Chapter 1 - 4: Test-taking Strategies

CPNRE Preparation 

CPNRE is 160 – 170 questions that meets the blueprint guideline with 76 competences being tested. Estimation of questions is based on 170 to have an of content breakdown estimation. Questions are a mix of Independent Questions (40 – 60%) and Case Base Questions (40 – 60%). It also has an unknown number of “developmental test questions” they use to improve the test, but they don’t count towards the final score.

  • Targets weights by competency framework category

Competency Category

Number/Percentage tested

Content of Exam

Professional, Ethical, Legal Practice

35 (46%)

15 – 25% (25.5 – 42.5)

Foundations of Practice

25 (33%)

60 – 70% (102 – 119)

Collaborative Practice

16 (21%)

10 – 20% (17 – 34)

  • Target weights by cognitive domain questions

Cognitive Category

Percentage of Competency

Rough number of questions

Knowledge/Comprehension

Max 5%

8.5

Application

Min 50%

85+

Critical Thinking

Min 45%

76.5+

  • Target weight for client age questions

Group & Age

Percentage

Rough number of questions

Neonate – Adolescent (0 – 18 yrs)

Min 10%

17+

Adults (19 – 69 yrs)

Min 45%

76.5+

Older Adult (70+ yrs)

Min 25%

42.5+


Things to study

  • Exam Preparation (Things to help with the exam)

  • Professional Standing in Nursing (Ethics, Entry Level Competencies, 76 Competencies)

  • Nursing Sciences (Labs, Vital signs, IV therapy, Blood admin, etc.)

  • Foundations of Care (Assessments, Infection Control, Safety, etc.)

  • Growth and Development across all ages (Theories, Growth, Development, Stages of Life)

  • Maternity and Newborn Nursing (All things associated)

  • Body Systems (Peds, Adults, Typical Meds groups, Problems)

    • Integumentary

    • Hematological and Oncological 

    • Endocrine

    • Gastrointestinal 

    • Respiratory

    • Cardiovascular

    • Renal and Urinary

    • Ear and Eye

    • Neurological

    • Musculoskeletal

    • Immune and Infectious diseases

  • Mental Health (Foundation, Issues, Addictions, Crisis and Intervention, Meds)

Exam Preparations

Clinical Judgement Measurement Model

Cognitive Skills/Process

Description

Recognizing Cues

Identifying important data; data can be from many sources (assessment) 

Analyze cues

Connect data to the patient’s presentation. Is the data is expected? Unexpected? (analysis)

Prioritize hypotheses

Concerns or needs/problems for the patient and their priority.      Ex) ABCs (analysis)

Generate solutions

Use hypotheses to determine interventions for an expected outcome (planning)

Take action

Implementing the solutions addressing the highest priorities or hypotheses first (implementation)

Evaluate outcomes

Compare observed outcomes with expected ones (evaluation)


Levels of Cognitive Ability and description

Level

Description

Example

Knowledge

Recalling or memorizing factual information.

A normal blood glucose level is 4–6 mmol/L.

Understanding

Interpreting or recognizing the meaning of information.

A blood glucose level of 3.4 mmol/L is lower than the normal reference range.

Applying

Using information to take appropriate action in a real situation.

Administering 10–15 g of carbohydrate (e.g., ½ glass of juice) to treat mild hypoglycemia.

Analyzing

Breaking down complex concepts into smaller components.

Analyzing mild hypoglycemia: signs include hunger, irritability, weakness, headache, and a glucose level < 3.4 mmol/L.

Evaluating

Making decisions or judgments based on evidence and criteria.

Determining if treatment for hypoglycemia was effective by checking if glucose returned to 4–6 mmol/L.

Synthesizing/

Creating

Combining parts of information to form a whole or develop a new plan.

Identifying symptoms (polyuria, polydipsia, polyphagia, etc.) as DKA and creating a collaborative care plan. 

 Test talking Strategies (Unit 1: Chapter 1 – 4)

The Question

  • Focus on the data in the question, read every word, and make a decision regarding what the question is asking.

  • Note the subject and determine what content is being tested.

  • Visualize the event; note if an abnormality exists in the data provided.

  • Look for the strategic words in the question; strategic words clarify what the question is asking and make a difference in how you will answer the question.

  • Determine whether the question presents a positive or negative event query.

  • Note the client in the question; at times, there are other people discussed in the question that also affect how the question should be answered. Remember the concepts of client-centered and family-centered care.

  • Use therapeutic communication techniques to answer communication questions and focus on the client’s thoughts, feelings, concerns, anxieties, and fears.

  • Avoid asking yourself, “Well, what if…?” because this will lead you right into reading into the question.

The Options

  • Always use the process of elimination when choices or options are presented; once you have eliminated options, reread the question before selecting your final choice or choices.

  • Look for comparable or alike options and eliminate these.

  • Determine whether there is an umbrella option; if so this could be the correct option.

  • Identify any closed-ended words; if present, the option is likely incorrect.

  • Use the ABCs (airway, breathing, and circulation), Maslow’s Hierarchy of Needs, and the steps of the Nursing Process to answer questions that require prioritizing.

  • Determine whether an abnormality exists. Look at the data in the question and in the options and decide what is abnormal. Pay closer attention to this information as you answer the question.

  • Consider available resources as you answer the question. Remember that you will have all of the resources you need at the client’s bedside to provide quality client care.

  • Use pharmacology guidelines to select the correct option if the question addresses a medication.