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Success Begins
Here .....
Hampton University School of Nursing
Education Program
2012-2013
Student Success Booklet for Hampton University Nursing Students
2
The Purpose and Benefit of This Booklet
The purpose of this booklet is to provide you with information that will assist you in being successful in nursing school, thus leading to National Council Licensure Examination for Registered Nurses (NCLEX-RN) success. This resource booklet provides information on forming study groups, managing your time, learning testing strategies, and handling test anxiety, and information on learning styles. It also provides information on our newly adopted testing
solution, HESI! Getting Started To help ensure success, you will want to carve out time to review this booklet. As a starting point, it is suggested that you take the Learning Styles Inventory to determine your learning style. Please know that you must first help yourself before anyone else can.
“You must help
yourself before
anyone else
can.”
3
TABLE OF CONTENTS
Learning Styles 4
Study Groups and Study Tips 10
Time-Management Techniques 15
Exam Preparation and Test-Taking Strategies 18
Recommended University Resources 41
Hampton University Campus Resources 42
Testing Solutions Package (HESI) 44
HUSON Student Success Booklet Acknowledgment of Receipt 46
4
LEARNING STYLES
Are you a Visual, Auditory, or Tactile Learner?
5
LEARNING STYLE INVENTORY
Directions: To better understand how you prefer to learn or process information, place an “X” in the appropriate space after each statement below, and then use the scoring procedures at the end of the inventory to evaluate your responses. Use what you learn from this exercise to develop learning strategies that are best suited to your particular learning style. This 24-item survey is not timed. Respond to each statement as honestly as you can. You may want to share this information with your faculty.
OFTEN 5
SOMETIMES 3
SELDOM 1
1. I can remember best about a subject by listening to a lecture that includes information, explanations, and discussion.
2. I prefer to see information written on a chalkboard and supplemented by visual aids and assigned readings.
3. I like to write things down or take notes for visual review.
4. I prefer to use posters, models, or actual practice and other activities in class.
5. I require explanations and diagrams, graphs, or visual directions.
6. I enjoy working with my hands or making things.
7. I am skillful with and enjoy developing and making graphs and charts.
8. I can tell if sounds match when presented with pairs of sounds.
9. I remember best by writing things down several times.
10. I can easily understand and follow directions on maps.
11. I do better in academic subjects by listening to lectures and tapes.
12. I play with coins or keys in my pockets.
13. I learn to spell better by repeating words out loud than by writing the words down on paper.
14. I can understand a news article better by reading about it in the newspaper than by listening to a report about it on the radio.
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15. I chew gum and eat snacks while studying.
16. I think the best way to remember something is to picture it in my head.
17. I learn the spelling of word by “finger spelling” it.
18. I would rather listen to a good lecture or speech than read about the same material in a textbook.
19. I am good at working and solving jigsaw puzzles and mazes.
20. I grip objects in my hands during learning periods.
21. I prefer listening to the news on the radio rather than reading about it in the newspaper.
22. I prefer obtaining information about an interesting subject by reading about it.
23. I feel very comfortable touching others, such as giving a pat on the shoulder, hugging, or shaking hands.
24. I follow oral directions better than written ones.
Scoring Procedures Directions: Place the point value on the line next to corresponding item. Add the points in each column to obtain the preference score under each heading.
OFTEN = 5 points SOMETIMES = 3 points SELDOM = 1 point
VISUAL
Question Points
2
3
7
10
14
16
19
22
VPS =
VPS = Visual Preference Score APS = Auditory Preference Score TPS = Tactile Preference Score
AUDITORY
Question Points
2
3
7
10
14
16
19
22
APS =
TACTILE
Question Points
2
3
7
10
14
16
19
22
TPS =
7
Learning Styles General Suggestions for All Students
Preparation for Class:
1. Read the class objectives, required readings, and assignments. 2. Pay special attention to the tables and diagrams in the chapters of the textbooks. 3. View the required videos or finish any other required activities. 4. Skim through the class PowerPoint presentation, if available. 5. Get a good night’s sleep or take a short nap prior to coming to class.
During Class:
1. Attend class regularly. 2. Sit in an area of the classroom that feels comfortable, is well lit, and within hearing
distance of the instructor. 3. Stay focused during class. 4. Bring a light snack or beverage to class. 5. Ask questions if you are uncertain about class material. 6. Take notes.
After Class:
1. Review your notes within 24 to 48 hours of the class. 2. Read the required readings again and highlight important areas. 3. Review your notes. 4. Make flash cards to help reinforce key points, drugs, and vocabulary words. 5. Create mnemonic devices as an aid to remembering information. 6. Complete any required homework activities. 7. Make use of any Internet resources or recommended software.
Suggestions for Students Who Are Visual Learners
If you qualify as a visual learner, you prefer using images, pictures, colors, and maps to organize information and communicate with others. You can easily visualize objects, plans, and outcomes in your mind's eye. You also have a good spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely get lost. When you walk out of an elevator, you instinctively know which way to turn. The whiteboard is a best friend (or would be if you had access to one). You love drawing, scribbling, and doodling, especially with colors. You typically have a good dress sense and color balance (although not always!). Learning Techniques
If you are a visual learner, use images, pictures, color, and other visual media to help you learn. Incorporate as much imagery as possible into your visualizations.
You may find that visualization comes easily to you. This also means that you may have to make your visualizations stand out more to make sure that new material is obvious among all of the other visual images you have floating around inside your head.
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Use color, layout, and spatial organization in your associations, and use many “visual words” in your assertions. Examples include “see, picture, perspective, visual, and map.”
Use mind maps. Use color and pictures in place of text wherever possible. If you don't use the computer, make sure you have at least four different color pens.
Systems diagrams can help you visualize the links between parts of a system, for example, major engine parts or the principle of sailing in equilibrium. Replace words with pictures, and use color to highlight major and minor links.
The visual journey or story technique helps you memorize content that isn't easy to “see.” The visual story approach for memorizing procedures is a good example of this.
Peg words and events come easily to you; however, you need to spend some time learning at least the first 10 peg words. Afterwards, your ability to visualize helps you peg content quickly.
Suggestions for Students Who Are Auditory Learners
Preparation for Class:
1. Read the class objectives, required readings, and assignments out loud. 2. View the required videos or finish any other required activity. 3. Skim through the class PowerPoint presentation, if available. 4. Get a good night’s sleep or take a short nap prior to coming to class.
