HESI Study Group Review all questions are answered correctly

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HESI Study Group Review all questions are answered correctly 1. Select the word or phrase that will identify the correct meaning of the underlined word. Progeny is a term used to describe a person� ... ��s A. creditors B. offspring C. hereditary disease D. health status 2. Select the meaning of the underlined word in the sentence, The proliferation of resistant bacteria has alarmed medical professionals. A. increase B. reduction C. strength D. appearance 3. What is the best description of the word laceration? A. The means by which nursing mothers produce milk for their babies. B. A deep, ragged tear. C. A medical term used to describe the removal of the tear ducts. D. An intolerance of dairy products. 4. The nurse noted in the chart, “The patient is lethargic.” How was the patient behaving? A. Pacing the halls, yelling at the staff. B. Difficult to arouse. C. Shaking uncontrollably. D. Not responding to painful stimuli. 5. What is the best description of the word contraction? A. spasm B. decrease C. treaty D. moderate 6. What is another word for skull? A. spine B. ability C. cranium D. zygote 7. Select the meaning of the underlined word in the sentence. In medicine, the desired outcome is recovery. A. expectation B. analysis C. wished for D. diagnosis 8. What is the best description for the word distal? A. the part of the heart that receives blood from the lungs B. urgent C. the part of the body furthest from the injury D. empathetic 9. What is the best description for the term triage? A. the stand with three legs used to support an IV pump B. the order in which patients are to be treated C. the physician’s prescription for a drug to be taken three times per day D. the shift for nursing duty beginning at 3 PM and ending at 11 PM 10. Which word means “the thickness of a liquid”? A. viscosity B. zygote C. sublingual D. adhesion 11. Select the meaning of the underlined word in the sentence. The client’s condition was exacerbated in the fall. A. improved B. made worse C. eliminated D. created a scar Vocabulary Answer Key 1. B 2. A 3. B 4. B 5. A 6. C 7. C 8. C 9. B 10. A 11. B   Word part (prefix, suffix, root) Meaning Examples a-/an- Without Anaerobic, abiotic Aero- Oxygen Aerobic -ase Related to enzyme Amylase, lactase Auto- Self Autosome, autotrophic Bio- Life Biology, biosphere, biotic Chloro- Color Chloroplast, chlorophyll Cyto-/kary- Cell Cytoplasm, cytotoxic, eukaryotic, Karyotype di-/dipl- Two, double Diploid, dichotomy Eco- Environment Ecology, ecosystem Exo- Outside Exoskeleton, exocytosis -gen/gen- That which produces Genotype, genetics, hydrogen Hapl- Half Haploid Heter- Different, other Heterogeneous, heterotrophic Homo- Same Homologous, homogeneous, homeostatis Hydro- Water Hydrogen, hydrosphere, hydrophobic Kine- Energy, movement Kinetics, kinesthesiology Meta- Among, changed Metaphase, metastasis -morph- Form, shape Morphology, anthropomorphic -neuro- Nerve Neuroscience, neuron -ology Study of Biology, geology, ecology -path- Feeling, suffering Pathology -phase Stage Anaphase, metaphase, prophase Phen- Appearing, seeming Phenotype (genetic traits you can see outwardly, eye color, etc.) Phob- Fear of Hydrophobic Pro-/proto- First, before Prophase, prokaryotic, photoplasm -sis- State or condition of Homeostasis, metastatis, phagocytosis Sym-/syn- With, together Symbiotic, synthesis Tele- Distance Telephase Therm- Heat Thermometer, exotherm Trans- Across Transpiration, translation, transcription -vac- Empty Vacuole, evacuate, vaccine   Mathematics 1. A newborn weighs 3,459 grams. There are 453.59 grams per pound. What is the infant’s weight in pounds and ounces? A. 7 lb 10 oz B. 10 lb 7 oz C. 13 lb 3 oz D. 3 lb 13 oz 2. What temperature in Celsius is 98.6 Fahrenheit? (Enter numeric value only. If rounding is necessary, round to the whole number.) ___________________________________________ 3. A nurse works in a military hospital from 1300 to 2000. What time of day does this nurse work? A. early morning to early afternoon B. lunchtime to midnight C. early afternoon to bedtime D. midnight to sunrise 4. A nurse is reviewing the daily intake and output (I&O) of a patient consuming a clear diet. The drainage bag denotes a total of 1,000 mL for the past 24 hours. The total intake is: 2 8 oz cups of coffee 1 16 oz serving of clear soup 1 pint of water consumed throughout the day How much is the deficit in milliliters? (Enter numeric value only. If rounding is necessary, round to the whole number.) _____________________________________________________ 5. To convert pounds to kilograms, what factor is used? A. 2.2 B. 0.334 C. 10 D. 22 6. How many milliliters are in 1 liter? A. 30 B. 10 C. 100 D. 1,000 7. A hospital day staff consists of 25 registered nurses, 75 unlicensed assistants, five phlebologists, six receptionists and office staff, and 45 physicians. One summer day the staff was at only 68% strength. How many people were working that day? (Enter numeric value only. If rounding is necessary, round to the whole number.) ____________________________ 8. Ratio and proportion: 0.8:10 :: x:100 A. x = 0.8 B. x = 8 C. x = 80 D. x = 800   Roman Numerals I = 1 XX = 20 M = 1,000 II = 2 XXX = 30 V ̅=5,000 III = 3 XL = 40 X ̅=10,000 IV = 4 L = 50 L ̅=50,000 V = 5 LX = 60 C ̅=100,000 VI = 6 LXX = 70 D ̅=500,000 VII = 7 LXXX = 80 M ̅=1,000,000 VIII – 8 XC = 90 IX = 9 C = 100 X = 10 D = 500 XI = 11 Examples: 2003 = MMIII (2000+3 = 2003), 1900 = MCM [1000+(1000-100) =1900] Roman numerals can only be repeated 3 times (III = 3, IV = 4, etc.) A smaller Roman numeral in front of a larger Roman numeral means subtract (V = 5, IV = 4) Add when smaller Roman numerals follow larger ones as if counting on. (XV = 15, 10+5 = 15) ss or (ss) ̅ = ½ In pharmacology, Roman numerals can be written in lower case (iiss, (iiss) ̅ = 2 ½). Measurement Conversions TEMPERATURE -> C = Celsius, F = Fahrenheit 0 C = 32 F (the freezing point of water) Body Temperature 37 C = 98.6 F 100 C = 212 F (the boiling point of water) (See conversion formulas on next page.) LENGTH Metric English (U.S.) 1 kilometer = 1,000 meter 1 mile = 1,760 yards = 5280 feet 1 meter = 100 centimeters 1 yard = 3 feet 1 centimeter = 10 millimeters 1 foot = 12 inches Memorize these -> 1 inch = 2.54 cm VOLUME AND CAPACITY Metric English (U.S.) 1 liter = 1,000 milliliters (mL) 1 gallon = 4 quarts = 128 ounces 1 milliliter (mL) = 1 cubic centimeter (cc) 1 quart = 2 pints 1 pint = 2 cups = 16 ounces 1 cup = 8 ounces = 240 mL 1 T. (tbsp.) = 3 tsp. = 15 mL Memorize these -> 1 ounce = 30 mL (or cc) = 2 T. Memorize these -> 1 tsp. = 5 mL WEIGHT AND MASS Metric English (U.S.) 1 kilogram = 1,000 grams 1 ton = 2,000 pounds 1 gram = 1,000 milligrams 1 pound = 16 ounces Printable Metric Conversion Chart and Table Length 1 centimeter (cm) = 10 millimeters (mm) 1 inch = 2.54 centimeters (cm) 1 foot = 0.3048 meters (m) 1 foot = 12 inches 1 yard = 3 feet 1 meter (m) = 100 centimeters (cm) 1 meter (m) ≅ 3.280839895 feet 1 furlong = 660 feet 1 kilometer (km) = 1000 meters (m) 1 kilometer (km) ≅ 0.62137119 miles 1 mile 5280 ft 1 mile = 1.609344 kilometers (km) 1 nautical mile = 1.852 kilometers (km) Area 1 square foot = 144 square inches 1 square foot = 929.0304 square centimeters 1 square yard = 9 square feet 1 square meter ≅ 10.7639104 square feet 1 acre = 43,560 square feet 1 hectare = 10,000 square meters 1 hectare ≅ 2.4710538 acres 1 square kilometer = 100 hectares 1 square mile ≅ 2.58998811 square kilometers 1 square mile = 640 acres Speed 1 mile per hour (mph) ≅ 1.46666667 feet per second (fps 1 mile per hour (mph) = 1.609344 kilometers per hour 1 knot ≅ 1.150779448 miles per hour 1 foot per second ≅ 0.68181818 miles per hour (mph) 1 kilometer per hour ≅ 0.62137119 miles per hour (mph) Volume 1 US tablespoon = 3 US teaspoons 1 US fluid ounce ≅ 30 milliliters (ml) 1 US cup = 16 US tablespoons 1 US cup = 8 US fluid ounces 1 US pint = 2 US cups 1 US pint = 16 US fluid ounces 1 liter (l) ≅ 33.8140227 US fluid ounces 1 liter (l) = 1000 milliliters (ml) 1 US quart = 2 US pints 1 US gallon = 4 US quarts 1 US gallon = 3.78541178 liters Weight 1 milligram (mg) = 0.001 grams (g) 1 gram (g) = 0.001 kilograms (kg) 1 gram (g) ≅ 0.035273962 ounces 1 ounce = 28.34952312 grams (g) 1 ounce = 0.0625 pounds 1 pound (lb) = 16 ounces 1 pound (lb) = 0.45359237 kilograms (kg) 1 kilogram (kg) = 1000 grams 1 kilogram (kg) ≅ 35.273962 ounces 1 kilogram (kg) ≅ 2.20462262 pounds (lb) 1 stone = 14 pounds 1 short ton = 2000 pounds 1 metric ton = 1000 kilograms (kg) Temperature C<-> F Conversion Formulas: C = (F-32)  5/9 OR: F = (C  5/9) + 32 OR: C = (F - 32) / 1.8 F = (C  1.8) + 32 24 hour time– Easy 24 hour clock chart Military Time Regular Time Military Time Regular Time 0100 1:00 AM 1300 1:00 PM 0200 2:00 AM 1400 2:00 PM 0300 3:00 AM 1500 3:00 PM 0400 4:00 AM 1600 4:00 PM 0500 5:00 AM 1700 5:00 PM 0600 6:00 AM 1800 6:00 PM 0700 7:00 AM 1900 7:00 PM 0800 8:00 AM 2000 8:00 PM 0900 9:00 AM 2100 9:00 PM 1000 10:00 AM 2200 10:00 PM 1100 11:00 AM 2300 11:00 PM 1200 Noon 0000 or 2400 Midnight Image source: http://en.wikipedia.org/wiki/Sector_clock Military Time NO “:” between hours and minutes (usually) it is optional. YES “:” between minutes and seconds – its required. Midnight is usually all zeros (23:59:59 -> 00:00:00) Can be noted as 0000 at start of day, or 2400 at end of day 24-Hour clock eliminates use of “am” and “pm”. HoursMinutes (1400) Hours : Minutes (14:00) or HoursMinutes : Seconds (1400:00) Hours : Minutes : Seconds (14:00:00)   Mathematics Answer Key 1. A 2. 37 3. C 4. 440 mL 5. A 6. D 7. 