,Preface
Welcome to the Strategies for Student Success on the Next Gen- n Chapter 4, Strategies for Answering NGN Questions:
eration NCLEX® (NGN) Test Items! Analyze Cues, describes the CJ cognitive skill, Analyze
is book is focused on providing you with information Cues, which requires you to connect or link relevant cues
about the Next Generation NCLEX® (NGN) and practice to the clinical scenario, interpret these cues, and establish
questions to prepare you to successfully answer the new test their significance. This chapter also identifies test items
item types expected on the NGN.a is book highlights gen- and enhanced test-taking strategies that you can use when
eral NGN Tips and unique test-taking strategies. Chapter 1 answering items that measure this skill. Examples of these
introduces the clinical judgment (CJ) cognitive skills upon test items allow you the opportunity to practice applying
which the new test items will be based. Chapter 2 presents these strategies within the chapter and in the practice test
examples of the new NGN test item types. Chapters 3 through at the end of the chapter.
8 describe the CJ cognitive skills and present unique test- n Chapter 5, Strategies for Answering NGN Questions:
taking strategies on how to answer practice items that measure Prioritize Hypotheses, describes the CJ cognitive skill,
each skill. Chapter 9 demonstrates how Stand-alone items and Prioritize Hypotheses, which requires you to establish
Unfolding Case Studies will be presented on the NGN, and and rank client needs or hypotheses in order of priority.
Chapter 10 provides an NGN Practice Test to apply what was This chapter also identifies test items and enhanced test-
learned throughout the book. e answers, rationales, test- taking strategies that you can use when answering items
taking strategies, content area, and CJ cognitive skill(s) for that measure this skill. Examples of these test items allow
each practice question throughout the book are presented at you the opportunity to practice applying these strategies
the end of the book. In addition, the priority concept is identi- within the chapter and in the practice test at the end of the
ed. e specic focus of each chapter is summarized below. chapter.
n Chapter 6, Strategies for Answering NGN Questions:
Generate Solutions, describes the CJ cognitive skill,
Organization of the Book Generate Solutions, which requires you to use knowledge
n Chapter 1, Introduction to the Cognitive Skills of Clinical of evidence-based solutions about treatments and inter-
Judgment, describes how clinical judgment builds on ventions that would address identified client needs and
the nursing process and introduces you to the six essen- modify them to meet priorities of care. This chapter also
tial cognitive skills of the NCSBN Clinical Judgment identifies test items and enhanced test-taking strategies
Measurement Model (NCJMM). These cognitive skills are that you can use when answering items that measure this
the basis for the new NGN test item types. skill. Examples of these test items allow you the opportu-
n Chapter 2, Introduction to the NGN and the New NGN Item nity to practice applying these strategies within the chapter
Types, explains the purpose and design of the NGN and and in the practice test at the end of the chapter.
presents the new test item types. An example of each item n Chapter 7, Strategies for Answering NGN Questions: Take
type is presented, and the correct responses are provided Action, describes the CJ cognitive skill, Take Action, which
with brief rationales. requires that you perform appropriate and necessary inter-
n Chapter 3, Strategies for Answering NGN Questions: ventions based on the client’s situation and generated solu-
Recognize Cues, describes the CJ cognitive skill, Recognize tions. This chapter also identifies test items and enhanced
Cues, which requires you to identify relevant clinical find- test-taking strategies that you can use when answering
ings and decide which findings are of immediate con- items that measure this skill. Examples of these test items
cern and most important based on the clinical scenario. allow you the opportunity to practice applying these strat-
This chapter also identifies test items and enhanced test- egies within the chapter and in the practice test at the end
taking strategies that you can use when answering items of the chapter.
that measure this skill. Examples of these test items allow n Chapter 8, Strategies for Answering NGN Questions:
you the opportunity to practice applying these strategies Evaluate Outcomes, describes the CJ cognitive skill,
within the chapter and in the practice test at the end of the Evaluate Outcomes, which requires that you examine out-
chapter. comes and measure client progress towards meeting those
outcomes in the plan of care. This chapter also identifies
test items and enhanced test-taking strategies that you
a Please note:
The NGN content provided in this book and on the Evolve site can use when answering items that measure this skill.
reects the information available at the time of production of this resource.
