Test Taking Skills

Test Taking: Preparing for Tests
The Pyramid to Success
Test Taking Skills

Getting Prepared for HESI and NCLEX-RN
Ashley Davis, BSN, RN
Final Preparation
The Plan Positive Pampering Maintain A Positive Attitude Short/Long Term Goals Develop Control

Positive Preparation! Whether you think you can, or you think you cant.youre right Henry Ford
Controlled Breathing
Sit in a comfortable chair, relax, inhale deeply, count to 4, exhale slowly, relax
Test Taking: Preparing for Test

Positive Preparation
Muscle Relaxation
Start with head, contracting each muscle group, counting to 10 and then relaxing each group, move from head to toe until all muscles are relaxed
Visualize your success Desensitize yourself to the fear response

Make a list of 5 situations surrounding testing that cause fear, rank them from most fearful to least fearful, starting with least fearful, go through each scenario using controlled breathing and imagery until it no longer causes fear
Develop short-term and long-term goals that are realistic

Sit down and practice a few of the relaxation techniques we just discussed Create a list of goals that you wish to accomplish today, tomorrow, and in the future Set it aside for a few days Come back to the list, review it, and begin your preparation

Positive Preparation
Develop Control
Refrain from using statements like: I was lucky to pass that test I couldnt help failing because the teacher is too hard I failed because I have test anxiety These statements suggest that you have no control over your success Take responsibility for and control over your success!

The Plan
Start with a Self Assessment
How do I study best?
Alone or Group? How long should my study sessions last? What time of day works best? How does my work schedule affect my study pattern? How do I balance my family obligations with my need to study? Where do I study best?

The Plan
Must include a schedule
Monday 0800 0900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 2100 2200 Breakfast ?s ?s Content Lunch Nap ?s ?s Kids Time Dinner Go to gym Group Group Kids to bed Relax Tuesday Work Work Work Work Work Work Work Work Work Work Work Work Dinner Kids to bed ?s Wednesday Work Work Work Work Work Work Work Work Work Work Work Work Dinner Kids to bed ?s Thursday Work Work Work Work Work Work Work Work Work Work Work Work Dinner Kids to bed ?s Friday Breakfast ?s ?s Movie with friend Movie Content Content Nap Kids Time Dinner Gym ?s ?s Kids to bed Relax Saturday Breakfast Park with kids Park Lunch Nap ?s ?s Content Play time Dinner with friends ?s ?s Movie Kids to Bed Relax Sunday Breakfast Church Church Lunch Nap ?s ?s Content Play Time Dinner Church ?s ?s Kids to bed Relax

Final Preparation
Think positively
Write your name with RN behind it and post it where you will see it often
Make a test run to the testing site

Walk into the lobby and visualize being successful
Stop studying 2 days before you are scheduled to test Good Nights Sleep Eat Breakfast Set your alarm early Avoid Conversations

Alternate Item Formats which now appear on NCLEX-RN
Multiple-Response Items: require a candidate to select one or more responses Fill-in-the-blank Items: require candidate to type in a calculation item Hot-Spot Items: ask a candidate to identify an area on a picture or graphic Chart/Exhibit Format: candidates will be presented with a problem and will need to read the information in the chart/exhibit to answer the problem Drag-and-drop Item: requires a candidate to rank order or move options to provide the correct answer
Test Taking Strategies

How to conquer the question
Components of a Question
Case Scenario- May give you information about a clinical problem, present you with patient data, or it may state a nursing topic, such as nursing intervention or a disease process. Stem- This asks you to solve a specific problem Four Possible Answers

Practice
The nurse is monitoring a child for bleeding following surgery for removal of a brain tumor. The nurse checks the head dressing for the presence of blood and noted a colorless drainage on the back of the dressing. Which of the following would be the most appropriate nursing intervention?
1. Circle the area of drainage and continue to monitor 2. Reinforce the dressing 3. Notify the physician 4. Document the findings and continue to monitor

Case Scenario

Stem

How to conquer the question
After reading the question ask:
What is the question telling me? What is the question asking me? Who is the patient in the question? Are there any key words? What is the issue?