106 8. B   Anatomy and Physiology 1. Which of the following is a function of bone? I. formation of blood cells II. protection of vital organs III. framework for movement A. I only B. II only C. III only D. I, II, and III 2. The rate of breathing is controlled by involuntary centers in the: A. cerebrum B. cerebellum C. medulla oblongata D. spinal cord 3. Which of the following accurately describes the function of the hormone oxytocin? A. increases uterine contractions during childbirth B. stimulates the release of glucose to the blood C. induces water re-absorption in the kidneys D. prepares the uterus for implantation of the fertilized egg 4. Which blood type can be donated to anyone? A. A B. B C. O D. AB 5. Most human digestion takes place in the: A. esophagus B. stomach C. small intestine D. large intestine 6. Insulin is created in the body’s: A. adrenal glands B. kidneys C. pancreas D. thymus 7. Tough elastic tissues found in the joints that connect bones to bones are called: A. ligaments B. tendons C. cartilage D. retina 8. Rods and cones are light-sensitive cells inside the eyes: A. cornea B. iris C. pupil D. retina 9. Which of the following muscles are controlled by conscious thought? A. smooth B. striated C. cardiac D. all of the above 10. Most of the nutrients in food are absorbed in the body’s: A. stomach B. pylorus C. small intestine D. large intestine 11. Carbohydrates include: A. starches B. sugars C. both A and B are correct D. neither A nor B is correct 12. In adult humans, red blood cells: A. have no nucleus B. are replaced by the liver C. are outnumbered by white blood cells in the circulatory system D. are made in the spleen 13. Saliva in the mouth begins the process of breaking down: A. starch B. fat C. protein D. all of the above   14. In an emergency, an individual with type AB antigen in his blood cells may receive a transfusion of: I. type O blood II. type A blood III. type B blood A. I only B. II only C. II and III only D. I, II, and III 15. Which of the following accurately describes the function of the hormone progesterone? A. increase human growth B. stimulates the release of glucose to the blood C. induces water re-absorption in the kidneys D. prepares the uterus for implantation of the fertilized egg   Anatomy and Physiology Answer Key 1. D 2. C 3. A 4. C 5. C 6. C 7. A 8. D 9. B 10. C 11. C 12. A 13. A 14. D 15. D Explanations found in Kaplan 4th edition page 345-348 Reading Comprehension Review You may be thinking you don’t need to review the lessons in this chapter. You already know how to read, right? However, there is a big difference between knowing how to read, and being able to interpret, understand, and remember everything you read. The lessons in this section teach you how to handle the kinds of reading comprehension questions you are likely to face on your nursing school exam. READING LESSON As you probably know, the way you read during a test is not exactly how you read in everyday life. In general, you usually read to learn or for pleasure. Here are some tips on how to get the most out of the passages you are reading. Mark It Up You do not need to take a lot of notes, but do not leave the passage and surrounding space blank. Use it to keep track of the main ideas of the whole passage or specific paragraphs. Your notes will help you find the information you need to answer the questions later. Focus on the First Third of the Passage Although you may not find the passages on the test interesting, they are all well-organized. This means the author is very likely to present important information at the beginning of the passage. Chances are you will be able to answer the main idea questions based on the first third of the passage. Use the Paragraph Topics The first two sentences of each paragraph should tell you what it’s about. The rest of the paragraph is likely to be more detail-heavy. Just as you should pay more attention to the beginning of the passage, you should pay more attention to the beginning of each paragraph. Don’t Worry if You Get Stuck If there is something in the passage you don’t understand, don’t waste time reading it over and over again. As long as you have a general idea of where the details are, you don’t have to know what they are. Remember, later you can go back and look at paragraphs or notes you have made. This is another example of why marking up passages is so useful. You can circle or underline details that seem important. Furthermore, as long as you have made a note of the paragraph topic, you should be able to go back and find details within it. Details will always be located in the paragraph that deals with the general topic. Summarizing, Researching, and Making Inferences The following skills will also help you with Reading Comprehension sections on test day. Summarizing: For the purpose of the test, summarizing means being able to analyze a single phrase to capture what the entire passage is about. Researching: Research is important in helping you to answer detail questions. Researching means knowing where to look for the details. Generally, if you jot down paragraph topics, you should have a good idea where to locate the details. Inferring: Making an inference means coming to a conclusion based on information that is hinted at, but not actually stated. How to Read a Passage You may not know it, but how we read depends upon why we’re reading. When you’re reading a reading comprehension passage on an exam, your goal is to correctly answer each question about that passage. Contrary to what you might expect, to reach that goal, you don’t need to read the passage word by word. Instead, your best bet is to carefully skim the passage. How do you skim as a reader? Rather than read it word for word, you can scan for important information such as names (proper names of people, places, and things are easy to identify because they are capitalized), dates, numerical figures, and words that suggest action. Serious Skimming