The NCSBN research about NGN is ongoing, and changes in the items to
Examples of these test items allow you the opportunity to
measure each cognitive skill may be forthcoming. The NCSBN website at practice applying these strategies within the chapter and in
www.ncsbn.org provides you with the latest updates. the practice test at the end of the chapter.
viii
, Preface ix
n Chapter 9, Strategies for Answering NGN Stand-alone n Thinking Space. The Thinking Spaces located in the margins
Items and Unfolding Case Studies, describes the differences of the book is a place for personal note-taking. The student
between Stand-alone items and Unfolding Case Studies. can use these spaces to write down new and important
Samples of Stand-alone items (including the bow-tie and information they want to remember. To become most famil-
trend) are illustrated, as well as Unfolding Case Studies. iar with the cognitive skills and to build clinical judgment
This chapter also identifies test items and enhanced test- skills, using the Thinking Space to make important linkages
taking strategies that you can use when answering ques- between clinical scenario information and the cognitive skill
tions accompanying each type of case study. Examples will reinforce the aspects of the NCJMM model as the stu-
of these test items allow you the opportunity to practice dent is studying and preparing for the NGN.
applying these strategies within the chapter. This chapter
also points out external factors to consider in NGN cases,
such as the environmental and individual factors.
Special Features Found on Evolve
n Chapter 10, NGN Practice Test: Putting It All Together, pro- e Evolve site accompanying this resource provides the stu-
vides you with the opportunity to practice all of the new dent with all of the case studies and practice test questions in
types of test items expected on the NGN, starting with the book plus an additional 30 unfolding case studies, each
Unfolding Cases Studies and ending with Stand-alone with 6 NGN items. e book includes 60 single cases (each
Bow-tie and Trend items. with 1 NGN item), 10 Stand-alone items (5 Bow-tie and 5
Trend), and 5 Unfolding Case Studies (items with 6 NGN
items). is equals a total of 100 NGN items. en there are
Special Features of the Book an additional 30 unfolding cases, each with 6 NGN items, and
n NGN tips within each chapter. These unique tips provide 4 additional Stand-alone items (2 Bow-tie and 2 Trend) total-
the student with key points to remember, such as the NGN ing 184 NGN items. Altogether, there are a total of 284 NGN
item type or cognitive skill (CS) features. items on Evolve.
n In-chapter sample questions are presented within Chapters e Evolve site lists various category selections. You can
3 through 9 to provide examples of the new NGN test select by type of question—either single case, Stand-alone
item types that best measure the clinical judgment cogni- items (either bow-tie or trend), or Unfolding Case Study. You
tive skill presented in the chapter. Each question within can also select by the specic cognitive skill, content area, or
the chapter specifies the priority concept and content area priority concept. e table below illustrates the various cat-
being tested. The answer, rationale, enhanced test-taking egories for selection.