During Class:
1. Tape record lectures with the instructor’s permission. 2. Note changes in the instructor’s voice that may may indicate important points. 3. Use a colored highlighter and highlight material that the instructor may indicate is
important. 4. Participate in class discussions and small group activities.
After Class:
1. Read lecture notes out loud within 24 to 48 hours of attending a class. 2. Listen to the recorded tape of the class and compare lecture notes to the important
concepts in the recorded lecture. 3. Re-read the textbook out loud. 4. After reading or reviewing a difficult concept, summarize the ideas out loud in your own
words. 5. Form a small study group to review class material. 6. Create mnemonic devices and regularly rehearse out loud. 7. Make flash cards to help reinforce key points, drugs, and vocabulary words and read
them out loud frequently. 8. Take advantage of opportunities to make presentations and oral reports.
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Suggestions for Students Who Are Tactile Learners Preparation for Class:
1. Read the class objectives, required readings, and assignments out loud. 2. View the required videos or finish any other required activity. 3. Skim through the class PowerPoint presentation, if available. 4. Get a good night’s sleep or take a short nap prior to coming to class.
During Class:
1. Take detailed notes. 2. Use a colored highlighter and highlight material that the instructor may indicate is
important. 3. Use concepts maps or diagrams to explain complex topics. 4. Participate in hands-on activities in class, whenever possible.
After Class:
1. Read lecture notes out loud within 24 to 48 hours of the class. 2. Re-read the textbook, highlight important points, and outline the readings. 3. Pay particular attention to the diagrams and tables in the textbook. 4. After reading or reviewing a difficult concept in the readings or in the class content,
diagram the information or make a concept map. 5. Create mnemonic devices and regularly rehearse out loud. 6. Make flash cards to help reinforce key points, drugs, and vocabulary word and read
them frequently. 7. Take advantage of games and electronic media to reinforce class content. 8. Form a small study group to review class material.
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STUDY GROUPS
AND
STUDY TIPS
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WHY FORM STUDY GROUPS?
A Study Group Improves:
Teamwork
Reinforcement through teaching others
Clarification of information
Sharing of information
A body of knowledge
Multi-ethnic relationships
Students’ satisfaction with the course
Student achievement
Critical thinking skills
Social skills
Self-esteem
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OPERATING ASSUMPTIONS FOR AN INDIVIDUAL IN A GROUP
The only behavior I can control is my own.
There are many right ways to do most things.
The only way I can lose my personal power is to give it away.
As part of this group, I must constantly be aware that everything I do or do not do will
have some impact on the group.
My operating pace and style may not be the best for someone else.
My goals can only be reached if all my group members reach theirs.
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GENERAL GUIDELINES FOR STUDY CIRCLES
1. Find people with whom you believe you can work.
2. Form a group of five or six people.
3. Assign a representative.
4. Establish rules and penalties, such as if someone does not come prepared….
5. Plan to meet for 1 – 1 ½ hours each week.
6. Determine what will be discussed (i.e., videotape, content, lecture notes, or
textbook readings).
7. Decide if you will change the group representative at mid-term.
8. Try to meet in the library, once each week.
9. Make a list of tasks and decide who will do what and when.
10. Distribute telephone numbers and best times to call.
11. Keep attendance. If a member is unable to attend, the member must notify the
group representative or another team member.
12. Decide how many times a person may be late or absent before getting “kicked out.”
13. It is best if you review and study the content by yourself before you participate in a
study group.
14. REMEMBER THIS IS NOT A TUTORING SESSION AND EVERY MEMBER MUST
PARTICIPATE.
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STUDY TIPS From Teacher to Student
Successful students aren’t “just smart.” They use a variety of approaches to learn new
information effectively. Try using the following list of study tips. These tips will help you
succeed in the nursing curriculum.
1. Attend class regularly.
2. Prepare daily (even on weekends). To be successful, you must prepare before the class.
3. Take detailed notes: Try paraphrasing. (Do not try to copy all that is on the Power Point
presentation). Take copious notes on what was discussed, what you learned from the
videos, etc. Leave room to add information from other sources.
4. Read the book: Especially read the required readings. Highlight important points in your
book. I suggest reading the book three times! Scan it once briefly before the topic is
discussed in class so that you know a little bit about the topic. Read it in detail after the
topic is discussed in class and highlight all important pages. Before the exam, reread the
highlighted portions of the text or PowerPoint presentation.
5. Use flash cards: List a key word on the front and write a definition or explain a process
or concept on the back. Flash cards are great study guides at test preparation time!
6. Allow ample time to study: Cramming the night before an exam does not work in
nursing. You will need this information later. For each hour spent in class, it is usually
necessary to spend three hours outside of class in order to make sure you have enough
study time – more if science is difficult for you.
7. See a tutor (free of charge): Tutors are available in the Assessment Center located in the
first floor of the Student Council wing in Armstrong-Slater.
8. Join a study group. Recent studies document the effectiveness of study groups. They
work because you have to explain concepts to someone else. If you do not know it, you
cannot explain it. I recommend meeting once a week to go over notes and to quiz each
other.
Adapted from: Trujillo, A. (2000). Innovation Abstracts (January 2000) 22(1).
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TIME -MANAGEMENT
TECHNIQUES
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Time-Management Techniques
Listed below are some ideas for overcoming procrastination and learning time management. Select the items with the most meaning for you. Remember that different techniques work for different people.
Determine what is the best time of day for you to study.
Examine the time when you are least productive.
Set deadlines for yourself.
Write down your goals (long and short term).
Use watching TV as your reward time.
Have 10-minute breaks every hour.
Break down assignments into small pieces.
Start studying the easiest parts first.
When you become tired or bored, find something fun to do.
Drop non-productive activities.
Learn to say no to interruptions during your study time.
Write down all your assignment due dates on your calendar
Review before and after each class.
Find a quiet place to study.
Study as much as you can at school.
Learn to study smart not hard.
Keep your focus on your objectives and priorities.
Learn to control your unscheduled impulses.
Do not procrastinate.
Build flexibility into your schedule.
See example on the next page.
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Daily Schedule (Make copies as needed)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
6-7 a.m.
7-8 a.m.
8-9 a.m.
9-10 a.m.
10-11 a.m.
11 a.m. -12 noon
12-1 p.m.
1-2 p.m.
2-3 p.m.
3-4 p.m.
4-5 p.m.
5-6 p.m.
6-7 p.m.
7-8 p.m.
8-9 p.m.
