Mastering Test-Taking Techniques: Enhancing Your Success Rate

Introduction: Understanding Test-Taking Techniques

A specific test-taking technique is not merely a gimmick; rather, it’s a strategic approach that involves skill and forethought in analyzing test items before selecting an answer. This method aims to provide a structured process of examination and thoughtfulness, ultimately aiding in the selection of the correct answer. Particularly in situations where a question presents four options, the initial chance of selecting the correct answer stands at one out of four, equating to 25 percent. However, as one strategically eliminates distractors, this probability significantly improves. For instance, by removing one distractor, the chance increases to one out of three, or 33.3 percent. With the elimination of two distractors, the odds further rise to one out of two, or 50 percent. Each successful elimination of a distractor dramatically boosts the likelihood of answering the question correctly. Collectively, these strategies form essential components of nursing test-taking techniques.

Strategies for Effective Question Analysis

Before venturing to answer a question, it’s imperative to break it down into its fundamental components. Begin by carefully examining the stem – what is it precisely asking? Paraphrasing the stem can often help in pinpointing its core content. Next, endeavor to answer the question in your own words before delving into the provided options. Frequently, one of the options will closely resemble your initial answer. Subsequently, scrutinize the remaining options to identify the correct answer. By possessing a comprehensive understanding of the information being tested and the ability to apply it, one can adeptly navigate through the options, ultimately arriving at the correct solution.

Exercise Caution: Avoid Hasty Selections

It’s crucial to exercise caution and refrain from hastily selecting an option without careful consideration. While an option may contain accurate information, it may not necessarily be correct if it fails to address the question posed in the stem. Each option warrants equal scrutiny, necessitating thorough evaluation before making a decision.

Consistent Application of Test-Taking Techniques

Consistently apply test-taking techniques to every question encountered. These techniques prove especially invaluable when faced with uncertainty regarding the answer. Each distractor eliminated through strategic analysis enhances the probability of selecting the correct answer. Although many nursing students can narrow down plausible answers to two, it’s essential to recognize that contrary to popular belief, multiple-choice questions in nursing only have one correct answer. Employ every available resource, including effective studying, a positive mindset, and, notably, test-taking techniques, to conquer the challenges posed by multiple-choice question tests.

Accessing Correct Answers and Rationales

Find the correct answers for the sample items featured in this chapter, along with comprehensive rationales for all options provided at the conclusion of the chapter.

Spotting Negative Polarity: Key Word Identification

To effectively navigate questions with negative polarity, it’s crucial to identify keywords within the stem that indicate such linguistic structure. Approach the stem with patience and attentiveness, keeping an eye out for terms like not, except, never, contraindicated, unacceptable, avoid, unrelated, violate, and least. These words serve as indicators of negative polarity, signaling that the question likely pertains to what is false or incorrect.

Understanding Negative-Polarity Stems

While some words with negative polarity are overt, others may not be as conspicuous. A stem framed with negative wording typically prompts you to identify exceptions, pinpoint errors, or recognize nursing interventions that are unacceptable or contraindicated. In instances where all options initially seem correct, it’s advisable to revisit the stem, as you may have overlooked a critical negative word. These words are occasionally emphasized through underlining (not), italics (except), boldface (never), or capitalization (VIOLATE).

Navigating Negative-Polarity Questions

Although many nursing examinations tend to steer clear of questions with negative polarity, it’s advantageous to familiarize yourself with examples of such items for informational purposes. By honing your ability to detect and interpret negative indicators, you’ll bolster your proficiency in effectively addressing questions structured in this manner.

Example Item 7-1: Understanding Medical Asepsis Violations

Consider the following scenario:

Which action violates medical asepsis when the nurse makes an occupied bed?

1. Wearing gloves when changing the linen
2. Returning unused linen to the linen closet
3. Using the old top sheet for the new bottom sheet
4. Tucking clean linen against the frame of the bed

The key term in this stem is “violates,” indicating that the question seeks to identify the option that does not adhere to the correct medical aseptic technique. It’s crucial to understand that if you misinterpret the stem and seek the option that indicates the correct medical aseptic technique, there may be more than one correct answer. In such cases, carefully reassess the stem for words with negative polarity. While the word “violate” in this item may not be explicitly emphasized, it remains essential to exercise caution in identifying the correct answer.

Example Item 7-2: Recognizing Dietary Restrictions

Now consider the following scenario:

A patient is receiving a low-sodium diet. Before discharge, the nurse should teach the patient to avoid:

1. Stewed fruit
2. Luncheon meats
3. Whole-grain cereal
4. Green, leafy vegetables

The key word in this stem is “avoid,” prompting you to select the food that a patient receiving a low-sodium diet should not consume. If you misinterpret the question and seek foods permitted on a low-sodium diet, there may appear to be more than one correct answer. In such instances, revisit the stem for any key negative words that may have been overlooked.