Practice What is the question telling me? What is the question asking me? Look at the stem:

Practice Who is the patient in the question?
Who is the focus of the question? You must identify the client in the question because the answer MUST relate to the client The client is NOT always the patient, it sometimes is a family member.

Practice Who is the patient in the question?

Practice Are there any key words?
The important phrases or words in a question:
Early Late Immediately Most Likely, Least Likely Initial After Several Days Most Appropriate/Least Appropriate Priority/First

Practice: Key Words A nurse is caring for a client who just returned from the recovery room after undergoing abdominal surgery. The nurse monitors the client for which early sign of hypovolemic shock? Increased pulse rate Increased depth of respiration Lethargy Decreased deep tendon reflexes

Practice What is the issue?
The specific problem or subject which the question is ASKING
Drug Toxic Effect Disorder Problem Behavior Procedure

Practice: The Issue
Fat emulsion is prescribed for the client receiving total parenteral nutrition. The nurse is preparing to hang the fat emulsion and notes the presence of fat globules in the solution. The most appropriate nursing action is to Shake the solution to dissolve the globules Call the physician Return the solution to the pharmacy Place the solution in a bath of warm water until the globules dissolve

After Reading the Question
Cover up the answers and answer the question yourself Read each answer individually Mark off all answers that for sure are incorrect Question mark the maybes Do not read information into the questions that was not given to you- Do Not Ask Well What If..
Go back to the question Restate the question in your own words Eliminate options that include new information or require you to make assumptions

After Reading the Question
It is always best to rely on your first impression Nervously reviewing questions and changing answers can do more harm than good

Questions that require Prioritization
Look for key words in the question that indicate the need to prioritize
Best Essential First Highest Priority Immediately Initial Most Important Next Primary Vital
Remember, when a question requires prioritization, all options may be correct, and you need to determine the correct order of action Guidelines to use include the ABCs, Maslows hierarchy of needs theory, and the steps of the Nursing Process

The ABCs
Airway Breathing Circulation The client with a diagnosis of cancer is receiving morphine sulfate 10mg subcutaneously every 3-4 hours for pain. When preparing the plan of care for the client, the nurse includes which priority action? Monitor stools Monitor the urine output Encourage the client to cough and deep breath Encourage fluid intake

Question that require Prioritization
Maslows Hierarchy of Needs Theory
Physiological needs are the priority; therefore select an option or determine the order of priority by addressing physiological needs first. When a physiological need is not addressed in the question or noted in one of the options, continue to use Maslows hierarchy of needs theory as a guide and look for the option that addresses safety

Maslows Hierarchy of Needs
A nurse is reviewing the plan of care for a pregnant client with a diagnosis of sickle cell anemia. Which nursing diagnosis, if stated on the plan of care, would the nurse select as receiving the highest priority? Anxiety Ineffective coping Disturbed body image Deficient fluid volume

Steps of the Nursing Process
Assessment Analysis Planning Implementation Evaluation

Assessment
Assessment questions address the process of gathering subjective and objective data relative to the client, confirming that data, and communicating and documenting the data Key words that reflect Assessment
Ascertain Assess Check Find out Identify Monitor Observe Obtain information

Assessment
If an option contains the concepts of assessment or the collection of client data, the best choice is to select that option Possible exception to the guideline: If the question presents an emergency situation, read carefully; in an emergency situation, an intervention may be priority.
A nurse is teaching a client with coronary artery disease about dietary measures to follow. During the session, the client expresses frustration in learning the dietary regimen. The nurse would initially Identify the cause of the frustration Continue with the dietary teaching Notify the physician Tell the client that the diet needs to be followed

Analysis
Analysis questions are the most difficult because they require understanding of the principles of physiological responses and require interpretation of the data based on assessment. Analysis questions require critical thinking and determining the rationale for therapeutic interventions that may be addressed in the question. Analysis questions may address the formulation of a nursing diagnosis and the communication and documentation of the results of the process of analysis.