9-10 p.m.
10-11p.m.
11 pm - 12 midnight
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EXAM PREPARATION
AND
TEST-TAKING STRATEGIES
19
SOME GENERAL REMARKS ABOUT EXAMS
BEFORE THE EXAM:
1. Reviewing is a big stumbling block, largely because the task looks so large that the
human tendency is to postpone it. This leads to the all-night cram session, which sends
you into the exam with a blurred mind that is filled with a jumble of facts and no sense
of proportion (There is such a thing as sensible cramming: see below). Start reviewing
methodically and fairly early. Make human nature work for you.
a. On reviewing methodically:
Separate review time from work and daily assignments.
Review in short chunks every day, at most two hours at a time. (If you work more
than that, brain fog sets in and you’re wasting time. If you must work more than
that, give yourself a deliberate, unexciting break of 10 to 15 minutes before you
start again. If you’re interested in why this is good advice, read pages 31-36 in How
to Study and Take Exams by Lincoln Pettit.)
Divide the raw material in each class into logical sections and concentrate on one at
a time. Terminology is a good place to start, if you’re weak on it.
Relieve your mind by reviewing your worst subject first. Much of what is called
review is really learning something for the first time, and naturally this will take the
most effort.
Re-review your toughest subject just before the exam—the day before or even the
night before. This is a sensible form of cramming, because it really is a review.
b. On reviewing early:
There is such a thing as reviewing too early, if you have not been thoroughly on top
of the material since the course began. Assuming you are an average student or you
are moderately sure of yourself, begin studying about a week before a major exam.
If you are a weak student and/or there is plenty that you don’t remember, the best
time to start reviewing is about two weeks before a major exam.
Make sure you know certain elementary facts about the exam, such as when it is,
where it is, and what you are expected and/or allowed to bring with you. Then get
to the testing site early with the appropriate materials.
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DURING THE EXAM: 1. Before you start writing:
a. UNDERLINE ALL SIGNIFICANT WORDS IN THE DIRECTIONS.
If you do not clearly understand the directions, ask the proctor.
2. When you begin to work:
a. Tackle the questions in the order that appeals to you most. There is nothing sacred
about the order in which the questions appear. Doing well on a question that you
feel relatively sure of will be reassuring and will free your mind of tension. The act of
writing often unlocks temporarily blocked mental process. When you finish
answering a question, you will probably find the others less formidable. On the
other hand, you may be the type of person who gets the big question off his/her
mind first and saves the easy ones “for dessert.”
b. Keep the point value and time allowance in mind.
This may save you from a very common and panic-producing mistake, such as taking
20 minutes of a 1-hour test to answer five questions, and then finding you have 5
minutes left in which to answer 20 questions. It is impossible to score more points if
you do not answer the questions.
c. Work methodically, forcing yourself, if necessary, to do so. If you tend to rush, slow
down. If you tend to dawdle, pace yourself.
d. Refer to the following pages for test-taking strategies for multiple choice questions.
3. When you are finished:
Check over your entire paper for three purposes:
a. To see if you have left out any questions you meant to tackle later, and to see if you
have followed directions.
b. To catch careless errors.
c. Make sure your Scantron reflects the answers you have chosen.
AFTER THE EXAM:
1. Relax. 2. Use the exam review process to help you focus on important content.
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TEST-TAKING STRATEGIES FOR MULTIPLE CHOICE QUESTIONS
Test questions contain several important elements:
1. The stem which may contain a direct, knowledge-based question or a scenario or case
study;
2. Several distracters that are plausible incorrect answers.
3. The correct or best response to the question.
Step 1: Before selecting an answer, remember to ask the following:
Is there a key word or phrase?
Is the patient’s age or sex stated and is it relevant to the question?
What is the nurse’s priority? What should the nurse do first?
Is the question asking for an action?
Is the question asking about a sign or symptom of a specific disease process?
Is a timeframe given in the stem that is relevant?
Are there words that are repeated in the stem and in the answer choices? Step 2: REMEMBER: Maslow’s Hierarchy of Needs. Air, food, and water (physiologic) Safety Love and belonging Self-esteem Self-actualization Step 3: Follow the nursing process. Assess – Always the first step that is taken by the nurse. Ask yourself, “Is there a nursing action I can take?” If yes, ACT; if not, Call the physician. Step 4: Avoid answers that contain that contain absolute words such as: All Never Every Each Only Nothing Always
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Any None Do remember to look closely at the following words: Usually Sometimes Almost Some Might Commonly Should Few May Seldom Maybe Normally Commonly Occasionally Average Remember, when taking multiple choice questions you should:
1. Read the stem carefully, underlining key words/phrases. 2. Read the stem again. 3. Eliminate obvious incorrect choices.
Step 5: Select the correct answer.
23
TESTING
Test Anxiety
Test-Taking Strategies for Alternate-Item Format Questions
Test-taking Skills
24
TEST ANXIETY
Test Anxiety Test anxiety is the name given to the uneasy or overwhelming feeling experienced by many people as a test approaches. The extent to which people experience test anxiety varies greatly, and the symptoms experienced differ from person to person. Some feel that mild test anxiety is beneficial because the mind is made more alert, and the attention is focused as the body gets ready to do “battle” with difficult material. However, severe test anxiety can be overwhelming, leaving the test taker with a racing heart, sweaty brow, nauseous stomach, and only fragmented thoughts. Test anxiety can occur before a student starts preparing for a test, while studying for a test, and while taking the test. Here are some ways to avoid or lessen anxiety: Preventing Anxiety Regular exercise is very useful in keeping stress levels down. Eating well feeds the body and the mind—complex carbohydrates provide good brain food! Drink plenty of fluids, too. Being organized, knowing what is on the test, and knowing when the test is being given are necessary factors in decreasing anxiety! Preparing well for the test is essential! If you are not prepared, anxiety will be inevitable. You may ask the instructor for assistance in preparation. Coping Strategies “Stop”! “If you notice that you can’t concentrate because your thoughts are bombarding you, think “stop.” Consciously halting the worrying will help you refocus. Visualize Success Visualize or create a picture of being successful. Imagine getting your test back with an “A” on it. If you believe you will fail, you will. Be positive instead. Refocus When your mind wanders from the task at hand, refocus on something potentially unrelated, like your pen/pencil or a poster on the wall. The idea is to calm your mind, which is similar to meditation. Affirm Yourself Talk to yourself in a positive way. Use the following as a mantra or affirmation: I am in control. I am calm. I am doing a good job on this test. I am prepared. I am successful. Deep Breathe When we are stressed, we breathe fast and shallow. You can calm rising anxiety by taking deep breaths—expand the stomach when you inhale. Pay special attention to the air going in and out of your lungs. Breathe slowly to allow for the full relaxation effect.
