ngn case study 1 integumentary

Integumentary Disorders NCLEX Practice Quiz (80 Questions)

Welcome to your NCLEX reviewer and practice questions for integumentary system disorders. In this nursing test bank , test your competence on the concepts of integumentary system disorders. It is crucial for nurses to have the knowledge of the normal anatomy, physiology, and assessments of the integument when providing nursing care for clients with disorders of the skin, hair, and nails.

Integumentary Disorders Nursing Test Banks

This section includes the NCLEX-style practice questions about integumentary system disorders. This nursing test bank set includes 80 practice questions divided into four parts.

Quiz Guidelines

Before you start, here are some examination guidelines and reminders you must read:

• Practice Exams : Engage with our Practice Exams to hone your skills in a supportive, low-pressure environment. These exams provide immediate feedback and explanations, helping you grasp core concepts, identify improvement areas, and build confidence in your knowledge and abilities.
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• For Challenge Exams, click on the “Start Quiz” button to start the quiz.
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Quizzes included in this guide are:

Recommended Resources

Recommended books and resources for your NCLEX success:

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Saunders Comprehensive Review for the NCLEX-RN Saunders Comprehensive Review for the NCLEX-RN Examination is often referred to as the best nursing exam review book ever. More than 5,700 practice questions are available in the text. Detailed test-taking strategies are provided for each question, with hints for analyzing and uncovering the correct answer option.

Strategies for Student Success on the Next Generation NCLEX® (NGN) Test Items Next Generation NCLEX®-style practice questions of all types are illustrated through stand-alone case studies and unfolding case studies. NCSBN Clinical Judgment Measurement Model (NCJMM) is included throughout with case scenarios that integrate the six clinical judgment cognitive skills.

Saunders Q & A Review for the NCLEX-RN® Examination This edition contains over 6,000 practice questions with each question containing a test-taking strategy and justifications for correct and incorrect answers to enhance review. Questions are organized according to the most recent NCLEX-RN test blueprint Client Needs and Integrated Processes. Questions are written at higher cognitive levels (applying, analyzing, synthesizing, evaluating, and creating) than those on the test itself.

NCLEX-RN Prep Plus by Kaplan The NCLEX-RN Prep Plus from Kaplan employs expert critical thinking techniques and targeted sample questions. This edition identifies seven types of NGN questions and explains in detail how to approach and answer each type. In addition, it provides 10 critical thinking pathways for analyzing exam questions.

Illustrated Study Guide for the NCLEX-RN® Exam The 10th edition of the Illustrated Study Guide for the NCLEX-RN Exam, 10th Edition. This study guide gives you a robust, visual, less-intimidating way to remember key facts. 2,500 review questions are now included on the Evolve companion website. 25 additional illustrations and mnemonics make the book more appealing than ever.

NCLEX RN Examination Prep Flashcards (2023 Edition) NCLEX RN Exam Review FlashCards Study Guide with Practice Test Questions [Full-Color Cards] from Test Prep Books. These flashcards are ready for use, allowing you to begin studying immediately. Each flash card is color-coded for easy subject identification.

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An investment in knowledge pays the best interest. Keep up the pace and continue learning with these practice quizzes:

• Nursing Test Bank: Free Practice Questions UPDATED ! Our most comprehenisve and updated nursing test bank that includes over 3,500 practice questions covering a wide range of nursing topics that are absolutely free!
• NCLEX Questions Nursing Test Bank and Review UPDATED! Over 1,000+ comprehensive NCLEX practice questions covering different nursing topics. We’ve made a significant effort to provide you with the most challenging questions along with insightful rationales for each question to reinforce learning.

8 thoughts on “Integumentary Disorders NCLEX Practice Quiz (80 Questions)”

I really appreciate your effort in making studying easier !! Love this THANKS

Glad to be of help! You are very much welcome! :)

I really appreciate you ,thank you very much for making studying easy

Much to learn, more knowledge

Thanks for allowing me to use your Qbank for freeits of great help in m daily study and prepare for my nclex exam. i will request of if possible to add more NGN questions

There is an error on the first Integumentary test (no answer options) so that you cannot submit the exam the check your answers/rationale (Question #31).

Hi Kate, thanks for reporting. This item has been fixed. We’ve also updated the whole quiz.

Thanks so much

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Next Generation NCLEX Case Study Sample Questions

One of the big changes on the Next Generation NCLEX exam is a shift toward case studies. Case studies often require a deeper level of critical thinking, and understanding diseases on a more in-depth level (especially the pathophysiology) will make these types of questions easier to answer.

In this article, you’ll be able to watch a free video to help you prepare for the new Next Generation NCLEX case study format. Nurse Sarah will walk you step-by-step through each scenario and help you understand how to use critical thinking and nursing knowledge to answer these types of questions.