Analysis A nurse is reviewing the laboratory results of an infant suspected of having hypertrophic pyloric stenosis. Which of the following laboratory findings would the nurse most likely expect to note in this infant? A blood pH of 7.50 A blood pH of 7.30 A blood bicarbonate of 22mEq/L A blood bicarbonate of 19mEq/L

Planning
Planning questions require prioritizing nursing diagnoses, determining goals and outcome criteria for goals of care, developing the plan of care, and communicating and documenting the plan of care. Regarding nursing diagnoses, remember that actual client problems rather than potential or at-risk client problems will most likely be the priority. Exceptions to this would be if the problem addresses the ABCs or, in some cases, Maslows Hierarchy of Needs. Remember that this is a nursing exam and the answer to the question most likely involves something that is included in the nursing care plan, rather than the medical plan.

Planning
A nurse develops a plan of care for a client with a cataract. Which nursing diagnosis is the priority? Fear related to loss of eyesight Social isolation related to decreased ability to mobilize in the community Disturbed Sensory Perception (Visual) related to ocular lens opacity Risk for injury related to decreased vision

Implementation
Implementation questions address the process of organization and managing care, counseling and teaching, providing care to achieve established goals, supervising and coordinating care, and communicating and documenting nursing interventions. This exam is about nursing, so focus on the nursing action rather than on the medical action, unless the question is asking you what prescription (medical order) is anticipated. The only client about whom you need to be concerned us the client in the question that you are answering; remember that this client is your only assigned client. Answer the question as if the situation were textbook and ideal and the nurse had all the time and resources needed and readily available at the clients bedside.

Implementation
A nurse is caring for a client with a angina pectoris who begins to experience chest pain. The nurse administers a sublingual nitroglycerin (Nitrostat) tablet sublingually as prescribed, but the pain is unrelieved.The nurse should take which of the following actions next? Contact the physician Call the clients family Administer another nitroglycerin tablet Reposition the client

Evaluation
Evaluation questions focus on comparing the actual outcomes of care with the expected outcomes and focus on how the nurse should monitor or make a judgment concerning a clients response to therapy or to a nursing action. These questions address evaluating the clients ability to implement self-care, health care team members ability to implement care, and the process of communicating and documenting evaluation findings. In an evaluation question, be alert to false response questions because they are used frequently in evaluation-type questions, and the question may ask for a client statement that indicates accurate or inaccurate information related to the issue of the question.

Evaluation A client with multiple sclerosis has been taking oxybutynin (Ditropan). The nurse determines the degree of effectiveness of the medication by asking the client about changes in the following: Extent of muscle spasms Level of fatigue Bowel movements Patterns of urination

Questions that address Client Needs
Physiological Integrity Safe, Effective Care Environment Psychosocial Integrity Health Promotion and Maintenance

Physiological Integrity
These questions address the nurses role in the promoting physical health and well-being in the client by providing care and comfort, reducing client risk potential, and managing the clients health alterations. Content addressed in the questions relates to basic care and comfort, pharmacological and parenteral therapies, reducing the risk of development of complications, and managing and providing care to clients with acute, chronic, or lifethreatening conditions. Remember that physiological needs are a priority and are addressed first. Use the ABCs; Maslows theory; and the steps of the nursing process when selecting an option addressing physiological integrity.

Safe, Effective Care Environment
These questions address the nurses role in providing and directing care that will ensure an environment that promotes protecting the client, family and significant other(s), and other health care professionals. Content addressed in these questions relates to the nursing role of coordinating and integrating cost-effective care, supervising and /or collaborating with members of the multidisciplinary health care team, and environmental safety. Be alert to safety needs addressed in a question, and remember the importance of hand washing, call lights, bed positioning, and the appropriate use of side rails, and standard precautions.