strategy, and references are also presented to help students
learn the thinking process needed to select the correct test Priority
item response. Type Cognitive Skill Content Area Concept
n End-of-chapter practice questions are presented at the end Single Recognize Cues Foundations Clotting
of Chapters 3 through 8 to provide the opportunity for stu- Stand- Analyze Cues of Nursing Cognition
dents to apply what they learned in each chapter and expe- alone Prioritize Maternal- Elimination
rience answering selected test items that measure each of Unfolding Hypotheses Newborn Fluid and
the NCSBN’s clinical judgment cognitive skills. Chapter 9 Generate Nursing Electrolyte
presents Stand-alone items, both Bow-tie and Trend items, Solutions Medical- Balance
and Unfolding Case Studies. Take Action Surgical Gas
n A comprehensive practice test is presented in Chapter 10 to Evaluate Nursing Exchange
Outcomes Mental Health Glucose
allow students to apply what they learned in Chapters 1
Nursing Regulation
through 9. Students have the opportunity to answer mul-
Pediatric Immunity
tiple Unfolding Case Studies and Stand-alone items rep- Nursing Mobility
resenting all clinical specialty areas. The priority concept, Pharmacology Mood and
content area, answer, rationale, enhanced test-taking strat- Aect
egy, and reference for each test item are provided at the Perfusion
end of the book. Stress and
n Enhanced test-taking strategies for the NGN. This unique Coping
feature walks students through the thinking process Tissue
needed to navigate complex NGN cases. Each strategy Integrity
explains how to apply the cognitive skill when considering
the information presented in the clinical scenario. Each
question is accompanied by test-taking strategies that are
presented both narratively and in a table format to guide How to Use This Book
the student through a logical thinking process and to suit
multiple learning styles. This thinking process with test- For Students
taking strategies will also help on current NCLEX-style
(Stand-alone) items and nursing course exams. As implied in the title, this book was written to help you be
successful when taking the new test item types that will be
, x Preface
part of the Next Generation NCLEX® (NGN). e rst two focus on assessing the client, discerning how to determine
book chapters present a review of clinical judgment and the which client ndings are the most important, and deciding
NGN item types. All new item types are based on the six cog- what those ndings mean. End-of-chapter practice ques-
nitive (thinking) skills needed for safe, appropriate clinical tions can be used during class, online, simulation pre- or
judgment. Be sure that you are very familiar with this infor- post-brieng, or clinical post-conference. e test items can
mation before beginning to practice answering the test ques- be assigned to students as individuals or in groups to answer.
tions later in the book. Regardless of where or how practice test items are used, such
Chapters 3 through 8 describe each clinical judgment cog- as in the classroom, online, lab sessions, or clinical setting,
nitive skill and provide general NGN Tips on how to answer be sure to review the answers, rationales, and strategies for
test items that measure each skill. Sample NGN test items are arriving at the correct response(s) to identify and improve
then presented with the Rationale and Test-Taking Strategy students’ thinking process as needed.
for the correct and incorrect responses, followed by six end- As students progress to the next course, they should begin
of-chapter practice questions for you to answer. e practice to learn how to prioritize care to determine what nursing
questions in each chapter represent all content specialties. e actions they would plan and implement. Part of this thinking
rationale and test-taking strategy that you can use for each process includes an assessment to decide if the actions were
question to determine the correct answers are described in eective and the client’s condition has improved. erefore
detail, with tables to help organize the information in each students in this semester would focus on Chapters 5 through
question. In addition, each test item is labeled by priority 8. Again, you can assign the practice items to students as indi-
nursing concept and content specialty. References are also viduals or in groups and review the items to help students
provided to help you review the content associated with each improve their thinking as needed.
test item if needed. Chapters 9 and 10 puts together all the cognitive skill steps
When working through Chapters 3 through 8, start with and new NGN test item types—both Stand-alone items and
Chapters 3 and 4 early in your program so that you can learn Unfolding Case Studies. ese chapters can be used when-
how to determine the most important client ndings in a ever students are applying the individual CJ cognitive skills
clinical scenario and what they mean (Recognize Cues and to successfully answer the new test items in preparation for
Analyze Cues). When you feel you have mastered these cogni- the NGN. Assign these practice Unfolding Case Studies and
tive skills, work through Chapter 5, which will help you learn Stand-alone items as individual student practice to determine
to prioritize client needs and the care required to meet them. any skill areas where improvement is needed. Students need-
Chapters 6 and 7 are focused on helping you learn to plan and ing improvement can then review any of the six earlier chap-
implement nursing actions to meet the client’s needs. Finally, ters (Chapters 3 through 8) to hone their thinking skills.
