,Chapter wise NCLEX-RN® Success Guide:
Saunders 9th Edition with Rationales
Table of Contents
📘 NCLEX-RN® Preparation – Table of Contents
Unit & Chapter Title
UNIT I: NCLEX-RN®
Preparation
Clinical Judgment and the NCLEX-RN®
Chapter 1
Examination
– The Pyramid to Success
– The Examination Process
– Computer Adaptive Testing
– Development of the Test Plan
– The Test Plan
– Types of Questions and Scoring
– Registration and Authorization to
Test
– Changing Your Appointment
,Unit & Chapter Title
– Day of Examination & Testing
Accommodations
– Testing Center & NGN Test Design
– Pass-or-Fail Decisions & Results
– Candidate Performance Report
– Nurse Licensure Compact &
International Nurse
Chapter 2 Self-Efficacy and Profiles to Success
– Pyramid to Success
– Increasing Self-Efficacy
– Developing Control
– Building Confidence
The NCLEX-RN® Examination: A
Chapter 3
Graduate’s Perspective
– NGN Reflections by Madison Drew
Mahon, BSN, RN
Clinical Judgment and Test-Taking
Chapter 4
Strategies
,| UNIT II: Client Needs | |
| Chapter 5 | Client Needs and the NCLEX-RN® Test Plan |
| | – Physiological Integrity |
| | – Safe and Effective Care Environment |
| | – Health Promotion and Maintenance |
| | – Psychosocial Integrity |
| Chapter 6 | Physiological Integrity Practice Questions |
| Chapter 7 | Safe and Effective Care Environment Practice
Questions |
| Chapter 8 | Health Promotion and Maintenance Practice
Questions |
| Chapter 9 | Psychosocial Integrity Practice Questions |
| UNIT III: Integrated Processes | |
| Chapter 10 | Integrated Processes and the NCLEX-RN® Test
Plan |
| | – Caring |
| | – Clinical Judgment |
| | – Communication and Documentation |
| | – Culture and Spirituality |
| | – Nursing Process |
| | – Teaching and Learning |
| Chapter 11 | Integrated Processes Practice Questions |
| | – Caring |
| | – Communication and Documentation |
| | – Culture and Spirituality |
| | – Teaching and Learning |
| | – Nursing Process: Assessment |
,| | – Nursing Process: Analysis |
| | – Nursing Process: Planning |
| | – Nursing Process: Implementation |
| | – Nursing Process: Evaluation |
,Chapter 1: Clinical Judgment and the NCLEX-RN® Examination
(Saunders Q&A Review, 9th Ed., 2025).
Subtopic 1: The Pyramid to Success
(Focus: building blocks of clinical judgment: knowledge,
analysis, application, etc.)
1. A nursing student uses Bloom’s Taxonomy to prepare for the
NCLEX-RN®, beginning with memorization of content, then
moving to application. This reflects which level of the Pyramid
to Success?
A. Synthesis
B. Comprehension
C. Application
D. Evaluation
Answer: B
Rationale: Comprehension involves understanding and
interpreting information, which follows basic recall.
Application (C) is a higher level (using knowledge in new
situations). Synthesis (A) and Evaluation (D) are even
higher-order steps in the pyramid.
2. A new graduate nurse applies pathophysiology concepts to
prioritize care for a client in diabetic ketoacidosis. This step
corresponds to which layer of the Pyramid to Success?
A. Knowledge
B. Analysis
,C. Application
D. Evaluation
Answer: C
Rationale: Application is using learned information
(pathophysiology) in clinical decision-making. Analysis (B)
is breaking information into parts. Evaluation (D) is judging
the value or outcome of decisions. Knowledge (A) is mere
recall.
3. When a nurse critically appraises research to determine its
validity before changing policy, she is operating at which
pyramid level?
A. Knowledge
B. Application
C. Evaluation
D. Analysis
Answer: C
Rationale: Evaluation involves judging the credibility and
applicability of evidence. Analysis (D) is examining
relationships but not judging value. Knowledge (A) and
Application (B) are lower levels.
4. During case study practice for NCLEX, the student
distinguishes relevant from irrelevant data. This skill represents
which tier?
A. Application
B. Analysis
,C. Synthesis
D. Knowledge
Answer: B
Rationale: Analysis is differentiating, organizing, and
attributing significance to information. Synthesis (C) is
combining information to create new understanding.
Application (A) uses information; Knowledge (D) recalls.