Psychosocial Integrity
These questions address the nurses role in providing nursing care that supports and promotes the emotional, mental, and social well-being of the client and significant other(s). Content addressed in these questions relates to promoting the clients or significant others ability to cope, adapt, or problem solve in situations such as illness or stressful events and to providing care to clients with maladaptive behavior or acute or chronic mental illness. In this Client Needs category you may be asked communication-type questions that relate to how you would respond to a client, a clients family member or significant other, or to other health care team members.

Use therapeutic communication techniques to answer communication questions because of their effectiveness in the communication process. Remember to select the answer that focuses on the clients, clients family members, or significant others feelings, concerns, anxieties, or fears.

Communication Tools
Being Silent: Sitting quietly Offering Self: Let me sit with you. Showing Empathy: You are upset. Focusing: You say that Restatement: You feel anxious? Validation/Clarification: What you are saying is Giving Information: Your room is 423. Dealing with the Here and Now: At this time, the problem is..

Communication Blocks
Giving Advise: If I were you, I would Showing Approval/Disapproval: You did the right thing. Using Clichs and False Assurances: Dont worry, it will be okay Requesting an Explanation: Why did you do that? Devaluating Client Feelings: Dont be concerned. Its not a problem. Being Defensive: Every nurse on this unit is exceptional! Focusing on Inappropriate Issues or Person: Have I said something wrong? Placing the Clients Issues on Hold: Talk to your doctor about that.

Rules-of-Thumb for Communication Questions
NEVER answer I Always focus on feelings, thoughts, and behaviors Usually the answer with you feel is correct. Always remember it is about the client.
A mother says to the nurse, I am afraid that my child might have another seizure. Which response by the nurse is most therapeutic? Why worry about something that you cannot control? Most children will never experience a second seizure. Tell me what frightens you the most about seizures. Acetaminophen (Tylenol) can prevent another seizure from occurring.

Health Promotion and Maintenance
These questions address the nurses role in providing and directing nursing care that prevents health problems, provides early detection of health problems, and provides and directs care that incorporates knowledge of expected growth and development principles. Content addressed in these questions relates to assisting the client and significant other(s) through the normal stages of growth and development and assisting the client and significant other(s) to develop health practices that promote wellness and to recognize alterations in health care status. Use the teaching/learning theory if the question addresses client education, remembering that client motivation and client readiness to learn is the first priority. Be alert to false response questions that address health promotion and maintenance and client education.
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Narrowing Down My Options
Eliminating Similar Options
When answering the question, use the process of elimination and look for similar options. If any of the options include the same idea, then they are incorrect and can be eliminated. Remember that there is only one correct option, and the answer to the question is the option that is different.

Eliminating Similar Options A nurse is assigned to care for a group of clients. On
review of the clients medical records, the nurse determines that which client is at risk for excess fluid volume? The client with an ileostomy The client taking diuretics The client who requires gastrointestinal suctioning The client with renal failure

Eliminate Options That Contain Absolute Words.
As you reach each option, look for absolute words. Absolute words tend to make an option incorrect, and if you note an absolute word in an option, eliminate that option. Absolute Words include:
All Always Every Must None Never Only

Eliminate options that contain absolute words
A nurse is providing safety instructions to the mother of a child with hemophilia and tells the mother to do which of the following to promote a safe environment for the child? Remove toys with sharp edges from the childs toy box Allow the child to play with toys only if a parent is present Place a helmet and elbow pads on the child every day Allow the child to play indoors only.

Look for the Umbrella Options
When answering a question, if you note that more than one option appears to be correct, look for the umbrella option (also known as the global option or comprehensive option) The umbrella option is the one that is a general statement and may contain the ideas of the other options within it. The umbrella option will be the correct answer.