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Progressive Relaxation Focus your attention on the each muscle group, starting with your feet, and tense and relax each group. Use Guided Imagery Stop what you are doing completely and imagine a different scene. Close your eyes, relax your body physically, and visualize yourself elsewhere. Talk to your Instructor Your instructor may be able to help with a different location, different style of test, or some additional coping techniques. Get Professional Help If things continue to be troublesome, talk with a counselor who can help you work through your issues with tests.
TEST-TAKING STRATEGIES FOR ALTERNATE-ITEM FORMAT QUESTIONS
ALTERNATE-ITEM FORMAT QUESTION TYPES
Fill in-the-blank
Multiple response
Prioritizing (ordered response/drag and drop)
Figure/illustration (hot spots)
Chart/exhibit TEST-TAKING STRATEGIES: FILL-IN-THE-BLANK
Always follow the directions on the computer screen.
Use the erasable noteboard to perform the calculation.
Read the question, set up the formula, and place the data from the question into the formula to solve the problem.
Be alert to the need to perform conversions.
Perform the calculation.
Verify your answer using the on-screen calculator.
Round answer to the nearest tenth or to a whole number if asked to do so.
Place a zero before a decimal point and avoid placing trailing zeroes following the decimal point in the answer.
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FILL-IN-THE-BLANK: SAMPLE QUESTION
A client drank 6 oz of juice and 8 oz of tea for breakfast; 4 oz of water to swallow medications at 9 am and 1 pm; and 8 oz of milk and 8 oz of coffee for lunch. The nurse determines that the client consumed how many milliliters of fluid? Answer: ______________ ml.
Test-Taking Strategy: This fill-on-the-blank question requires that you calculate the total intake. Read the data in the question carefully and note that the client drank 4 oz of water at both 9 am and 1pm. Note that the data in the question are expressed in ounces and you are required to convert ounces to milliliters. Use the erasable noteboard to set up the data and add the total ounces, and verify the amount using the on-screen calculator. Convert the total number of ounces to milliliters, recalling that there are 30 mL in 1 oz. Therefore, 6 oz of juice, 8 oz of tea, 4 oz of water at 9 am, 4 oz of water at 1 pm, 8 oz of milk, and 8 oz of coffee total 38 oz. To convert to milliliters, multiply 38 by 30 to yield 1140 mL. References Harkreader H., & Hogan, M. A. (2004). Fundamentals of nursing: Caring and clinical judgment (2nd ed., p. 575). Philadelphia, PA: Saunders. Kee, J., & Marshall, S. (2004). Clinical calculations with applications to general and specialty areas (5th ed., p. 28). Philadelphia, PA: Saunders.
Positive Event Query: Uses strategic words that ask you to select an option that is correct; for example, the event query may read: Which statement by the client indicates an understanding of the side effects of the prescribed medication? Negative Event Query: Uses strategic words that ask you to select an option that is an incorrect item or statement; for example, the event query may read: Which statement by the client indicates a need for further teaching about the side effects of the prescribed medication? TEST-TAKING STRATEGIES: MULTIPLE RESPONSES
Always read the data carefully in the question.
Determine exactly what the question is asking (subject of the question).
Identify strategic words.
27
Note whether the question contains a positive or a negative event query.
Use nursing knowledge and clinical learning experiences.
Think about the pathophysiology associated with the disorder if a disorder is presented in the question.
Visualize the situation in the question and think about what applies.
Form a mental image of the situation.
A nurse is caring for a client receiving intravenous (IV) therapy who is exhibiting manifestation of circulatory overload. What nursing interventions should the nurse take? Select all that apply.
1 Remove the IV.
2 Monitor vital signs.
3 Notify the physician.
4 Prepare to administer oxygen.
5 Place the client in an upright position.
6 Prepare to administer an antidiuretic hormone.
Test-Taking Strategy: This multiple-response question requires that you select an intervention in the care of a client with circulatory overload, which is the subject of the question. Think about the pathophysiology associated with circulatory overload and recall that it results from excess fluid in the circulatory system; this will assist in determining that a diuretic will be prescribed (not an antidiuretic hormone). Visualizing the situation and forming a mental image of the situation will assist in determining that removing the IV is an incorrect action because an IV access is needed to administer emergency medications. Reference Ignatavicius, D., & Workman, M. (2006). Medical surgical nursing: Critical thinking for collaborative care (5th ed., p. 262). Philadelphia, PA: Saunders.
TEST-TAKING STRATEGIES: PRIORITIZING (ORDERED RESPONSE/DRAG AND DROP)
Use the ABDs: airway, breathing, and circulation. Use Maslow’s hierarchy of needs theory. Use the steps of the nursing process. Look for strategic words Determine whether the question identifies a positive or negative event query. Visualize or form a mental image of the client or clinical event. Use teaching and learning principles.
Remember that:
Hands are always washed before any client contact.
Treatments and procedures are always explained to the client before implementation.
The nurse checks for a signed informed consent before any invasive procedure.
Documenting a client’s condition and response to treatment is done after care and implementation of treatments.
28
Use the ABDs: airway, breathing, and circulation. Use Maslow’s hierarchy of needs theory. Use the steps of the nursing process. Look for strategic words. Determine whether the question identifies a positive or negative event query. Visualize or form a mental image of the client or clinical event. Use teaching and learning principles.
Remember the following:
Hands are always washed before any client contact.
Treatments and procedures are always explained to the client before implementation.
The nurse checks for a signed informed consent before any invasive procedure.
Documenting a client’s condition and response to treatment is done after care and implementation of treatments.
PRIORITIZING (ORDERED RESPONSE/DRAG AND DROP): SAMPLE QUESTION
The nurse is teaching a client how to use a metered-dose inhaler. In order of priority, list the steps and instructions that the nurse should take to teach the client. (Number 1 is the first step and number 6 is the last step.)
Insert the medication canister into the plastic holder.
Determine what the client knows about this type of device.
Shake the inhaler and remove the cap from the mouthpiece.
Hold the breath for a few seconds, remove the mouthpiece, and exhale slowly.
Keep the lips secure around the mouthpiece and inhale and push the top of the canister once.
