Ati Critical Thinking Exam Nursing

I took my ATI RN Comprehensive Predictor 2016 I got a score of 79.3%. This score states that I have a 98% of "Predicted Probability of Passing NCLEX-RN® on the First Attempt". I was able to obtain this score by just doing every single ATI practice test that was available. When I did the comprehensive practice ATI's, I noticed that it was focused on Medical-Surgical, Pediatrics, Maternity, Mental Health, Nutrition, Community Nursing, and Leadership/Delegation. So I studied all of the ATI practice test that I could to achieve this score. I chose not to read any of the ATI books. I mainly just did all of the practice test questions, and read ALL of the rationales. A method that helps out is doing the ATI comprehensive practice test and looking at your weak points. If you notice that you are weaker in peds or maternity, then spend extra time reviewing those ATI practice test, and look up certain areas that you do not comprehend. One book that has been my constant go-to is "Illustrated Study Guide for the NCLEX-RN® Exam, 7e (Mosby's Illustrated Study Guide for NCLEX-RN Exam)". I bought this book for $4 plus shipping since it was a little older and used. They have the newer version that I would consider, but I've already spent enough money. This book has a lot of visual pictures that are great to look at for certain disorders, and has great knowledge about any topics for the NCLEX. It's just a great book because it isn't huge like a saunders, and light enough to carry in a back pack and have as a go to book to look up most disorders and see the interventions and assessments. In addition, our school paid for a HURST review 3 weeks prior to taking this test to help jog our memories of the comprehensive information. I like the material and I will utilize it for future nclex studying.

Here is my experience with the ATI RN Comprehensive Predictor 2016. I really felt like I had a lot of Maternity and Pediatric questions compared to other areas. My school discussed this matter with us weeks ago that the newer nclex has increased maternity and pediatric questions. So who knows, but I do feel like I should've studied more maternity after that test. The past cohorts in school had to take this test as a pass or fail, such as obtain a 70% score or higher and you pass. But, previous cohorts have scored lower than 70% and this jeopardized their graduating from the program. So for our cohort, the school changed it's policy and now the test is based on percentage, such as if you get a 70% then you get that amount in points. For example, if you get 65% out of 15 points, then you get 9.75 points. Since this test was no longer a pass or fail test, this decreased the amount of anxiety for me to study. So I correlate my score with this new policy. If the test stayed pass or fail, I feel that I would have implemented more study techniques to get a higher grade. If so, I know I would have gotten higher than a 80% score. If you are under this circumstance such as pass or fail, I would have utilized these other study techniques: I would have studied every single question at then end of each chapter in all of the ATI books, and I would use my previous tips about printing out screen shots and memorizing answers and their rationales. For example, the ATI MEd-Surg has like 100 chapters, I would have completed every single end of chapter question. This would have reinforced more information for me. Thanks for reading this, and I hope this helps out anyone that needs it for these crazy ATI test.

There are five levels of Maslow�s Hierarchy of Needs � physiological, safety and security, love and belonging, self-esteem, and self-actualization. In theory, the highest priority needs are those necessary for survival and make up the foundation of the triangle. While this is usually the case, higher levels of the pyramid may compete with those at the foundation depending on the specific client situation.

The nursing process is a problem solving process you can use to diagnose and treat the response of clients to actual and potential alterations in health. The nursing process consists of four or five consecutive steps that include assessment/data collection, analysis (when used by RNs), planning, implementation, and evaluation. The first steps of the nursing process take priority over the latter steps � for example: assessment/data collection takes priority over other steps of the nursing process because you must obtain all necessary data and information before being able to make a decision regarding what nursing action is appropriate to take.

Assessment of a client's airway, breathing, and circulation, in that order, is the priority in regard to how the initial assessment of a client should be done. This practice is often referred to assessing a client's �ABCs�. Since airway, breathing, and circulation are critical for survival, an alteration in one of these areas could indicate a threat to life or a need for resuscitation.

The safety and risk reduction priority-setting framework assigns priority to the factor or situation that poses the greatest safety risk to the client. It also assigns priority to the factor or situation that poses the greatest risk to the client's physical and or psychological well-being. When a client is facing several risks, the one that poses the greatest threat to the client as compared to the other risks is the one that is deemed the highest priority.

The least restrictive, least invasive priority-setting framework assigns priority to nursing interventions that are least restrictive and least invasive to the client. The least restrictive priority-setting framework is used when caring for a client who is exhibiting behaviors that could result in harm to either the client or the client's caregivers, or an intervention that will compromise the natural barriers between the client and the environment that is being considered. When selecting an intervention using this framework, however, you must also ensure that the nursing intervention selected will not put the client at risk for harm or injury.

Survival potential is based on the chance a client has for survival during a mass casualty event when resources are limited. Appropriate use of human and physical resources that will save the greatest number of lives is the goal. In order of highest to lowest priority are Class 1/Emergent, Class 2/Urgent, Class 3/Nonurgent, and Class 4/Expectant.

Acute vs. Chronic
In the acute vs chronic alterations in health priority-setting framework, acute needs are usually given priority as they may pose more of a threat to the client. Chronic needs usually develop over a period of time giving the body the opportunity to adjust to the alteration in health. Thus chronic alterations � unless a complication is being experienced � are usually considered to be a lower priority.

Urgent vs. Nonurgent
In the urgent vs nonurgent needs priority-setting framework, urgent needs are usually given priority because they pose more of a threat to the client. Some needs fall into the urgent category because they relate to an intervention that needs to be done within a prescribed time frame. The urgent vs nonurgent needs priority-setting framework is also applicable when the nurse is caring for a group of clients, and a determination must be made in regard to which client has the most urgent need and should be attended to first.

Unstable vs. Stable
In the unstable vs stable client priority-setting framework, unstable clients are given priority because they have needs that pose a threat to the client's survival. Oftentimes, the client need that is life-threatening involves his or her airway, breathing, and/or circulatory status. Clients whose vital signs or laboratory values indicate a client may be at risk for becoming unstable should also be considered a higher priority than clients who are stable.

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