Each reading comprehension passage is written with a distinct purpose. The author wants you to make a point, describe a situation, or convince you of his or her ideas. Test-makers commonly ask you questions about the main idea of a passage or its tome. Common prompts for these question types include: •The main idea of the passage is: •The passage is primarily about: •An appropriate title for this passage would be: •The tone of what the passage can best be described as: The best way to anticipate these questions is to use active reading. Active reading does not mean reading a passage word-for-word. It means reading lightly but with a focus – in other words, serious skimming. This strategy will allow you to grasp quickly the main ideas of a passage and identify its tone. As you skim through each passage, keep the following questions in mind: •What is the passage about? •What is the point of the passage? •What is the author trying to say? •Why did he or she write this? •What are the two or three most important things mentioned in this passage? Remember not to worry about remembering every detail from a passage. You want to get a sense of the general outline; you can go back into the passage for the details. Kinds of Reading Comprehension Questions When you read passages on a test, you’re reading for a specific purpose: to be able to correctly answer as many questions as possible. Fortunately, most tests tend to use the same kinds of reading comprehension questions over and over again, so whatever the passage is about and however long it may be, you can expect the same four basic question types: • Main Idea • Detail • Inference • Vocabulary-in-Context Main Idea Questions Main idea questions test how well you understand the passage as a whole. They ask about: • The main point or purpose of a passage or individual paragraphs • The author’s overall attitude or tone • The logic underlying the author’s argument • How ideas relate to each other in the passage If you’re stumped on a main idea question, even after reading the passage, do the detail questions first. They can help you fill in the main idea. Detail Questions Detail questions ask about localized bits of information – usually specific facts or details from the passage. These questions may give you a line reference – a clue to where in the passage you’ll find your answer. Beware of answer choices that seem to reasonably answer the question but don’t make sense in the context of the passage or that are true but refer to a different section of the text. Detail questions test: • Whether or not you understand significant information that’s stated in the passage • Your ability to locate information within a text • Your ability to differentiate between main ideas and specific details Inference Questions Some reading comprehension questions begin with, “It can be inferred that the author…” To infer is to draw a conclusion based on reasoning or evidence. For example, if you wake up in the morning and there’s three feet of fresh snow on the ground, you can safely infer that it snowed during the night. Often, writers will use suggestion or inference rather than stating ideas directly. But they will also leave you plenty of clues so you can figure out just what they are trying to convey. Inference clues include word choice (diction), tone, and specific details. For example, say a passage states that a particular idea was perceived as revolutionary. You might infer from the use of the word perceived that the author believes the ideas was not truly revolutionary but seen that way. Thus, inference questions test your ability to use information in the passage to come to a logical conclusion. The key to inference questions is to stick to the evidence in the text. Most inference questions have pretty strong clues, so avoid any answer choices that seem far-fetched. If you can’t find any evidence in the passage, then it probably isn’t the right answer. Make sure you read inference questions carefully. Multiple answer choices may seem true; however if particular answers can’t be inferred from the passage, and don’t correspond to the passage as a whole or the specific part of the passage cited in the question, then they can’t be the correct answer. Vocabulary-in-Context Questions Because vocabulary is tested in a separate section of the nursing school entrance exam, you probably won’t encounter too many vocabulary-in-context questions. Just in case this type of question does appear on the test, here’s some information that will be helpful. Vocabulary-in-context questions test your ability to infer the meaning of a word from the context in which it appears. The words tested are usually fairly common words with more than one meaning. That’s the trick. Many of the answer choices will be definitions of the tested word, but only one will work in context. Sometimes one of the answer choices will jump out at you. It will be the most common meaning of the word in question – but it’s rarely right. You can think of this as the obvious choice. Say curious is the word being tested. The obvious choice is inquisitive. But curious also means odd; if that is the context the word appears in, that’s the correct answer. Using