Look for the Umbrella Option
A nurse in the emergency room receives a telephone call from the emergency medical services and is told that several victims who survived a plan crash and are suffering from cold exposure will be transported to the hospital. The initial nursing action of the emergency room nurse is which of the following? Supply the trauma rooms with bottles of sterile water and normal saline. Call the laundry department and ask the department to send as many warm blankets as possible to the emergency room. Call the nursing supervisor to activate the agency disaster plan. Call the intensive care unit to request that nurses be sent to the emergency room.
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How to Answer Delegation/ Assignmentmaking Questions
You may be asked a question that will require you to decide how you will delegate a task or assign clients to other health care providers. Focus on the information in the question and what task or assignment is the be delegated. Once you have determined what task or assignment is to be delegated, consider the clients needs and match the clients needs with the scope of practice of the health care providers identified in the question. The nurse practice act and any practice limitations define which aspects of care can be delegated and which must be performed by the registered nurse.

How to Answer Delegation/ Assignment-making Questions
Generally, noninvasive interventions such as skin care, range of motion exercises, ambulation, grooming, and hygiene measures can be assigned to a nursing assistant. A licensed practical nurse can perform the tasks that a nursing assistant can perform and additionally can perform certain invasive tasks such as dressings, suctioning, urinary catheterization, and administering medications orally or by subcutaneous or intramuscular injections. The registered nurse can perform the tasks that a licensed practical nurse can perform an is responsible for assessment and planning care, supervising care, initiating teaching, and administering medications intravenously.

Answering Delegation/ Assignment-Making Questions
A nurse is planning the client assignments for the day and has a licensed practical nurse (LPN) and a nursing assistant in the nursing team. Which client would the nurse most appropriately assign to the LPN? A client with stable congestive heart failure who has early stage of Alzheimers disease. A client who was treated for dehydration and is weak and needs assistance with bathing. A client with emphysema who is receiving oxygen at 2 Lpm by nasal cannula and becomes dyspneic on exertion. A client who is scheduled for an electrocardiogram and a chest x-ray.
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Answering Pharmacology Questions
If you are familiar with the medication, use nursing knowledge to answer to question. Remember that the question will identify the generic name and the trade name of the medication. If the question identifies a medical diagnosis, then try to make a relationship between the medication and the diagnosis; for example, you can determine that cyclophosphamide (Cytoxan) is an antineoplastic medication if the question refers to a client with breast cancer who is taking this medication.

Try to determine the classification of the medication being addressed to assist in answering the question; identifying the classification will assist in determining a medication action and side effects (diltiazem {Cardizem} is a cardiac medication). Recognize the common side effects associated with each medication classification and then relate the appropriate nursing interventions to each side effect; for example, if a side effect is hypertension, then the associated nursing intervention would be to monitor the blood pressure. Learn medications that belong to a classification by commonalities in their medication names; for example, medications that are xanthine bronchodilators end with line (theophylline).

Look at the medications that belong name and use medical terminology to assist in determining the medication action; for example, Lopressor lowers (lo) the blood pressure (pressor). If the question requires a medication calculation, remember that a calculator is available on the computer; talk yourself through each step to be sure the answer makes sense, and recheck the calculation before answering the question, particularly if the answer seems like an unusual dosage.

Points to Remember
Generally, the client should not take an antacid with medication because the antacid will affect the absorption of the medication Enteric-coated and sustained-release tablets should not be crushed; additionally, capsules should not be opened. The client should never adjust or change a medication dose or abruptly stop taking a medication. The nurse never adjusts or changes the clients medication dosage and never discontinues a medication.

Points to Remember
The client needs to avoid taking over-thecounter medications or any other medications such as herbal preparations unless they are approved for use by the health care provider. The client needs to avoid alcohol and smoking Medications are never administered if the order is difficult to read, is unclear, or identifies a medication dose that is not a normal one.

