonomy: *Knowledge* - ANSWER Ability to recall and repeat information memorized. Lowest level of learning. 112. Bloom's Taxonomy: *Comprehension* - ANSWER Ability to basically understand the information, recall it, and identify examples. Lowest level of understanding. 113. Bloom's Taxonomy: *Application* - ANSWER Being able to use learned information in new situations. Higher level of understanding. 114. Bloom's Taxonomy: *Analysis* - ANSWER Being able to break down complex information into basic parts and relate those parts to the whole picture. Higher level of application. 115. Types of data - ANSWER Subjective and objective data