context to find the answer will help keep you from falling for this kind of trap. But you can also use these obvious choices to your advantage. If you get stuck on a vocabulary-in-context question, you can eliminate the obvious choice and guess from the remaining answers. SAMPLE QUESTIONS Questions 1-4 are based on the following passage. A real-life invisibility cloak? Scientists think it’s possible. In fact, a theory for how one might work already exists. Researchers believe that they can make light “bend” around an object in the same way that water flows around a rock in the river by using a special material – or metamaterial. A metamaterial is any man-made substance that doesn’t act like anything else in nature. In this case, researchers are trying to create a metamaterial that will bend light waves instead of reflect them. To do this, researchers say, the material must be made of objects that are smaller than light waves. The possibility of creating metamaterials was first envisaged in 1967 by the Russian scientist Victor Veselago. However, it wasn’t until 2006 that a team of U.S. and British scientists could use this idea to create a metamaterial capable of bending microwaves. The following year, Vladimir Shalaev of Purdue University published a design for a cloak that could bend red light waves. Most recently, Duke University scientists made two exciting announcements. The first was that they were able to create a cloak that worked with a wider range of waves. The second was that the metamaterial used was cheap and easy to make. Main Idea: This passage is primarily about: A. the science behind invisibility cloaks B. the importance of Victor Veselago’s idea to the creation of an invisibility cloak C. why scientists have yet to create a true invisibility cloak D. Scientist’s efforts to create a real invisibility cloak Detail: 1. According to the passage, a metamaterial that could bend microwaves was created by: A. Victor Veselago B. Scientists at Duke University C. U.S. and British scientists D. Vladimir Shalaev Inference: 2. It can be inferred from paragraph 2 of the passage that: A. U.S. and British scientists competed with each other to see who could create a metamaterial that could bend microwaves B. there is currently a great deal of interest surrounding the creation of an invisibility cloak C. a metamaterial that can only bend red light waves is essentially useless D. scientists and researchers aren’t getting any closer to creating a metamaterial than can bend light waves Vocabulary-in-Context: 3. The word “envisaged” in paragraph 2 most likely means: A. produced B. seen C. imagined D. criticized Map It Longer passages cover many aspects of a topic. For example, the first paragraph might introduce the subject, the second paragraph might present one viewpoint, and the third paragraph might argue for a different viewpoint. Within each of these paragraphs, there are several details that help the author convey a message. Because there is a lot to keep track of, it is always smart to mark up long passages if you can. •write simple notes in the margin as you read •underline key points •write down the purpose of each paragraph •concentrate on places where the author expresses an opinion. Most reading comprehension questions hinge on opinions and viewpoints, not facts These notes are your passage map, which can help you find the part of the passage that contains the information you need. The process of creating your passage map also forces you to read actively. Because you are constantly trying to identify the author’s viewpoint, as well as the purpose of each sentence and paragraph, you will be working hard to understand what’s happening in the passage. This translates into points on the test. Review Questions The following questions are not meant to mimic actual test questions. Instead, these questions will help you review the concepts and terms covered in this section. 1. True or False? The reason you are reading should affect how you read. 2. Fill in the blank. The main idea of a passage is usually found __________________________ 3. Match the words with their definitions. _____ summarizing _____ researching _____ inferring A. Knowing where to look for details. B. Coming to a conclusion based on information that is hinted at. C. Analyzing a single phrase to capture the meaning. 4. Write at least four questions you should be asking yourself when reading. 5. All of the following are types of reading comprehension questions EXCEPT: A. detail B. inference C. underlining D. main idea 6. True or False? Detail questions test your ability to differentiate between main ideas and specific details. 7. Fill in the blank. __________ questions test your ability to draw a conclusion based on reasoning. 8. When you are mapping a passage, you should do all of the following EXCEPT: A. Write simple notes in the margin as you read. B. Write down the purpose of each paragraph. C. Underline key points D. Concentrate on places where the author goes into specific detail about an element of the passage. 