Chapter 8 will assist you in determining whether the client’s
condition has improved aer care has been implemented. Faculty Tool Kit
Aer working through Chapters 3 through 8 and when you e Faculty Tool Kit was created to guide faculty in using this
feel ready to put all the cognitive skills together, Chapter 9 pro- book with their students at any stage in the program to pre-
vides examples for NGN Unfolding Case Studies and Stand- pare them for the NGN.
alone items. Chapter 10 presents a comprehensive practice test e Tool Kit:
that simulates what you can expect on the NGN. e rationale ■ Furnishes a guide for how to use this book, Strategies for
and test-taking strategy for each practice test item in these Student Success on the Next Generation NCLEX® (NGN)
chapters are described in detail. Many additional practice NGN Test Items, to prepare students for the NGN
test items are available on the Evolve site with rationale, test- ■ Provides chapter-to-chapter strategic points to empha-
taking strategy, content specialty, priority nursing concept, and size to students and ways to prepare students for an-
reference for each Unfolding Case Study or Stand-alone item. swering NGN items
■ Provides suggestions for using the Evolve site accompa-
nying this book
For Faculty ■ Presents step-by-step guides for writing Stand-alone
is book is designed for you to use as it is organized, begin- items and Unfolding Case Studies
ning with helping students learn what CJ is and gain an ■ Presents step-by-step guides for writing NGN items
understanding of each of the essential CJ cognitive skills as ■ Species NCSBN resources that focus on NGN for stu-
described in Chapter 1. Students in their rst nursing course dents and faculty
should learn how to use these skills to make safe, appropri- ■ Provides Elsevier resources and references for prepar-
ate clinical judgments to ensure client safety. If students are ing students for the NGN
already making clinical judgments using these skills, Chap-
ter 1 could be used for review. en students should become
familiar with the NGN test design and new item types as pre-
Additional Resources for Students
sented in Chapter 2. Finally, by the end of the rst semester n Ignatavicius, D.D. (2021). Developing Clinical Judgment for
(or other term), students should learn how to Recognize Cues Professional Nursing and the Next-Generation NCLEX-RN®
and Analyze Cues (Chapters 3 and 4). ese cognitive skills Examination. St. Louis: Elsevier.
Welcome to the Strategies for Student Success on the Next Gen- n Chapter 4, Strategies for Answering NGN Questions:
eration NCLEX® (NGN) Test Items! Analyze Cues, describes the CJ cognitive skill, Analyze
is book is focused on providing you with information Cues, which requires you to connect or link relevant cues
about the Next Generation NCLEX® (NGN) and practice to the clinical scenario, interpret these cues, and establish
questions to prepare you to successfully answer the new test their significance. This chapter also identifies test items
item types expected on the NGN.a is book highlights gen- and enhanced test-taking strategies that you can use when
eral NGN Tips and unique test-taking strategies. Chapter 1 answering items that measure this skill. Examples of these
introduces the clinical judgment (CJ) cognitive skills upon test items allow you the opportunity to practice applying
which the new test items will be based. Chapter 2 presents these strategies within the chapter and in the practice test
examples of the new NGN test item types. Chapters 3 through at the end of the chapter.
8 describe the CJ cognitive skills and present unique test- n Chapter 5, Strategies for Answering NGN Questions:
taking strategies on how to answer practice items that measure Prioritize Hypotheses, describes the CJ cognitive skill,
each skill. Chapter 9 demonstrates how Stand-alone items and Prioritize Hypotheses, which requires you to establish
Unfolding Case Studies will be presented on the NGN, and and rank client needs or hypotheses in order of priority.
Chapter 10 provides an NGN Practice Test to apply what was This chapter also identifies test items and enhanced test-
learned throughout the book. e answers, rationales, test- taking strategies that you can use when answering items
taking strategies, content area, and CJ cognitive skill(s) for that measure this skill. Examples of these test items allow
each practice question throughout the book are presented at you the opportunity to practice applying these strategies
the end of the book. In addition, the priority concept is identi- within the chapter and in the practice test at the end of the
ed. e specic focus of each chapter is summarized below. chapter.
