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NURS 2214 Nursing Exam 1 | 2026/2027 | Nursing Fundamentals | Actual Exam Verified Answers with Detailed Rationales | NGN Grade A Guide | Foundations of Nursing & NCLEX-RN® Prep | Downloadable PDF

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INSTANT PDF DOWNLOAD — This is the comprehensive Exam 1 preparation guide for NURS 2214 - Nursing Fundamentals (2026/2027), featuring actual exam verified answers with detailed rationales. Designed for foundational nursing students, this resource consolidates the essential nursing fundamentals concepts required to master the NURS 2214 Exam 1 and achieve a Grade A. The guide is meticulously aligned with Next Generation NCLEX (NGN) standards and current evidence-based nursing practice. This verified resource provides comprehensive coverage of key NURS 2214 Nursing Fundamentals Exam 1 topics, including: Nursing Process (ADPIE—Assessment (collection of subjective/objective data, primary/secondary sources, comprehensive vs focused), Diagnosis (nursing diagnosis (NANDA-I) vs medical diagnosis vs collaborative problem, three-part statement (problem related to etiology as evidenced by defining characteristics)), Planning (SMART goals (Specific, Measurable, Attainable, Realistic, Timely), short-term vs long-term, priority setting (Maslow's hierarchy, ABCs, safety, acute vs chronic, actual vs potential, urgent vs non-urgent)), Implementation (direct care (ADLs, IADLs, physical care, therapeutic communication, counseling, teaching, advocacy), indirect care (collaboration, delegation, supervision, documentation), nursing interventions (independent, dependent, collaborative)), Evaluation (goal achievement (met, partially met, not met), documentation of outcomes, revision of plan, nursing-sensitive indicators)); Clinical Judgment (Tanner's Clinical Judgment Model (noticing, interpreting, responding, reflecting), NCSBN Clinical Judgment Measurement Model (CJMM)—recognize cues, analyze cues, prioritize hypotheses, generate solutions, take action, evaluate outcomes); Critical Thinking (scientific method, problem-solving, decision-making, diagnostic reasoning, clinical inference, reflection, attitudes of critical thinking (confidence, independence, fairness, responsibility, risk-taking, discipline, perseverance, creativity, curiosity, integrity, humility)); Patient Education (domains of learning—cognitive (understanding, knowledge—think), affective (attitudes, beliefs, values—feel), psychomotor (motor skills—do), teaching methods (cognitive: lecture, discussion, printed materials; affective: role-playing, discussion, support groups; psychomotor: demonstration, return demonstration, simulation, practice), factors affecting learning (age/developmental level, motivation, readiness to learn (physical, emotional, experiential, knowledge), active participation, environment, literacy/health literacy, language/cultural barriers, learning disabilities, sensory deficits, timing/repetition), teach-back method (ask patient to explain in own words, demonstrate, most effective for confirming understanding), health literacy (plain language, avoid jargon, use visual aids, translate materials, interpreter services), adult learning principles (andragogy—Knowles: need to know, self-concept, prior experience, readiness to learn, orientation to learning (problem-centered), motivation)); Documentation and Informatics (principles of documentation—factual (objective, accurate, precise), complete (no blank spaces), current (timely, chronological), organized (standard format, logical), confidential (HIPAA-compliant, secure), objective (avoid generalizations, vague terms, opinions), legible, no unapproved abbreviations (ISMP List of Error-Prone Abbreviations), late entries (labeled "late entry" with current date/time and reason), correction of errors (single line through error, "error" or "mistaken entry" with initials and date/time, no white-out, no blacking out, no erasing, no obliterating), forms of documentation—source-oriented record, problem-oriented medical record (POMR) (database, problem list, plan of care, progress notes (SOAP/SOAPIE/PIE/DAR)), SOAP format (Subjective (patient's words), Objective (observable data), Assessment (analysis, interpretation), Plan (interventions, education, follow-up)), SOAPIE (Intervention, Evaluation), DAR (Data, Action, Response), PIE (Problem, Intervention, Evaluation), electronic health record (EHR)—benefits (legibility, accessibility, data sharing, decision support, alerts, reminders), challenges (cost, learning curve, privacy/security, downtime), nursing informatics, computerized provider order entry (CPOE), barcode medication administration (BCMA), clinical decision support systems (CDSS), telehealth, patient portals); Legal and Ethical Issues (Nurse Practice Act (defines scope of practice, educational requirements, licensure, grounds for discipline), standards of care (professional standards (ANA Scope and Standards of Practice), institutional policies), negligence (duty, breach of duty, causation, damages), malpractice (professional negligence), Good Samaritan laws (protect healthcare professionals providing emergency care outside employment, no gross negligence, no expectation of compensation), informed consent (nurse's role: witness signature, confirm patient competency and voluntary consent, ensure patient received information from provider, do NOT provide information about procedure beyond nurse's scope), patient's right to refuse treatment (competent adults may refuse any treatment even if life-saving, nurse advocates for patient's autonomous decision, document refusal and education provided, notify provider), confidentiality (HIPAA Privacy Rule—protects PHI (individually identifiable health information), permitted uses without authorization (treatment, payment, healthcare operations (TPO), public health reporting

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NURS 2214 Exam 1 Nursing Fundamentals 2026/2027

Actual Exam Version 1 Verified Answers & Detailed

Rationales NGN Grade A Study Guide




1. A nurse is prioritizing care for four patients. Which framework should the nurse use

to establish the highest priority needs?

A. Maslow's hierarchy of needs

B. ABCs (airway, breathing, circulation)

C. Patient safety

D. Acute versus chronic conditions

Correct Answer: ABCs (airway, breathing, circulation)

Rationale: The ABC framework (airway, breathing, circulation) is the highest priority in

nursing care, followed by Maslow's hierarchy and patient safety.



2. A nurse administers the wrong medication to a patient. This is classified as which

type of medication error?


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A. Failure to treat illness

B. Giving wrong drug

C. Using wrong route

D. Miscalculation of dosage

Correct Answer: Giving wrong drug

Rationale: Types of medication errors include failing to treat illness, giving the wrong

drug, giving medication to the wrong patient, and using the wrong route.



3. A nurse is tired and stressed after working a double shift and miscalculates a

medication dosage. Which factor contributed to this medication error?

A. Knowledge deficit

B. Performance deficit

C. Human factor

D. System failure

Correct Answer: Human factor

Rationale: Human factors contributing to medication errors include knowledge or

performance deficits, miscalculation of dosage, stress, and lack of sleep.




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4. A nurse is preparing medications. Which actions help prevent medication errors?

(Select All That Apply)

A. Prepare medications in a quiet setting

B. Check, check, and recheck medications

C. Use bar code systems

D. Prepare multiple patients' medications at once to save time

Correct Answer: Prepare medications in a quiet setting, Check, check, and recheck

medications, Use bar code systems

Rationale: Medication error prevention strategies include preparing medications in a

quiet setting, performing multiple checks, and using bar code systems. Preparing

multiple patients' medications simultaneously increases error risk.



5. A medication error occurs. What is the nurse's priority action?

A. Complete an incident report

B. Notify the healthcare provider

C. Perform immediate and ongoing assessment of the patient

D. Document the error in the patient's chart

Correct Answer: Perform immediate and ongoing assessment of the patient

Rationale: The priority after a medication error is immediate and ongoing assessment of

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