Orally administered levothyroxine (Synthroid) 50mcg daily is prescribed for a client with hypothyroidism. The nurse provides medication instructions to the client and tells the client to take the medication: Just after breakfast With a snack at 3 PM In the morning on an empty stomach With food
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2007 NCLEX-RN Test Plan

NCLEX-RN Client Need
Safe Effective Care Environment Management of Care Safety and Infection Control Health Promotion and Maintenance Psychosocial Integrity Physiological Integrity Basic Care and Comfort Pharmacological and Parenteral Therapies Reduction of Risk Potential Physiological Adaptation
Percentage of Items
13-19% 8-14% 6-12% 6-12%
6-12% 13-19% 13-19% 11-17%
NCLEX-RN
What is the NCLEX Examination?
In April 1994 nurse licensure candidates began taking the Nation Council Licensure Examination (NCLEX) on a computer at test centers located across the United States and select international sites. The change to computerized adaptive testing (CAT) for the nurse licensure examination came about as a result of a decision made in August 1991 by the National Council of State Boards (NCSBN).
NCLEX is a Computerized Adaptive Test (CAT)

How Does It Work?
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Every time the examinee answers a question, the computer re-estimates the examinees ability. With every additional answer, the ability estimate gets more precise.
Based upon the most recent, revised ability estimate, the computer selects the next item to be presented, such that the examinee will find it challenging. (Not too hard, Not too easy)
Tailoring a Test with CAT

This way an adaptive test presents the examinee with the items that will be the most informative for measuring ability. Each test is tailored to the examinee.
Reduces the number of easy items that highability examinees receive.
Easy items tell little about a high performers ability
Reduces the number of difficult items that lowability people receive.

People guess on items that are too difficult for them.
Selection Criteria One

The item selection algorithm selects which item the examinee will see next. Items are selected for examinees from a large pool of items using three criteria. First, the algorithm excludes any item that the examinee has seen in the last year.
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Selection Criteria Two

Second, the algorithm limits the selection to items from the content area (sub-need) that will produce the best match to the test plan percentages. The algorithm ensures that each persons test has enough questions from each content area to match the test plan.
Selection Criteria Three

Third, the algorithm selects an item that the examinee is expected to find challenging. Based upon the examinees answers up to that point, the computer estimates the examinees ability and selects an item that the examinee should have about a 50% chance of getting right.
When is the Test Over?

The NCLEX has a minimum and maximum number of items that can be asked.
RN: 75 265 PN: 85 205
When is the Test Over?

The test can also end if the examinee runs out of time or answers the maximum number of questions.
RN: 265 PN: 205
The test ends when the computer determines with 95% certainty that the examinees ability is either above or below the passing standard.
Did I Pass or Fail?

These decisions are governed by three rules. They are evaluated in this order:
Rule #1: the 95% confidence rule Rule #2: the maximum-length test rule Rule #3: the ran-out-of-time rule
Rule #1: 95% Confidence

This rule governs most (90%+) of the cases. The computer will stop administering questions when it is 95% certain that the examinees ability is either above or below the standard.
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Rule #2: Maximum Length Test

Ability estimates below the standard are failures. Ability estimates above the standard are passers. If the maximum number of items have been answered, and the computer still isnt 95% certain of whether the examinees ability is above or below the passing standard, then the 95% certainty requirement is dropped.
Rule #3: Ran Out of Time

Ability estimates at or below the standard are failures. Ability estimates above the standard are passes. The computer stops administering questions after the allotted time has passed. If fewer than the minimum number of items were answered, the examinee fails.
If at least the minimum number of items were answered and the examinees ability estimate was consistently above the standard over the last 60 items, then the examinee passes. If the minimum number of items were answered but the examinees ability estimate dropped below the standard even once over the last 60 items, then the examinee fails.
This does not mean that you must get the last 60 correct to pass. In fact, the adaptive nature of the test almost ensures that you will only get about half of the questions correct.
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Questions About How CAT works?