9. True or False? The order of questions generally follows the order of the passage. Review Answers 1. True. You wouldn’t read your favorite novel in the same manner you would read a reading comprehension passage. Remember, you are reading to earn points, not for enjoyment or to learn anything. 2. The main idea is usually found in the first third of a passage. 3. The correct definitions are: • Summarizing means analyzing a single phrase to capture what the entire passage is about. • Researching means knowing where to look for details. • Inferring means coming to a conclusion based on information that is hinted at. 4. Your answers may vary, but here are some possible answers: • What is this passage about? • What is the point of this? • What is the author trying to say? • Why did the author write this? • What are the two or three most important things in this passage? 5. Underlining is not a question type. 6. True. Detail questions test your ability to differentiate between main ideas and specific details. 7. Inference questions test your ability to draw a conclusion based on reasoning. 8. The correct answer is D, because you should not concentrate on places where the author goes into specific detail. Instead, you should concentrate on places where the author expresses an opinion. 9. True. The order of the questions generally follows the order of the passage. Five Steps for Reading Comprehension Questions 1. Read the question stem (This is a statement that asks the question. The stem includes the situation that describes the client and his healthcare needs or problems. It also includes all the relevant information regarding those issues. The most important part of the stem is the question or incomplete statement that you must answer or complete.). 2. Locate the material you need. 3. Predict the answer. 4. Scan the answer choices. 5. Select your answer. CRANIAL NERVES Sample from “Nursing Made Insanely Easy! Remember What You Learn Forever!” By Rayfield & Manning Many students find it difficult to remember all 12 of the cranial nerves. This strategy has been developed to simplify the ability to easily remember all 12 of these nerves. Notice that on the chart we only have one nose (olfactory), which represents the 1st cranial nerve. God gave us 2 eyes to see with (optic), which is the 2nd cranial nerve. I always remember this cranial nerve by recalling “optic vision.” On the previous page, you may recall that cranial nerves 3, 4, 6 makes your eyes do tricks (oculomotor, trochlear, and abducens). The 5th cranial nerve is recalled by remembering 5 rhymes with tri (trigeminal). The 7th cranial nerve (facial) can be remembered by visualizing placing the number 7 across your face with the top of the 7 going across your forehead and the bottom part going down over your face. Think of the number 8 (acoustic) fitting nicely into your ear for remembering this nerve. Note that when you evaluate cranial nerves 9 and 10 this assessment is under your chin (glossopharyngeal and vagus). Notice these 2 nerves have a “g” in the spelling, and one of the assessments for these nerves is to check the gag reflex. As you progress to the 11th cranial nerve (spinal accessory), visualize a “1” on each shoulder that should remain in place as the client shrugs their shoulder. For the 12th cranial nerve (hypoglossal), visualize the client sticking their tongue out from side to side and saying, “the end.”   Cranial Nerves 1 God gave us one nose (olfactory) 2 God gave us 2 eyes to see with (optic) 3, 4, 6 Makes my eyes do tricks! (oculomotoer, trachlear, abducens) 5 TRI Rhymes with Tri (for Trigeminal) 7 Can fit nicely across your face to help you remember the Facial Cranial nerves. 8 Fits nicely into your ear to assist you to remember the acoustic. 9, 10 Is under my chin (glossopharyngeal) 11 1 1 Put a 1 on each shoulder and then shrug them. The 1’s should not fall off. (spinal accessory) 12 For tongue movement (hypoglossal)   Cranial Nerves On Old Olympus' Towering Top, A Friendly Viking Grew Vines And Hops Oh, Once One Takes The Anatomy Final a Good Vacation Seems Heavenly! 1 2 3 4 5 6 7 8 9 10 11 12 On Old Olympus' Towering Top, A Friendly Viking Grew Vines And Hops O O O T T A F V G V A H CN I – Olfactory CN II – Optic CN III – Oculomotor CN IV – Trochlear CN V – Trigeminal CN VI – Abducens CN VII – Facial CN VIII – Vestibulocochlear CN IX – Glossopharyngeal CN X – Vagus CN XI – Accessory (Spinal Accessory) CN XII – Hypoglossal Type of Nerve Mnemonics for the type of nerve or its function rely upon the letters S, M and B for sensory, motor or both. The mnemonics to remember the types of cranial nerves can be chosen from: S = Sensory M= Motor B= Both (sensory + motor) Some Say Marry Money, But My Brother Says Big Brains Matter Most. 1 2 3 4 5 6 7 8 9 10 1112 CN I – Olfactory CN II – Optic CN III – Oculomotor CN IV – Trochlear CN V – Trigeminal CN VI – Abducens CN VII – Facial CN VIII – Vestibulocochlear CN IX – Glossopharyngeal CN X – Vagus CN XI – Accessory CN XII – Hypoglossal Some Say Marry Money, But My Brother Says Big Brains Matter Most. S S M M B M B S B B M M S - smell S - vision M – 4 of the 6 ext. eye muscles M – 1 external eye muscle B – S-face, M-chewing (mastication) M – 1 external eye muscle B – S-peripheral taste, M-facial muscles S – equilibrium / hearing (B?