Breathe out through the mouth, and then place the mouthpiece into the mouth, holding the inhaler upright.
Answer: 2, 1, 3, 6, 5, 4 Test-Taking Strategy: This prioritizing (ordered response) question require you to list in order of priority the actions that you should take in teaching a client how to use a metered-dose inhaler. Two strategies are important to consider when answering this question. First, use teaching and learning principles, recalling that it is important to first determine what the client knows about this medication administration system. Second, visualize the procedure or form a mental image in your mind as to how this medication system would be used; this strategy will direct you to the correct order for its use. Reference Kee, J., & Marshall, S. (2004). Clinical calculations with application to general and specialty areas (5th ed., pp. 69-70). Philadelphia, PA: Saunders.
29
TEST-TAKING STRATEGIES: FIGURE/ILLUSTRATION
Read all the data in the question carefully and focus on the figure or illustration.
Think about what the figure or illustration represents.
Ask yourself, “What is the question asking?”
Focus on the subject of the question.
Look for strategic words.
Determine whether the question identifies a positive or a negative event query.
Use nursing knowledge and clinical learning experiences.
Focus on the question format (fill-in-the-blank, multiple response, prioritizing [ordered response/drag and drop], chart/exhibit), and use the test-taking strategies for answering that type of question.
FIGURE/ILLUSTRATION: SAMPLE QUESTION
Biaxin (clarithromycin) granules oral suspension 250 mg twice daily has been prescribed for a client with pharyngitis. How many milliliters should the nurse prepare to administer one dose? Answer: __________________ mL
Biaxin Granules Clarithromycin for oral suspension 125 mg per 5 mL when reconstituted
Answer: 10 Test-Taking Strategy: This figure/illustration question is in a fill-in-the-black format. In other words, you are required to focus on the figure/illustration of the medication label, perform a calculation to determine the number of milliliters to administer in one dose, and type in the answer. Use nursing knowledge of the formula for medication calculation doses. Perform the calculation on the erasable noteboard, and verify the amount using the on-screen calculator. The formula and calculation are presented below. Formula Desired x mL =mL per dose Available 250 mg x 5 mL = 10 mL 125 mg References Kee, J., & Marshall, S. (2004). Clinical calculations with application to general and specialty areas (5th ed., p. 89). Philadelphia, PA: Saunders. Mosby. (2006). Mosby’s 2006 drug consult for nurses (p. 167). St. Louis, MO: Author.
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TEST-TAKING STRATEGIES: CHART/EXHIBIT
Read all the data in the chart or exhibit.
Avoid “skimming over” the information presented.
Focus on the subject of the question.
Look for strategic words.
Determine whether the question identifies a positive or negative event query.
Reread the data provided and use nursing knowledge and clinical learning experiences to answer correctly.
Identify a relationship between the subject of the question and the data provided.
Note the question format being presented, and use the specific test-taking strategies for that type of question.
Prednisone (Deltasone) is prescribed for a hospitalized client with severe rheumatoid arthritis. Which daily laboratory result should the nurse monitor most closely?
1 Lipase level
2 Chloride level
3 Uric Acid Level
4 Blood glucose level
Diabetes
Diabetes mellitus
Gout
Hypertension
Medications
NPH insulin 16 units subcutaneous daily
Allopurinol (Zyloprim) 100 mg po daily
Atorvastatin ( Lipitor) 10 mg po daily
Metaprolol tartrate (Toprol XL) 50 mg po daily
Ramipril (Altace) 5 mg po daily
Diagnostic Tests
Electrocardiogram: normal
Chest x-ray; normal
Test-Taking Strategy: This chart/exhibit question provides you with a multiple-choice question and data from a client’s medical chart. Read all the data in the question and the client’s chart. Focus on the subject of the question and determine what the question is asking. This question identifies a medication and asks about the laboratory result that needs to be monitored most closely. Use nursing knowledge about the interactions and effects of prednisone to assist in answering. Recalling that this medication may increase the blood glucose level will direct you to the correct option. Also note the relationship of the client’s history of diabetes mellitus and the correct option. Reference Mosby. (2006). Mosby’s 2006 drug consult for nurses (p. 1140). St. Louis, MO: Author.
TEST-TAKING SKILLS
Saxton, D. F., Pelikan, P. K., & Nugent, P. M. (2001). Mosby’s review questions for NCLEX-RN (4th ed.). St. Louis, MO: Mosby. Test-taking skills and techniques are not a substitute for good study habits or an adequate grasp of the content and abilities measured in an examination. Memorization is of little help because few questions require simple recall and most require the use of higher, more complex thought processes. If you have a thorough understanding of the knowledge content measured by an examination, however, good test-taking skills will enhance your overall performance. The question in its entirety is called a test item. The portion of the test item that poses the question or problem is called the stem. Potential answers to the question or problem posed are called options. In well-constructed multiple-choice items, there is only one correct answer among the options supplied; the incorrect options are called distractors. Remember, test questions are meant to measure your nursing knowledge. The items may be easy to read, but the answers to questions are not intended to be readily apparent. The questions draw on your ability to apply nursing knowledge from a variety of sources. Read Questions Carefully Scores on tests are greatly affected by reading ability. In answering a test item, you should begin by carefully reading the stem and then asking yourself the following questions:
What is the question really asking?
Are there any key words?
What information relevant to answering this question is included in the stem?
How would I ask this question in my own words?
How would I answer this question in my own words?
After you have answered these questions, carefully read the options and then ask yourself the following questions:
Is there an option that is similar to my answer?
Is this option the best, most complete answer to the question?
Respond to the question as it is stated, without reading anything into it, or making assumptions about it. Answer the question asked, not the one you would like to answer. For simple recall items, the self-questioning process usually will be completed quickly. For more complex items, the self-questioning process may take longer, but it should assist you in clarifying the item and selecting the best response.