n Chapter 6, Strategies for Answering NGN Questions:
Generate Solutions, describes the CJ cognitive skill,
Organization of the Book Generate Solutions, which requires you to use knowledge
n Chapter 1, Introduction to the Cognitive Skills of Clinical of evidence-based solutions about treatments and inter-
Judgment, describes how clinical judgment builds on ventions that would address identified client needs and
the nursing process and introduces you to the six essen- modify them to meet priorities of care. This chapter also
tial cognitive skills of the NCSBN Clinical Judgment identifies test items and enhanced test-taking strategies
Measurement Model (NCJMM). These cognitive skills are that you can use when answering items that measure this
the basis for the new NGN test item types. skill. Examples of these test items allow you the opportu-
n Chapter 2, Introduction to the NGN and the New NGN Item nity to practice applying these strategies within the chapter
Types, explains the purpose and design of the NGN and and in the practice test at the end of the chapter.
presents the new test item types. An example of each item n Chapter 7, Strategies for Answering NGN Questions: Take
type is presented, and the correct responses are provided Action, describes the CJ cognitive skill, Take Action, which
with brief rationales. requires that you perform appropriate and necessary inter-
n Chapter 3, Strategies for Answering NGN Questions: ventions based on the client’s situation and generated solu-
Recognize Cues, describes the CJ cognitive skill, Recognize tions. This chapter also identifies test items and enhanced
Cues, which requires you to identify relevant clinical find- test-taking strategies that you can use when answering
ings and decide which findings are of immediate con- items that measure this skill. Examples of these test items
cern and most important based on the clinical scenario. allow you the opportunity to practice applying these strat-
This chapter also identifies test items and enhanced test- egies within the chapter and in the practice test at the end
taking strategies that you can use when answering items of the chapter.
that measure this skill. Examples of these test items allow n Chapter 8, Strategies for Answering NGN Questions:
you the opportunity to practice applying these strategies Evaluate Outcomes, describes the CJ cognitive skill,
within the chapter and in the practice test at the end of the Evaluate Outcomes, which requires that you examine out-
chapter. comes and measure client progress towards meeting those
outcomes in the plan of care. This chapter also identifies
test items and enhanced test-taking strategies that you
a Please note:
The NGN content provided in this book and on the Evolve site can use when answering items that measure this skill.
reects the information available at the time of production of this resource.
The NCSBN research about NGN is ongoing, and changes in the items to
Examples of these test items allow you the opportunity to
measure each cognitive skill may be forthcoming. The NCSBN website at practice applying these strategies within the chapter and in
www.ncsbn.org provides you with the latest updates. the practice test at the end of the chapter.
viii
, Preface ix
n Chapter 9, Strategies for Answering NGN Stand-alone n Thinking Space. The Thinking Spaces located in the margins
Items and Unfolding Case Studies, describes the differences of the book is a place for personal note-taking. The student
between Stand-alone items and Unfolding Case Studies. can use these spaces to write down new and important
Samples of Stand-alone items (including the bow-tie and information they want to remember. To become most famil-
trend) are illustrated, as well as Unfolding Case Studies. iar with the cognitive skills and to build clinical judgment
This chapter also identifies test items and enhanced test- skills, using the Thinking Space to make important linkages
taking strategies that you can use when answering ques- between clinical scenario information and the cognitive skill
tions accompanying each type of case study. Examples will reinforce the aspects of the NCJMM model as the stu-
of these test items allow you the opportunity to practice dent is studying and preparing for the NGN.
applying these strategies within the chapter. This chapter
also points out external factors to consider in NGN cases,
such as the environmental and individual factors.