–tiny motor fibers) B – taste (tongue) / pharynx (feeling) B - S-visceral, M-Parasympathetic M M – trapezius muscle / sternocleidomastoid M – tongue (Glosso = tongue, pharyngeal = throat) Sources: BIO201, and http://en.wikipedia.org/wiki/List_of_mnemonics_for_the_cranial_nerves Study Tips Everyone is different, different methods work for different people the following are only suggestions on improving upon your current studying techniques. It is best to review the material right after class when it's still fresh in your memory. Don't try to do all your studying the night before the test, instead space out your studying, review class materials at least several times a week, focusing on one topic at a time. Have all of your study material in front of you: lecture notes, course textbooks, study guides and any other relevant material. Find a comfortable and quiet place to study with good lighting and little distractions (try avoiding your own bed; it is very tempting to just lie down and take a nap). Start out by studying the most important information. Learn the general concepts first; don't worry about learning the details until you have learned the main ideas. Take notes and write down a summary of the important ideas as you read through your study material. Take short breaks frequently, you memory retains the information that you study at the beginning and the end better than what you study in the middle. Space out your studying, you'll learn more by studying a little every day instead of waiting to cram at the last minute. By studying every day, the material will stay in your long-term memory but if you try to study at the last moment, the material will only reside in your short-term memory that you'll easily forget. Make sure that you understand the material well, don't just read through the material and try to memorize everything. If you choose to study in a group, only study with others who are serious about the test. Test yourself or have someone test you on the material to find out what your weak and strong areas are. You can use the review questions at the end of each chapter or practice tests the teacher may give out as well as other materials. Listening to relaxing music such as classical or jazz on a low volume can relieve some of the boredom of studying. Don't study later than the time you usually go to sleep, you may fall asleep or be tempted to go to sleep, instead try studying in the afternoon or early evening. If you are a morning person try studying in the morning. Taken from TestTakingtips.com 2012 Test Anxiety Tips Test anxiety is when a student excessively worries about doing well on a test. This can become a major hindrance on test performance and cause extreme nervousness and memory lapses among other symptoms. The following are tips on reducing test taking anxiety. Being well prepared for the test is the best way to reduce test taking anxiety. Space out your studying over a few days or weeks, and continually review class material, don't wait until the night before and try to learn everything the night before. Try to maintain a positive attitude while preparing for the test and during the test. Exercising for a few days before the test will help reduce stress. Get a good night's sleep before the test. Show up to class early so you won't have to worry about being late. Stay relaxed, if you begin to get nervous take a few deep breaths slowly to relax yourself and then get back to work. Read the directions slowly and carefully. If you don't understand the directions on the test, ask the teacher to explain it to you. Skim through the test so that you have a good idea how to pace yourself. Write down important formulas, facts, definitions and/or keywords in the margin first so you won't worry about forgetting them. Do the simple questions first to help build up your confidence for the harder questions. Don't worry about how fast other people finish their test; just concentrate on your own test. If you don't know a question skip it for the time being (come back to it later if you have time), and remember that you don't have to always get every question right to do well on the test. Focus on the question at hand; don't let your mind wander on other things. If you're still experiencing extreme test anxiety after following these tips, seek help from your school counselor. Taken from TestTaking Tips.com 2012 Additional testing information per the Yavapai College Website: This test is computer/internet based – you must set up an Evolve Elsevier account prior to the test, and bring your username/password to the test along with your photo ID. You will be tested on: reading comprehension, vocabulary and general knowledge, math, anatomy & physiology and critical thinking. You will not be tested on the other sections in the study guide(s). YC links for testing information: http://www.yc.edu/v5content/testing-center/nursing.htm Study Guides: Your best resources are the study guides recommended by the NSG Program: Evolve Reach Admission Assessment Exam Review̧ 3RDEdition Publisher: Mosby/Elsevier, ISBN# 1455703338 (A limited supply of 2nd Edition ISBN# 978-1-14160-5635-5 is available for SSS Trio students to borrow free of charge. Please contact Sara