5. A student integrates pharmacology, nutrition, and
pathophysiology to develop a care plan. This best exemplifies:
A. Knowledge
B. Comprehension
C. Analysis
D. Synthesis
Answer: D
Rationale: Synthesis is combining multiple concepts into a
coherent whole (a care plan). Analysis (C) breaks concepts
apart; Comprehension (B) is understanding; Knowledge (A)
is recall.
6. A test-taking strategy that involves self-testing with
flashcards targets which foundational pyramid level?
A. Synthesis
B. Knowledge
C. Application
D. Evaluation
Answer: B
, Rationale: Flashcards reinforce recall (Knowledge).
Synthesis (A), Application (C), and Evaluation (D) require
higher-order processing beyond simple recall.
7. Selecting key data from a lengthy client scenario to focus
your response demonstrates mastery of:
A. Comprehension
B. Analysis
C. Knowledge
D. Application
Answer: B
Rationale: Analysis is identifying and prioritizing relevant
information. Comprehension (A) is just understanding;
Application (D) is using information in action.
8. Reflecting on why a particular nursing intervention
succeeded or failed is an example of:
A. Knowledge
B. Comprehension
C. Evaluation
D. Application
Answer: C
Rationale: Evaluation involves reflection and judgment on
outcomes. Application (D) is performing the intervention;
Knowledge (A) and Comprehension (B) are lower levels.
, Subtopic 2: The Examination Process
(Focus: strategies for studying, planning, and reviewing for
NCLEX)
9. A student creates a weekly study schedule, allocates time for
review of each content area, and sets measurable goals. This is
an example of which test-taking principle?
A. Time management
B. Elimination strategy
C. Critical-thinking enhancement
D. CAT preparation
Answer: A
Rationale: Developing and adhering to a study schedule
demonstrates effective time management. Elimination
strategy (B) is for answering questions; CAT preparation
(D) refers to adaptive testing familiarity.
10. During practice exams, a student notes consistent errors in
cardiovascular questions and schedules additional review of
related concepts. This approach best demonstrates:
A. Content mapping
B. Self-assessment
C. Critical-thinking drills
D. Peer collaboration
Answer: B
Rationale: Self-assessment involves identifying personal
strengths/weaknesses and adjusting study focus. Content
Saunders 9th Edition with Rationales
Table of Contents
📘 NCLEX-RN® Preparation – Table of Contents
Unit & Chapter Title
UNIT I: NCLEX-RN®
Preparation
Clinical Judgment and the NCLEX-RN®
Chapter 1
Examination
– The Pyramid to Success
– The Examination Process
– Computer Adaptive Testing
– Development of the Test Plan
– The Test Plan
– Types of Questions and Scoring
– Registration and Authorization to
Test
– Changing Your Appointment
,Unit & Chapter Title
– Day of Examination & Testing
Accommodations
– Testing Center & NGN Test Design
– Pass-or-Fail Decisions & Results
– Candidate Performance Report
– Nurse Licensure Compact &
International Nurse
Chapter 2 Self-Efficacy and Profiles to Success
– Pyramid to Success
– Increasing Self-Efficacy
– Developing Control
– Building Confidence
The NCLEX-RN® Examination: A
Chapter 3
Graduate’s Perspective
– NGN Reflections by Madison Drew
Mahon, BSN, RN
Clinical Judgment and Test-Taking
Chapter 4
Strategies
,| UNIT II: Client Needs | |
| Chapter 5 | Client Needs and the NCLEX-RN® Test Plan |
| | – Physiological Integrity |
| | – Safe and Effective Care Environment |
| | – Health Promotion and Maintenance |
| | – Psychosocial Integrity |
| Chapter 6 | Physiological Integrity Practice Questions |
| Chapter 7 | Safe and Effective Care Environment Practice
Questions |
| Chapter 8 | Health Promotion and Maintenance Practice
Questions |
| Chapter 9 | Psychosocial Integrity Practice Questions |
| UNIT III: Integrated Processes | |
| Chapter 10 | Integrated Processes and the NCLEX-RN® Test
Plan |
| | – Caring |
| | – Clinical Judgment |
| | – Communication and Documentation |
| | – Culture and Spirituality |
| | – Nursing Process |
| | – Teaching and Learning |
| Chapter 11 | Integrated Processes Practice Questions |
| | – Caring |
| | – Communication and Documentation |
| | – Culture and Spirituality |
| | – Teaching and Learning |
| | – Nursing Process: Assessment |
,| | – Nursing Process: Analysis |
| | – Nursing Process: Planning |
| | – Nursing Process: Implementation |
| | – Nursing Process: Evaluation |
,Chapter 1: Clinical Judgment and the NCLEX-RN® Examination
(Saunders Q&A Review, 9th Ed., 2025).