Special Features Found on Evolve
n Chapter 10, NGN Practice Test: Putting It All Together, pro- e Evolve site accompanying this resource provides the stu-
vides you with the opportunity to practice all of the new dent with all of the case studies and practice test questions in
types of test items expected on the NGN, starting with the book plus an additional 30 unfolding case studies, each
Unfolding Cases Studies and ending with Stand-alone with 6 NGN items. e book includes 60 single cases (each
Bow-tie and Trend items. with 1 NGN item), 10 Stand-alone items (5 Bow-tie and 5
Trend), and 5 Unfolding Case Studies (items with 6 NGN
items). is equals a total of 100 NGN items. en there are
Special Features of the Book an additional 30 unfolding cases, each with 6 NGN items, and
n NGN tips within each chapter. These unique tips provide 4 additional Stand-alone items (2 Bow-tie and 2 Trend) total-
the student with key points to remember, such as the NGN ing 184 NGN items. Altogether, there are a total of 284 NGN
item type or cognitive skill (CS) features. items on Evolve.
n In-chapter sample questions are presented within Chapters e Evolve site lists various category selections. You can
3 through 9 to provide examples of the new NGN test select by type of question—either single case, Stand-alone
item types that best measure the clinical judgment cogni- items (either bow-tie or trend), or Unfolding Case Study. You
tive skill presented in the chapter. Each question within can also select by the specic cognitive skill, content area, or
the chapter specifies the priority concept and content area priority concept. e table below illustrates the various cat-
being tested. The answer, rationale, enhanced test-taking egories for selection.
strategy, and references are also presented to help students
learn the thinking process needed to select the correct test Priority
item response. Type Cognitive Skill Content Area Concept
n End-of-chapter practice questions are presented at the end Single Recognize Cues Foundations Clotting
of Chapters 3 through 8 to provide the opportunity for stu- Stand- Analyze Cues of Nursing Cognition
dents to apply what they learned in each chapter and expe- alone Prioritize Maternal- Elimination
rience answering selected test items that measure each of Unfolding Hypotheses Newborn Fluid and
the NCSBN’s clinical judgment cognitive skills. Chapter 9 Generate Nursing Electrolyte
presents Stand-alone items, both Bow-tie and Trend items, Solutions Medical- Balance
and Unfolding Case Studies. Take Action Surgical Gas
n A comprehensive practice test is presented in Chapter 10 to Evaluate Nursing Exchange
Outcomes Mental Health Glucose
allow students to apply what they learned in Chapters 1
Nursing Regulation
through 9. Students have the opportunity to answer mul-
Pediatric Immunity
tiple Unfolding Case Studies and Stand-alone items rep- Nursing Mobility
resenting all clinical specialty areas. The priority concept, Pharmacology Mood and
content area, answer, rationale, enhanced test-taking strat- Aect
egy, and reference for each test item are provided at the Perfusion
end of the book. Stress and
n Enhanced test-taking strategies for the NGN. This unique Coping
feature walks students through the thinking process Tissue
needed to navigate complex NGN cases. Each strategy Integrity
explains how to apply the cognitive skill when considering
the information presented in the clinical scenario. Each
question is accompanied by test-taking strategies that are
presented both narratively and in a table format to guide How to Use This Book
the student through a logical thinking process and to suit
multiple learning styles. This thinking process with test- For Students
taking strategies will also help on current NCLEX-style
(Stand-alone) items and nursing course exams. As implied in the title, this book was written to help you be
successful when taking the new test item types that will be
, x Preface
part of the Next Generation NCLEX® (NGN). e rst two focus on assessing the client, discerning how to determine
book chapters present a review of clinical judgment and the which client ndings are the most important, and deciding
NGN item types. All new item types are based on the six cog- what those ndings mean. End-of-chapter practice ques-
nitive (thinking) skills needed for safe, appropriate clinical tions can be used during class, online, simulation pre- or
judgment. Be sure that you are very familiar with this infor- post-brieng, or clinical post-conference. e test items can
mation before beginning to practice answering the test ques- be assigned to students as individuals or in groups to answer.
tions later in the book. Regardless of where or how practice test items are used, such
Chapters 3 through 8 describe each clinical judgment cog- as in the classroom, online, lab sessions, or clinical setting,
nitive skill and provide general NGN Tips on how to answer be sure to review the answers, rationales, and strategies for
test items that measure each skill. Sample NGN test items are arriving at the correct response(s) to identify and improve
then presented with the Rationale and Test-Taking Strategy students’ thinking process as needed.