Rule #2 (maximum length tests) & Rule #3 (ran out of time) are essentially second chances to pass. These rules are only invoked because the persons status was ambiguous (less than 95% certain) Please Contact
National Council of State Boards of Nursing, Inc. (NCSBN)
Thomas ONeill, Ph.D. Associate Director of Testing Services Psychometrics Phone: (312) 525-3620 E-mail: toneill@ncsbn.org
Test Length NCLEX is a Computerized Adaptive Test (CAT)

Example: A RN Candidate Passing Minimum RN test length is 75 items
(60 operational + 15 pretest)
Maximum RN test length is 265 items

Six hours are allotted to complete the test
Example: RN Examinee Passing

The passing standard is -0.28, in this example. Pretest items are excluded from this example.
Ability
2.00 1.50 1.00 0.50 0.00 -0.50 -1.00 -1.50 -2.00
The blue lines are the examinees ability estimate. The red lines are the 95% confidence interval.
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Examinee Passes
2.00 1.50 1.00 0.50
Ability
We are 95% certain that the examinees true ability is above the passing standard.
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Please Contact
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Test Length NCLEX is a Computerized Adaptive Test (CAT)

Example: A RN Candidate Failing Minimum RN test length is 75 items
Maximum RN test length is 265 items

Six hours are allotted to complete the test
Example: RN Examinee Failing

The passing standard is -0.28, in this example. Pretest items are excluded from this example.
Ability
2.00 1.50 1.00 0.50 0.00 -0.50 -1.00 -1.50 -2.00
The blue lines are the examinees ability estimate. The red lines are the 95% confidence interval.
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2.00 1.50 1.00

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2.00 1.50 1.00 0.50

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Examinee Fails
We are 95% certain that the examinees true ability (as demonstrated at this time) is below the passing standard.
Ability
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Item Begin to evaluate Pass-Fail status
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Please Contact
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NCLEX-RN
Registration Process
Submit an application for licensure to the board of nursing where you which to be licensed (will do with Mrs. Anderson) Meet all of the Board of Nursings eligibility requirements to take the NCLEX examination. Register for the NCLEX Examination with Pearson VUE Receive Confirmation of Registration from Pearson VUE The board of nursing makes the candidate eligible to take the NCLEX Receive Authorization to Test (ATT) from Pearson VUE
NCLEX-RN
Registration Process
If you choose to provide an e-mail address, you will receive ALL information via e-mail. If you do not provide an e-mail address, you will receive ALL information via U.S. mail.
NCLEX-RN
Examination Fee and Registration Information
The fee for taking the NCLEX exam is $200. You may also have to pay fees for licensure required by the board of nursing in the jurisdiction in which you are applying. All NCLEX examination registrations will remain open for 365-day time period during which a board of nursing may determine the candidates eligibility. The time period begins when the board of nursing receives the candidates registration from the test service.Once a candidate is made eligible, he/she must test within the validity dates printed on the Authorization to Test (ATT).
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NCLEX-RN
How to Register
Internet Mail Telephone
NCLEX-RN
How to Schedule your NCLEX Examination Appointment
Your ATT contains your:
Test authorization number Candidate identification number Expiration date- you must test before your expiration date, these dates can not be changed for any reason.
There will be no refund of registration fees for any reason!