Holter at [email protected] for more information regarding this program and other SSS Trio benefits.) Some students have used Kaplan’s “Nursing School Entrance Exams” as a study guide. ISBN: 1618656023 or ISBN: 978-1-4195-5285-4, or the review book from Mometrix Media: http://www.mo-media.com/nursing/ Many prior students have stated that the Mosby book has all you need to know for the math portion of the test; and, that Kaplan is too much for math, but is better on the other subjects. Other References/Resources: Per YC Nursing link - Free HESI RN Exit practice exams: http://www.yourbestgrade.com/hesi Quizlet.com (Look for lists specific to nursing. Prior YC students have accounts on this site. You can also search by class such as BIO202. Keep in mind that the information is only as accurate as the students who input the information.), Vocabulary.com, https://www.khanacademy.org/, TestTakingtips.com, dosagehelp.com, allnurses.com, http://www.howstuffworks.com/, Rx.com. You can Google an abundance of sources– all you have to do is type it in and run with it! Many resources are available right here at the Yavapai College Library, or other Yavapai County libraries. Reserve online via: http://catalog.yln.info/client/pvpl This one will help NOW: Quick & Easy Medcial Terminology 4th Edition Books at the library that are recommended by other students once accepted into the program: Memory notebook of nursing. Volume 1, Memory notebook of nursing : pharmacology & diagnostics, Nursing made insanely easy!, as well as a variety of NCLEX books such as Saunders, Kaplan, and Exam Cram.   Math Quiz #1 Change to Roman numerals 19 = __________________ Change to Arabic numbers XVII = _____________________ ¾ x 2/5 = ________________________ 1/3 -:- 7/8 = ________________________ 6.45 x 1.36 = _______________________ 0.125 -:- 0.25 = ________________________ ½ x 2/3 = _______________________________ 7.68 x 0.05 = _______________________________ Change to a decimal ½ = _______________________ Change to a decimal ¾ = __________________________   Key to Math Quiz #1 1. Change to Roman numerals 19 = _________XIX_________ Change to Arabic numbers XVII = _________17____________ ¾ x 2/5 = ___________3/10_____________ 1/3 -:- 7/8 = ___________8/21_____________ 6.45 x 1.36 = ___________8.7720____________ 0.125 -:- 0.25 = __________2__________0.5____ ½ x 2/3 = ______________1/3_________________ 7.68 x 0.05 = ____________0.3840___________________ Change to a decimal ½ = _________.5______________ Change to a decimal ¾ = __________.75________________   2nd Math Quiz Convert the following measure to the indicated equivalent. 45 gtt =_________________mL 5 tsp =__________________mL 4 Tbsp =________________mL 3 ½ oz =________________mL gr 1/100 =______________ mL gr xxx =________________ g 0.3 mg =_________________gr gr 60 =___________________g gr iii ss =_________________mg 20 mL ___________________oz 36 minims =_______________mL 3 tsp =____________________oz 4 pt =_____________________L 7 Tbsp =__________________oz 2 ½ Tbsp =________________oz 64 oz=____________________pt gr ¾ =____________________mg 1 ¼ qt =___________________L 1/2qt=___________________oz 20 mL =__________________oz   2nd Math Quiz Key 3 25 60 105 0.6 2 1/200 4 210 2/3 2.4 ½ 2 3 ½ 1.25 4 45 1.25 16 2/3 3rd Math Quiz 9 lbs = _______________kg 11kg = ________________lb 190 lbs = _________________kg 19 kg = __________________lb 165 lb = ___________________kg 8 oz = _______________________mL 1 tsp = _____________________mL 40 mL = ____________________tsp 8oz + 6oz + 4oz = ___________________mL 100mL + 240mL + 150mL = ______________________oz 3rd Math Quiz Key 9 lbs = _______4.1________kg 11kg = ______24.2__________lb 190 lbs = _____86.36 or 86.4____________kg 19 kg = _______41.8___________lb 165 lb = ________75___________kg 8 oz = _________240______________mL 1 tsp = __________5___________mL 40 mL = __________8__________tsp 8oz + 6oz + 4oz = _______540____________mL 100mL + 240mL + 150mL = _________16.3_____________oz   4th Math Quiz Order: Tigan 0.2g IM On-Hand: Multi-dose vial labeled 100mg/mL How many mL will you give? _______________ Order: Thorazine 50 mg PO On hand: Thorazine 25 mg tablets How many tablets will you give? ______________ Order: Orinase 1 g PO On hand: Orinase 500mg tablets How many tablets will you give? _________________ Order: Augmentin 500mg PO On hand: Augmentin 125mg/5mL How many mL will you give? __________________ Order: Meperidine 35mg IV On hand: Meperidine 10mg/mL How many mL will you give? _____________________ Order: Atropine 300mg IM On hand: Atropine 100mg/mL How many mL will you give? ________________ Order: Hydromorphone 3 mg IM On hand: Hydromorphone 2mg/mL How many mL will you give? ___________________   Order: Heparin 8,000units SQ On hand: Heparin 10,000units/mL How many mL will you give? ___________ Order: morphine sulfate 1/4gr IV On hand: morphine sulfate 1/8gr/mL How many mL will you give? __________________ Order: Compazine 10mg IM On hand: Compazine 5mg/mL How many mL will you give? _______________________   Math Quiz #4 KEY 2 mL 2 tablets 2 tablets 20 mL 3.5mL 3 mL 1.5 mL 0.8mL 2ml 2 mL [Show More]

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