Example Item 7-3: Backrub Best Practices

Now, let’s examine the following scenario:

When rubbing a patient’s back, the nurse should NEVER:

1. Knead the skin
2. Wipe off excess lotion
3. Use continuous strokes
4. Apply pressure over the vertebrae

The key word in this stem is “NEVER,” indicating that the question seeks to identify which option is not an acceptable practice associated with administering a backrub. Failure to recognize the word “NEVER” and instead focusing on what the nurse should do during a back rub may lead to the perception of multiple correct answers. This discrepancy should prompt a reassessment of the stem for any overlooked negative words.

Identifying Priority-Setting Key Words

When approaching a stem, it’s crucial to scrutinize it, paying attention to keywords such as first, initially, best, priority, safest, and most. These words serve to modify the nature of the question being asked. This type of question typically requires you to assign a value to each option and then arrange them in rank order based on their importance.

Prioritizing Responses

If the question specifies what the nurse should do first, the initial action by the nurse, or the best response, it necessitates ranking the options from 1 to 4, with the most desirable option designated as number 1 and the least desirable as number 4. The correct answer corresponds to the option ranked number 1. Should you encounter difficulty in ranking the options, consider eliminating the option you believe to be the most incorrect among all the choices. Subsequently, eliminate the option you perceive as the most incorrect from the remaining three options. At this juncture, you’re left with two options, thereby increasing your chances of selecting the correct answer to 50 percent.

Navigating Ambiguity

In instances where keywords like “most important” are utilized, it’s common for all options to appear appropriate for the given nursing scenario. However, only one option holds the highest priority. When all options seem logically sound, revisit the stem to identify any keywords prompting prioritization. These words are occasionally emphasized through underlining, italics, boldface, or CAPITALIZATION.

Sample Item 7-4: Optimal Skin Protection

Consider the following scenario:

The nurse is assigned to care for a patient who is incontinent of urine and stool. What should the nurse apply to best protect this patient’s skin?

1. An incontinence pad
2. A petroleum jelly
3. Talcum powder
4. Cornstarch

The key term in this stem is “best.” Each option represents a potential intervention for managing incontinence. The stem prompts you to assign value to each option and determine which intervention offers the most effective skin protection compared to the others. Should you encounter difficulty in ranking these options, begin by eliminating the option that appears most incorrect. Although an incontinence pad is commonly used for incontinent patients, it can exacerbate skin breakdown by retaining excreta next to the skin. Therefore, option 1 should be eliminated. Continue eliminating options until you arrive at the correct answer.

Sample Item 7-5: Initial Enema Administration Step

Now consider the following scenario:

What should be the nurse’s first action before administering an enema?

1. Verify the physician’s order.
2. Collect the appropriate equipment.
3. Arrange for the bathroom to be empty.
4. Inform the patient about the procedure.

The key word in this stem is “first.” Each option outlines a step involved in administering an enema. Your task is to determine which option constitutes the initial step among the four presented. Prior to educating the patient, gathering equipment, or administering the enema, knowledge of the type of enema ordered is essential, as it influences subsequent steps. Therefore, if option 1 were different, the correct answer among the presented options would be option 4. It’s important to select the first step of the procedure solely from the options provided.

Sample Item 7-6: Handling Short-Term Memory Loss

Now, let’s review the following scenario:

A patient has significant short-term memory loss and does not remember the primary nurse from day to day. When the patient asks, “Who are you?” what is the most appropriate response?

1. “You know me. I take care of you every day.”
2. “Don’t worry. I’m the same nurse you had yesterday.”
3. Say nothing because it probably will upset the patient.
4. State your name and say, “I am the nurse caring for you.”

The keywords in this stem are “most appropriate.” Each option represents a potential response by the nurse. Your task is to select the most suitable response from the provided options. While you may have personal preferences or alternative responses in mind, you must choose from the options presented. Despite the absence of highlighted terms such as “most appropriate,” diligence in reading the stem remains imperative.

Answering a test question that requires establishing a priority, indicated by terms like “most important,” “best,” “initial,” and “first,” demands the application of clinical judgment. This process entails employing perceptual, inferential, and/or diagnostic judgment to arrive at the correct answer based on the provided data and options. To succeed in this task, one must draw upon their knowledge of theory, concepts, principles, and nursing standards of practice. A student with a solid foundation of knowledge and critical thinking skills is better equipped to arrive at the correct answer. For further insights into making clinical decisions and understanding various types of clinical judgments, refer to Chapter 2, “Critical Thinking,” particularly the section titled “Clinical Judgments.”