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Identify Key Words Certain key words in the stem, the options, or both should alert you to the need for caution in choosing your answer. Because few things are absolute without exception, avoid selecting answers that include words, such as always, never, all, every, only, must, no, except, and none. Answers containing these key word are rarely correct because they place special limitations and qualifications on potentially correct answers. For example: All of the following are services of the National Kidney Foundation except: 1. Public education programs 2. Research about kidney disease 3. Fund-raising affairs for research activities 4. Identification of potential transplant recipients This stem contains two key words: all and except. They limit the correct answer choice to the one option that does not represent a service of the National Kidney Foundation. When words such as except and not or a phrase such as all but one of the following appears in the stem, the inappropriate option is the correct answer—in this instance, option 4. If the options in an item do not seem to make sense because more than one option is correct, reread the question; you may have missed one of the key words in the stem. Also, be on guard when you see one of the key words in an option; it may limit the context in which such an option would be correct. Pay Attention to Specific Details The well-written multiple-choice question is precisely stated, providing you with only the information needed to make the question or problem clear and specific. Careful reading of details in the stem can provide important clues to the correct option. For example: A male client is told that he will no longer be able to ingest alcohol if he wants to live. To effect a change in his behavior while he is in the hospital, the nurse should attempt to: 1. Help the client set short-term dietary goals 2. Discuss his hopes and dreams for the future 3. Discuss the pathophysiology of the liver with him 4. Withhold approval until he agrees to stop drinking The specific clause to effect a change in his behavior while he is in the hospital is critical. Option 2 is not really related to his alcoholism. Option 3 may be part of educating the alcoholic, but you would not expect a behavioral change observable in the hospital to emerge from this discussion. Option 4 rejects the client as well as his behavior instead of only his behavior. Option 1, the correct answer, could result in an observable behavioral change while the client is hospitalized; for example, he could define ways to achieve short-term goals relating to diet and alcohol while in the hospital.
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Eliminate Clearly Wrong or Incorrect Answers Eliminate clearly incorrect, inappropriate, and unlikely answers to the question asked in the stem. By systematically eliminating distractors that are unlikely in the context of a given question, you increase the probability of selecting the correct answer. Eliminating obvious distractors also allows you more time to focus on the options that appear to be potentially sound answers to the question. For example: The four levels of cognitive ability are: 1. Assessing, analyzing, applying, evaluating 2. Knowledge, analysis, assessing, comprehension 3. Knowledge, comprehension, application, analysis 4. Medical-surgical nursing, obstetric nursing, psychiatric nursing Option 1 contains both cognitive levels and nursing behaviors, thus eliminating it from consideration. Option 4 is clearly inappropriate since the choices are all clinical areas. Both options 2 and 3 contain levels of cognitive ability; however, option 2 includes assessing, which is a nursing behavior. Therefore, option 3 is correct. By reducing the plausible options, you reduce the material to consider and increase the probability of selecting the correct option. Identify Similar Options When an item contains two or more options that are similar in meaning, the successful test taker knows that all are correct, in which case it is a poor question, or that none is correct, which is more likely to be the case. The correct option usually will either include all the similar options or exclude them entirely. For example: When teaching newly diagnosed diabetic clients about their condition, it is important for the nurse to focus on: 1. Dietary modifications 2. Use of sugar substitutes 3. Their present understanding of diabetes 4. Use of diabetic nutritional exchange lists Options 1, 2, and 4 deal only with the diabetic diet, involving no other aspect of diabetic teaching; it is impossible to select the most correct option because each represents equally plausible, though limited, answers to the question. Option 3 is the best choice because it is most complete and allows the other three options to be excluded. As another example: A child’s intelligence is influenced by: 1. A variety of factors 2. Socioeconomic factors 3. Heredity and environment
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4. Environment and experience The most correct answer is option 1. It includes the material covered by the other options, eliminating the need for an impossible choice, since each of the other options is only partially correct. Identify Answer (Option) Components When an answer contains two or more parts, you can reduce the number of potentially correct answers by identifying one part as incorrect. For example: After a cholecystectomy the postoperative diet is usually: 1. High fat, low calorie 2. High fat, low protein 3. Low fat, high calorie 4. Low fat, high protein If you know, for instance, that the diet after a cholecystectomy is usually low or moderate in fat, you can eliminate options 1 and 2 from consideration. If you know that the cholecystectomy client usually is overweight, you can eliminate option 3 from consideration. Therefore, option 4 is correct. Identify Specific Determiners When the options of a test item contain words that are identical or similar to words in the stem, the alert test taker recognizes the similarities as clues about the likely answer to the question. The stem word that clues you to a similar word in the option or that limits potential options is known as a specific determiner. For example: The government agency responsible for administering the nursing practice act in each state is the: 1. Board of regents 2. Board of nursing 3. State nurses’ association 4. State hospital association Options 2 and 3 contain the closely related words nurse and nursing. The word nursing, used both in the stem and in option 2, is a clue to the correct answer.
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Identify Words in the Options That Are Closely Associated With Words in the Stem Be alert to words in the options that may be closely associated with but not identical to a word or words in the stem. For example: When a person develops symptoms of physical illness for which psychogenic factors act as causative agents, the resulting illness is classified as: 1. Dissociative 2. Compensatory 3. Psychophysiologic 4. Reaction formation Option 3 should strike you as a likely answer since it combines physical and psychological factors, like those referred to in the stem. Watch for Grammatical Inconsistencies If one or more of the options are not grammatically consistent with the stem, the alert test taker usually can eliminate these distractors. The correct option must be consistent with the form of the question. If the question demands a response in the singular, plural options usually can be safely eliminated. When the stem is in the form of an incomplete sentence, each option should complete the sentence in a grammatically correct way. For example: Communicating with a male client who is deaf will be facilitated by: 1. Use gestures 2. Speaking loudly 3. Find out if he has a hearing aid 4. Facing the client while speaking Options 1 and 3 do not complete the sentence in a grammatically correct way and can therefore be eliminated. Option 2 would be of no assistance with a deaf client, so option 4 is the correct answer. Be Alert to Relevant Information From Earlier Questions Occasionally, remembering information from one question may provide you with a clue for answering a later question. For example: A client has an intestinal tube inserted for treatment of intestinal obstruction. Intestinal suction can result in excessive loss of: 1. Protein enzymes 2. Energy carbohydrates 3. Water and electrolytes 4. Vitamins and minerals
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If you determined that the correct answer to this question was option 3, it may help you to answer a later question. For example: Critical assessment of a client with intestinal suction should include observation for: 1. Edema 2. Nausea 3. Belching 4. Dehydration The correct answer is option 4. If you knew that excessive loss of water and electrolytes may lead to dehydration, you could have used the clue provided in the earlier question to assist you in answering the later question. Make Educated Guesses When you are unsure about the correct answer to a question, it is better to make an educated guess than not to answer the question. You generally can eliminate one or more of the distracters by using partial knowledge and the methods just listed. The elimination process increases your chances of selecting the correct option from those remaining. Elimination of two distractors on a four-option multiple-choice item increases your probability of selecting the correct answer from 25% to 50%. HOW TO TAKE MULTIPLE CHOICE EXAMINATIONS* You should be familiar with the terminology and structure of the multiple-choice
question. This type of question consists of two parts. The stem is the incomplete sentence or
direct question that states or asks the critical element of the question. The stem is followed by
distractors, which are the four choices that are provided. Only one choice will ever be the
correct answer. It is either the only correct answer or the best answer. Some multiple-choice
examinations have another component, the situation, which is set in a different type style from
the rest of the test. The situation underlies and supplies pertinent information for a group of
questions. You will want to be certain that you are aware of, and understand all of, the
information given in each situation before proceeding to the questions. As the situation
progresses, additional information may be added.