Once you have been cleared through Baptist and the State Board, you will receive your Authorization to Test (ATT)
You must have your ATT to schedule your appointment to take the NCLEX examination. You must also have you ATT with you at the testing center the day that you take the NCLEX examination
NCLEX-RN
The Big Day
Personal Identification: you must present one form if identification with your ATT at the testing center the day you show up to test.
U.S. Drivers License U.S. State Identification Passport The name printed on your identification must match exactly the printed name on your ATT
NCLEX-RN
The Big Day
Additional Precautions
A digital fingerprint, signature and photograph will be taken at the test center and will accompany your examination results. Your fingerprint, signature and photograph may be used to confirm your identity by the board of nursing to which you have applied for licensure. You cannot be tested without having your fingerprint, signature and photograph taken. You will be observed at all times while taking the examination. This observation will include direct observation by the test center staff as well as video and audio recording of your examination session.
NCLEX-RN
The Big Day
Test Center Regulations
No study aids (textbooks, notebooks, classroom notes, etc.) are allowed anywhere in the Pearson Professional Centers. No papers, books, food, pens, purses, wallets, watches, beepers, cell phones or any other electronic devices are allowed in the testing room. No cameras, photographic equipment or devices are allowed in the test center. No hats, scarves, or coats Eating, drinking or use of tobacco is not allowed in the testing center. Unauthorized scratch paper may not be brought into the testing room.
NCLEX-RN
The Big Day
Test Center Regulations
Note boards and markers will be provided by the test center staff. Note boards may not be removed from the test center. Candidates may not leave the testing room without the test administrators permission. Candidates must provide a fingerprint each time they enter and exit the testing room.
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NCLEX-RN
The Big Day
Grounds for Dismissal or Cancellation of Results
Giving or receiving assistance of any kind Using any prohibited aids. Prohibited aids are any devices or materials that will be helpful in taking he NCLEX examination. Examples of aids that are prohibited are handheld calculators, conversion tables, dictionaries, etc. Attempting to take the examination fro someone else Bringing any NCLEX examination study materials to the testing center or accessing or attempting to access such study materials at any time after the start of the examination administration, including, but not limited to, break times.
NCLEX-RN
The Big Day
Grounds for Dismissal or Cancellation of Results
Failing to follow testing regulations or the instructions of the test administrator Creating a disturbance of any kind Copying, reconstructing, or removing examination items and/or responses (in any format) or notes about the examination from the testing room or attempting to do the same. Tampering with the operation of the computer or attempting to use it for any function other than taking the examination
NCLEX-RN NCLEX-RN
The Big Day
Plan to arrive at the Pearson Professional Center at least 30 minutes before your scheduled testing time. If you arrive more than 30 minutes after your scheduled appointment, you may be required to forfeit you NCLEX examination appointment. Friends, relatives or children who accompany you to the test center will not be permitted to wait in the test center or contact you while you are taking the examination You will be required to present your ATT and your valid picture ID in English that includes your signature in English You will be asked to provide your signature, and you will have your fingerprint and photograph taken. Hats, scarves and coats may not be worn in the testing room or while your photograph is being taken.
The Big Day

You will be required to leave your personal belongings outside the testing room. Secure storage will be provided. Storage space is small, so candidates should plan appropriately. Pearson Professional Centers assume no responsibility for candidates person belongings. The test administrator (TA) will provide you with an erasable note board that may be replaced as needed during testing. You may not take your own note boards, scratch paper or writing instrument to the examination, not may you remove the note board from the testing room at any time. Turn your note board to the TA after you complete the testing. You will have up to six hours to complete the NCLEX examination. Total exam time includes a short tutorial, two preprogrammed optional breaks and any unscheduled breaks you may take. The first optional break is offered after two hours of testing. The second optional break is offered after three and one half hours of testing. The computer will automatically tell you when these scheduled breaks begin.
NCLEX-RN
The Big Day
The TA will give you a short orientation and then will escort you to a computer terminal. You must remain in your seat during the examination, except when authorized to leave by the test center staff. You may not change your computer terminal unless a TA directs you to do so. Raise your hand to notify the TA if you: Believe you have a problem with your computer Need to change note boards Need to take a break Need the TA for any reason After your examination is finished, you will be asked to complete a brief computer-derived questionnaire about your testing experience
NCLEX-RN
The Big Day
When you have finished the questionnaire, raise your hand to summon the TA. The TA will collect and inventory all note boards. The TA will dismiss you when all requirements are fulfilled. You may ask the TA for a Confidential Comment Sheet for any narrative information about your testing session you want to provide to NCSBN, the Pearson Professional Centers or NCLEX Candidate Services.
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Sources
Manning, L. & Rayfield, S. (1997). Nursing Made Insanely Easy. Shreveport: ICAN, Inc. Nugent, P.M. & Vitale, B.A. (2004). Empowerment. Test Success: Test-Taking Techniques for Beginning Nursing Students. (pp 1-8). Philadelphia: F.A. Davis Company. Silvestri, L.A. (2005). Saunders Comprehensive Review for the NCLEX-RN Examination. St.Louis: Elsevier.
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Test Taking: Preparing for Tests

The Pyramid to Success