for the correct and incorrect responses, followed by six end- As students progress to the next course, they should begin
of-chapter practice questions for you to answer. e practice to learn how to prioritize care to determine what nursing
questions in each chapter represent all content specialties. e actions they would plan and implement. Part of this thinking
rationale and test-taking strategy that you can use for each process includes an assessment to decide if the actions were
question to determine the correct answers are described in eective and the client’s condition has improved. erefore
detail, with tables to help organize the information in each students in this semester would focus on Chapters 5 through
question. In addition, each test item is labeled by priority 8. Again, you can assign the practice items to students as indi-
nursing concept and content specialty. References are also viduals or in groups and review the items to help students
provided to help you review the content associated with each improve their thinking as needed.
test item if needed. Chapters 9 and 10 puts together all the cognitive skill steps
When working through Chapters 3 through 8, start with and new NGN test item types—both Stand-alone items and
Chapters 3 and 4 early in your program so that you can learn Unfolding Case Studies. ese chapters can be used when-
how to determine the most important client ndings in a ever students are applying the individual CJ cognitive skills
clinical scenario and what they mean (Recognize Cues and to successfully answer the new test items in preparation for
Analyze Cues). When you feel you have mastered these cogni- the NGN. Assign these practice Unfolding Case Studies and
tive skills, work through Chapter 5, which will help you learn Stand-alone items as individual student practice to determine
to prioritize client needs and the care required to meet them. any skill areas where improvement is needed. Students need-
Chapters 6 and 7 are focused on helping you learn to plan and ing improvement can then review any of the six earlier chap-
implement nursing actions to meet the client’s needs. Finally, ters (Chapters 3 through 8) to hone their thinking skills.
Chapter 8 will assist you in determining whether the client’s
condition has improved aer care has been implemented. Faculty Tool Kit
Aer working through Chapters 3 through 8 and when you e Faculty Tool Kit was created to guide faculty in using this
feel ready to put all the cognitive skills together, Chapter 9 pro- book with their students at any stage in the program to pre-
vides examples for NGN Unfolding Case Studies and Stand- pare them for the NGN.
alone items. Chapter 10 presents a comprehensive practice test e Tool Kit:
that simulates what you can expect on the NGN. e rationale ■ Furnishes a guide for how to use this book, Strategies for
and test-taking strategy for each practice test item in these Student Success on the Next Generation NCLEX® (NGN)
chapters are described in detail. Many additional practice NGN Test Items, to prepare students for the NGN
test items are available on the Evolve site with rationale, test- ■ Provides chapter-to-chapter strategic points to empha-
taking strategy, content specialty, priority nursing concept, and size to students and ways to prepare students for an-
reference for each Unfolding Case Study or Stand-alone item. swering NGN items
■ Provides suggestions for using the Evolve site accompa-
nying this book
For Faculty ■ Presents step-by-step guides for writing Stand-alone
is book is designed for you to use as it is organized, begin- items and Unfolding Case Studies
ning with helping students learn what CJ is and gain an ■ Presents step-by-step guides for writing NGN items
understanding of each of the essential CJ cognitive skills as ■ Species NCSBN resources that focus on NGN for stu-
described in Chapter 1. Students in their rst nursing course dents and faculty
should learn how to use these skills to make safe, appropri- ■ Provides Elsevier resources and references for prepar-
ate clinical judgments to ensure client safety. If students are ing students for the NGN
already making clinical judgments using these skills, Chap-
ter 1 could be used for review. en students should become
familiar with the NGN test design and new item types as pre-
Additional Resources for Students
sented in Chapter 2. Finally, by the end of the rst semester n Ignatavicius, D.D. (2021). Developing Clinical Judgment for
(or other term), students should learn how to Recognize Cues Professional Nursing and the Next-Generation NCLEX-RN®
and Analyze Cues (Chapters 3 and 4). ese cognitive skills Examination. St. Louis: Elsevier.