SITUATION Be sure to read the situation carefully. Although it may only provide background
information (e.g., Paul Brooks, RN, is counseling several clients on the psychiatric unit), it may
provide relevant and valuable information about the question that follows it (e.g., Paul Brooks
is a discontented nurse, as evidenced by his attitude. He is counseling several depressed clients
on the psychiatric unit). In the latter example, both the fact that nurse Brooks is discontented
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and the fact that he is counseling depressed clients may influence the correct answer to the
question.
STEM 1. Read it carefully. 2. Do not jump to conclusions. 3. Look for what is asked, not what you think should be asked. 4. Try to identify the critical elements to be tested. 5. Look for key words or terms.
Example:
A new mother on the maternity unit asks the nurse what she should do about the little
whiteheads on her baby’s nose. How should the nurse respond? The key words have
been underlined. The critical element being tested is the nurse’s knowledge that the
tiny white spots on a newborn’s noose are milia (resulting from obstructed sevaceous
glands), which will disappear spontaneously.
DISTRACTORS
1. Try to think of the correct answer before reading the distractors. Incorrect distractors are written to sound plausible.
Example
The nurse should advise the mother to do nothing about the spots because they will disappear spontaneously.
2. Read the distractors to find the correct answer.
Example
A. I will show you how to squeeze them gently. B. It is best to ignore them because they will disappear in a few
weeks. C. The doctor will probably prescribe an antibiotic ointment. D. Carefully rub them with a sterile cotton ball dipped in Phisoderm.
If you know the critical element, B is obviously the best selection.
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3. If you do not know the correct answer, or are not sure, all of the distractors should be considered. The answer can be derived by using problem-solving techniques and the process of elimination. It is better to guess from two possible choices (a 50% probability of selecting the correct answer) than from four possible choices (a 25% probability of selecting the correct answer). Usually, you will have enough basic knowledge to make an educated guess.
Example
Distractors A, C, and D suggest that the little whiteheads are abnormal. With regard to selection A, the nurse should know that newborns have little resistance to infection and that squeezing their nose could result in an overwhelming staphylococcal infection. Thus, distractor A is eliminated. The nurse should also know that the newborn’s skin is thin and delicate. Therefore, rubbing it, however carefully, could cause an irritation or an abrasion. Thus, distractor D is eliminated. Distractor C implies a pathological process that requires medical, not nursing, care. Now you must make the final choice: whether or not the whiteheads are within the norm (and you now have a 50% probability of answering correctly).
4. Use common sense:
Do not read into questions or answers.
Be wary of words such as always, never, all, and none.
Remember: The correct answer may be partially right, but never partially wrong.
Resource:
Silvestri, L. (2005). Saunders strategies for success for the NCLEX-RN examination. Philadelphia: W.B. Saunders.
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MORE TEST-TAKING STRATEGIES
Top Ten
1. Avoid reading into the question
Do not ask “what if” – Assume it is the ideal hospital and focus on the specific patient in the question and not all patients with that condition/diagnosis
Focus on key words
2. Look for key words
Common cue words: early/late, best, first, initial, immediate, most/least likely, most/least appropriate
3. Use guidelines for prioritizing
Maslow’s hierarchy, ABCs, Nursing Process
Common cue words: best, essential, first, highest priority, immediate, most important, next, primary
4. Identify the response format
Ask yourself whether the question is looking for the option that is accurate (true) or the option that is inaccurate (false)
5. Answering communication questions
Select the answer that focuses on the client/significant other’s feelings, concerns, anxiety, fears
6. Eliminate similar options
Options that include the same idea are typically wrong – the correct option is different
7. Eliminate options that contain absolute words
Common cue words that are incorrect: all, always, every, must, none, never, only
8. Look for the umbrella option
If there appear to be several correct options, look for the general statement that encompasses all other correct options
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9. Use guidelines for delegating assignments
Match the client’s needs with the provider’s scope of practice
Noninvasive interventions (skin, grooming, hygiene, bathing, dressing, ambulating, ROM) – nursing assistant
Invasive interventions (dressings, suction, urinary catheterization, non-IV medications) – LPN
Assessment, planning, teaching, supervising, IV meds – RN
10. Guidelines for answering pharmacology questions
Try to relate the patient’s diagnosis to the medication
Identify the medication classification to determine action and side effects – Don’t memorize every side effect for every medication rather class similarities or unusual critical effects
Antacids affect medication absorption
Never open capsules
Never crush enteric coated pills
Never advise patients to take herbals or OTC meds without consulting an MD
Avoid alcohol and smoking w/meds
Don’t administer a med if the order is unclear or the dosage higher than normal
Client should not adjust or d/c med without first consulting an MD
Other general strategies
Read the question carefully – identify stem and key words
Eliminate options you know are incorrect (usually two are obvious)
Identify similarities in options
Remember five rights of medication administration
When asking for assistance, do all nursing management activities first
Delegation – delegate the most stable client to the most qualified person. Do not delegate something if it has specific guidelines
Resource: Silvestri, L. (2005). Saunders strategies for success for the NCLEX-RN examination. Philadelphia: W.B. Saunders.