Subtopic 1: The Pyramid to Success
(Focus: building blocks of clinical judgment: knowledge,
analysis, application, etc.)
1. A nursing student uses Bloom’s Taxonomy to prepare for the
NCLEX-RN®, beginning with memorization of content, then
moving to application. This reflects which level of the Pyramid
to Success?
A. Synthesis
B. Comprehension
C. Application
D. Evaluation
Answer: B
Rationale: Comprehension involves understanding and
interpreting information, which follows basic recall.
Application (C) is a higher level (using knowledge in new
situations). Synthesis (A) and Evaluation (D) are even
higher-order steps in the pyramid.
2. A new graduate nurse applies pathophysiology concepts to
prioritize care for a client in diabetic ketoacidosis. This step
corresponds to which layer of the Pyramid to Success?
A. Knowledge
B. Analysis
,C. Application
D. Evaluation
Answer: C
Rationale: Application is using learned information
(pathophysiology) in clinical decision-making. Analysis (B)
is breaking information into parts. Evaluation (D) is judging
the value or outcome of decisions. Knowledge (A) is mere
recall.
3. When a nurse critically appraises research to determine its
validity before changing policy, she is operating at which
pyramid level?
A. Knowledge
B. Application
C. Evaluation
D. Analysis
Answer: C
Rationale: Evaluation involves judging the credibility and
applicability of evidence. Analysis (D) is examining
relationships but not judging value. Knowledge (A) and
Application (B) are lower levels.
4. During case study practice for NCLEX, the student
distinguishes relevant from irrelevant data. This skill represents
which tier?
A. Application
B. Analysis
,C. Synthesis
D. Knowledge
Answer: B
Rationale: Analysis is differentiating, organizing, and
attributing significance to information. Synthesis (C) is
combining information to create new understanding.
Application (A) uses information; Knowledge (D) recalls.
5. A student integrates pharmacology, nutrition, and
pathophysiology to develop a care plan. This best exemplifies:
A. Knowledge
B. Comprehension
C. Analysis
D. Synthesis
Answer: D
Rationale: Synthesis is combining multiple concepts into a
coherent whole (a care plan). Analysis (C) breaks concepts
apart; Comprehension (B) is understanding; Knowledge (A)
is recall.
6. A test-taking strategy that involves self-testing with
flashcards targets which foundational pyramid level?
A. Synthesis
B. Knowledge
C. Application
D. Evaluation
Answer: B
, Rationale: Flashcards reinforce recall (Knowledge).
Synthesis (A), Application (C), and Evaluation (D) require
higher-order processing beyond simple recall.
7. Selecting key data from a lengthy client scenario to focus
your response demonstrates mastery of:
A. Comprehension
B. Analysis
C. Knowledge
D. Application
Answer: B
Rationale: Analysis is identifying and prioritizing relevant
information. Comprehension (A) is just understanding;
Application (D) is using information in action.
8. Reflecting on why a particular nursing intervention
succeeded or failed is an example of:
A. Knowledge
B. Comprehension
C. Evaluation
D. Application
Answer: C
Rationale: Evaluation involves reflection and judgment on
outcomes. Application (D) is performing the intervention;
Knowledge (A) and Comprehension (B) are lower levels.
, Subtopic 2: The Examination Process
(Focus: strategies for studying, planning, and reviewing for
NCLEX)
9. A student creates a weekly study schedule, allocates time for
review of each content area, and sets measurable goals. This is
an example of which test-taking principle?
A. Time management
B. Elimination strategy
C. Critical-thinking enhancement
D. CAT preparation
Answer: A
Rationale: Developing and adhering to a study schedule
demonstrates effective time management. Elimination
strategy (B) is for answering questions; CAT preparation
(D) refers to adaptive testing familiarity.
10. During practice exams, a student notes consistent errors in
cardiovascular questions and schedules additional review of
related concepts. This approach best demonstrates:
A. Content mapping
B. Self-assessment
C. Critical-thinking drills
D. Peer collaboration
Answer: B
Rationale: Self-assessment involves identifying personal
strengths/weaknesses and adjusting study focus. Content