A helpful strategy for addressing priority questions is to reference fundamental nursing theories that underpin the profession. Theories such as Maslow’s Hierarchy of Needs, The Nursing Process, Kübler-Ross’s Theory of Death and Dying, and others provide clear frameworks that serve as the basis of nursing practice. When tackling test questions, keep in mind that:

• Physiological needs generally take precedence over higher-level needs.
• Initial responses to loss or anticipated loss typically involve disbelief and denial.
• Meeting patient needs takes precedence over other tasks.
• Patient readiness to learn must be assessed before implementing a teaching program.
• Evaluation of a patient’s emotional status is integral to the initial step of the nursing process.
• Effective communication with patients necessitates the use of nonthreatening interviewing techniques.
• Care must be delivered in a nonjudgmental manner.
• Maintaining a patient’s airway and ensuring their safety are always priorities.
• A comprehensive assessment must precede other steps in the nursing process.

Choosing which theory or principle to apply in a given scenario requires practice. Start by identifying the situation and determining the appropriate course of action. Then, select the theory or principle that best aligns with the scenario presented in the question and the options provided. Practice questions that involve setting priorities, found in Chapter 11, can help solidify your understanding. Look for the statement “Identify the word in the stem that sets a priority” in the TEST-TAKING TIP after the question to identify priority questions. This practice will aid in developing proficiency in determining the nurse’s initial actions in various clinical scenarios presented in practice questions.

Identifying Clues in the Stem

Typically, the stem is concise and contains only essential information. Therefore, a word or phrase in the stem may serve as a clue for selecting the correct answer. A clue can be intentional or unintentional and often relates to another word or phrase in the stem. Sometimes, a word or phrase in the stem may be significant due to its similarity or paraphrase of a word or phrase in the correct answer. Occasionally, a word or phrase in the stem may be identical to one in the correct answer, termed a clang association. While every word in the stem holds importance, some may carry more significance than others. Critical thinking is essential for identifying important words and analyzing their significance in relation to the stem and options provided.

Sample Item 7-7: Addressing Physiological Needs

Consider the following scenario:

To meet a patient’s basic physiologic needs according to Maslow’s Hierarchy of Needs, what should the nurse do?

1. Pull the curtain when the patient is on a bedpan.
2. Maintain the patient in functional alignment.
3. Respond to the call light immediately.
4. Raise both side rails on the bed.

An important word in the stem is “physiologic,” intentionally limiting consideration to one aspect of Maslow’s theory.

Sample Item 7-8: Supporting Self-Esteem

Now, let’s examine the following scenario:

What should the nurse do to help meet a patient’s self-esteem needs?

1. Encourage the patient to perform self-care when able.
2. Suggest that the family visit the patient more often.
3. Anticipate needs before the patient requests help.
4. Assist the patient with bathing.

An important word in the stem is “self-esteem.” The word “self-esteem” bears similarity to “self-care,” prompting a thoughtful examination of option 1. Options incorporating words similar to those in the stem often prove to be correct. Additionally, the intentional use of the word “self-esteem” in the stem focuses on one aspect of Maslow’s theory, providing two clues for answering the question.

Sample Items 7-9: Meeting Physical Needs

Lastly, let’s consider the following scenario:

What should the nurse do to meet a patient’s basic physical needs?

1. Pull the curtain when providing care.
2. Answer the call bell immediately.
3. Administer physical hygiene
4. Obtain vital signs

An important word in the stem is “physical,” hinting that option 3 is the correct answer. The repetition of the word “physical” in both the stem and option 3 constitutes a clang association. When such associations occur, option 3 often proves to be the correct answer.

Frequently Asked Questions about Nursing Test-Taking Techniques

What are nursing test-taking techniques?

Nursing test-taking techniques are strategies used by students to approach and answer nursing exam questions effectively.

Why are nursing test-taking techniques important?

These techniques help students navigate challenging exams by improving critical thinking and decision-making skills.

What are some common nursing test-taking techniques?

Common techniques include careful reading of questions, identifying keywords, prioritizing options, and eliminating incorrect choices.

How can I improve my nursing test-taking skills?

Practice with review questions, understand rationales, seek feedback, and familiarize yourself with nursing content.

How should I approach prioritization questions on nursing exams?

Prioritize patient safety and physiological needs, use the nursing process, and consider nursing theories like Maslow’s Hierarchy of Needs.

What should I do if I’m unsure about an answer on a nursing exam?

Eliminate obviously incorrect options, use critical thinking, and revisit questions if time allows.

Are there specific tips for managing time during nursing exams?

Pace yourself, allocate time for each question, skip difficult questions, and return to them later if time permits.

Where can I find additional resources to improve my nursing test-taking skills?

Look for review books, online practice questions, tutoring, study groups, review courses, and seek guidance from instructors and peers.