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RECOMMENDED UNIVERSITY RESOURCES
o Learning Assistance
Center (LAC)
L120 757-727-5611
o Student Support
Services
N200 757-727-5611
o Career Counseling L140 757-727-5331 (for
appointment)
o Personal Counseling L140 757-727-5617 (for
appointment)
o Financial Aid L145 757-727-5332
o Admissions and
Advising
L130 757-727-5328
o Records and
Registration
L125 757-727-5323
o Library and
Teaching/Learning
Services
L260 757-727-5371
o Business Office L135 757-727-5221
o ESL Support HR100 757-727-5098
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HAMPTON UNIVERSITY CAMPUS RESOURCES
HU Student Counseling Center
Student Counseling Centers Academic Advisors assist upper-class level students with selection of major courses of study, course selection, registration, study skills, test-taking challenges, and time management. Mental health professionals provide individual, couples, and group counseling for managing normal developmental crises, stress, and anger; anxiety disorders; depression; and relationship conflicts including family, peers, partners, and faculty. Referrals to clinicians and area hospitals are provided as needed. The Peers That L.I.V.E. Organization (formerly known as the Peer Counselor Organization) provides information and workshops on psychosocial topics of importance to Hampton students. Summer Peer Helpers support Summer Pre-College/Bridge students in their adjustment to college life. In addition, the Counseling Center is responsible for advising upper-class undecided/undeclared majors, including new transfer students and students on academic probation.
Appointments
All services are provided to students, faculty, and staff at Hampton University by appointment except in emergency cases. Appointments are made as either a walk-in or by calling the Student Counseling Center in advance between 8:00 a.m. and 5:00 p.m. Upon setting an appointment, background information will be obtained from person(s) seeking counseling, and an appointment will be scheduled as soon as possible.
Contact
Hampton University Student Counseling Center Armstrong-Slater Building Hampton, Virginia 23668
Phone: 757.727.5617
Academic Counseling: 757.727.5984
Fax: 757-637-2375
E-mail: [email protected]
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Academic Support Service Assessment Center
1st floor, Armstrong-Slater Building
(Student Counseling Center Wing)
Hampton, Virginia 23668
Phone:
757.727.5913
Fax:
757.637.220
E-mail: [email protected]
Academic support is provided through tutorial services, study skills development, and research strategies. The Student Empowerment Series provides guidance to students throughout their educational experience and helps them to establish a foundation to realize future goals.
Tutorial Services
The Assessment Center provides free tutorial services to students in the Harvey Library (5th floor) in the Electronic Classroom and Modern Foreign Language Lab
Students wishing to request tutorial services should complete a Tutor Request Form. The hours for tutorial services are as follows:
Monday – Thursday: 6 pm – 10 pm Saturday: 10 am – 2 pm Sunday: 4 pm – 10 pm
Students looking to become tutors should complete a Tutor Application Form. This form is available in the Assessment Center Office (Wigwam Building 205- A).
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Testing Solution for NCLEX SUCCESS
Introduction:
Hampton University School of Nursing has chosen to utilize HESI (Health Education Systems,
Inc) testing solutions across all courses in the undergraduate program. HESI will replace
ATI. HESI in partnership with Elsevier, healthcare and scientific publisher, (EVOLVE is the
electronic learning solutions for Elsevier brand) will provide continuous preparation for
NCLEX. In particular HESI Exit and Specialty Exams will be used to predict NCLEX success.
We will also use the HESI practice test and Case Studies to enhance your learning
experience. We are assured that HESI is a comprehensive solution that will provide you
with the highest quality preparation for testing and remediation. With this testing
solution, you will have numerous opportunities to practice the types of questions that
you will encounter on the national nursing licensure examination (NCLEX).
Steps to success with HESI:
1. Develop a good foundation of nursing knowledge
2. Learn basic concepts thoroughly
3. Create your Evolve account
a. To create an Evolve account, go to evolve.elsevier.com and click on Student Site.
(If you already have an Evolve student account, you do not have to create
another account. You may have created one previously to access other student
resources published by Elsevier.) Click on the blue highlighted rectangle in upper
left hand corner that says Join Evolve Communities. Follow on-screen directions
to sign up and create your account. Be sure to remember your user id and
password. You will need it for both course access and HESI testing.
4. Self-Enroll in Online Course
a. Please read the following before starting the self enrollment process: You will
receive a thin course guide that contains your access code. Each student has
their own access code. Your instructor will give you a course id for the HESI Case
Study course your cohort is enrolled in. Each entering cohort of students is
enrolled in a separate course and will remain in that course throughout the
program. For example, if you are an entering sophomore in the traditional BS
program, you are in the same course as your fellow sophomores.
b. Go to evolve.elsevier.com and click on student site. Under Quick Links, click on
enroll into a new course. Complete the process by providing a course id,
verifying the course information, and entering your access code. If you have an
Evolve account, login. If you do not have an account, create one. New users will
need to complete requested profile information to proceed. Accept the user
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agreement. You now have access to your online course. Click the Get Started link
to go straight to the course. Otherwise, it will be available to you in your content
list after you login to Evolve on the left side of the page. For additional
assistance, click the Support link, or call Evolve Support at 1.800.401.9962, 24/7
or at http://evolvesupport.elsevier.com
5. Do not lose your access code
6. Make sure your computer has the correct specifications
Workstation Minimum Requirements Workstation: PC or Laptop Operating System: MS Windows CP SP2, Vista, MAC 10.5 Leopard/10.6 Snow Leopard (only iNET Test Taking and iNET Admin) Note: Remediation content may be viewed using a MAC; however your activities will not be tracked appropriately. Processor: See requirements for operating system Memory: See requirements for operating system NIC: 10 Mbps card (recommend 100 Mbps or better) (Wireless is not recommended) Video: 800 x 600 or better Adobe Flashplayer 10.0 (http://get.adobe.com/flashplayer) Port: Access to port 443 for outgoing and incoming traffic ISP: Broadband Connection Software Apps: Windows – Supports IE 7.0 and Firefox 3.5 SP1 [Requires .NET Framework] For test taking security – Microsoft Outlook needs to be closed when running secure browser. MAC – Supports Firefox 3.6 and Safari 5.0 [Does not require .NET Framework] Adobe Acrobat Reader 10.0 or above (If printing/viewing reports)
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HUSON Student Success Booklet
Acknowledgment of Receipt (Signature Page)
NAME _________________________________________ (Please print)
The undersigned acknowledges that he/she has received a copy of the Hampton University
School of Nursing Success Booklet. I understand that this booklet is a resource to help prepare
me for success in the HUSON program, and I agree to utilize documents contained within this
booklet while enrolled in the nursing program.
Student Signature: _________________________________ Date _____________
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VERSION II, FALL 2012 DEBORAH E. JONES, PHD, DEAN
HAMPTON UNIVERSITY
HAMPTON, VIRGINIA 23668
SCHOOL OF NURSING
“Caring for Families Through Generations”