Next Generation NCLEX Case Study Review Questions Video

NGN Case Study Sample Questions and Answers

First, let’s take a look at our case study summary below:

Case Study Summary:

A 68-year-old male is admitted with shortness of breath. He reports difficulty breathing with activity, lying down, or while sleeping. He states that in order to “breathe easier,” he has had to sleep in a recliner for the past week. The patient has a history of hypertension, myocardial infarction (2 years ago), and cholecystectomy (10 years ago). The patient is being transferred to a cardiac progressive care unit for further evaluation and treatment.

Question 1 of 6: The nurse receives the patient admitted with shortness of breath. What findings are significant and require follow-up? The options are listed below. Select all that apply.

To answer this first question in the NGN case study, let’s look at the information provided in the nursing notes and vital signs tabs provided:

This question is asking us to identify findings that are significant and require the nurse to follow-up. In other words, what is presenting that we can’t ignore but need to investigate further.

Therefore, let’s comb through the nursing notes and vital signs to see what is abnormal and requires follow-up.

First, the patient arrived to the room via stretcher. That’s fine and doesn’t necessarily require follow-up.

Next, the patient is alert and oriented x 4 (person, place, time, event). This tells us that the patient’s neuro status is intact so far. Therefore, the shortness of breath isn’t affecting the patient’s mental function yet (we have enough oxygen on board right now for brain activity).

However, the nurse has noticed the shortness of breath with activity and talking, which should not normally happen. This tells us something is wrong and is significant enough to require follow-up. We want to know why is this happening, is it going to get worse, etc.

The patient’s weight and vital signs were collected (this is good). Weight is 155 lbs. and BMI is within a healthy range (doesn’t tell us too much but may be useful later). The patient is also connected to a bedside monitor, so they need to be monitored constantly like on a progressive care unit.

The monitor shows sinus tachycardia . This is significant because it seems the patient’s shortness of breath is causing the heart to compensate by increasing the heart rate to provide more oxygen (hence the lungs may be compromised).

Then we find out that the lungs are indeed compromised because crackles are heard in both lungs , and this may be why our patient is short of breath. This is significant (could the patient have pulmonary edema?)

Then we find out the nurse has noted an S3. This is an extra heart sound noted after S2. And what jumps out to me about this is that it is usually associated with volume overload in the heart like in cases of heart failure . However, S3 may be normal in some people under 40 or during pregnancy, but that’s not the case with our patient based on what we read in the case summary.

Therefore, based on everything I’m reading in this case study, I’m thinking this patient may have heart failure, but we need those test results back (especially the echo and chest x-ray, and hopefully a BNP will be in there too).

We are also told that the patient has an 18 gauge IV inserted (which is good thing to have so we can give medications if required), orders have been received, labs drawn, and testing results are pending.

Now let’s look at the “Vital Signs” tab above, and ask yourself what is normal vs. abnormal for this patient (adult male).

• The heart rate is high at 112 (tachycardia), and should normally be 60-100 bpm (see heart rhythms ).
• Blood pressure is higher than normal (normal is 120/80), which indicates hypertension.
• Oxygen saturation is 94% (this is on the low side as we’d normally want around 95% or higher, and the patient is on 4 L nasal cannula, which tells us the lungs are not okay).
• Respiratory rate is increased (26 breaths per minute)…normal is 12-20 breaths per minute.

Based on the information we were provided, I’ve selected the answers below. These findings are significant and definitely require follow-up by the nurse.

When answering these NGN case study questions, it’s helpful to think of the ABCDE (airway, breathing, circulation, etc.) as all of these fall into that category. If we don’t follow-up on the shortness of breath, crackles, respiratory rate, o2 saturation (94% on 4 L nasal cannula), the respiratory system can further decline.

In addition, the sinus tachycardia, S3 gallop, and hypertension could indicate fluid overload in the heart. This may cause the heart to tire out and lead the lethal rhythm. On the other hand, temperature, pain, weight, and BMI are not abnormal and do not require follow-up.

See the Complete Next Generation NCLEX Case Study Review

Each question in the case study builds on the previous question. To see how these questions evolve based on the patient’s condition and labs, watch the entire Next Generation NCLEX Case Study Review video on our YouTube Channel (RegisteredNurseRN).

NCLEX Practice Quizzes

We’ve developed many free NCLEX review quizzes to test your knowledge on nursing topics and to help you prepare for the Next Generation NCLEX exam.

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Just released is “ Fluid and Electrolytes Notes, Mnemonics, and Quizzes by Nurse Sarah “. These notes contain 84 pages of Nurse Sarah’s illustrated, fun notes with mnemonics, worksheets, and 130 test questions with rationales.

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Using Clinical Judgment Model Across the Curriculum presented by Diane Billings, EdD, RN, ANEF, FAAN This session has concluded.

How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum presented by Kathleen Martin, DNP, RN, CNE This session has concluded.

Overview of Next Generation Questions presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE This session has concluded.

How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Responses) presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE This session has concluded.

How to Write Standalone Questions (Bow-tie and Trend) – 60 minutes presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE This session has concluded.

Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development presented by Kathie Lasater, EdD, RN, ANEF, FAAN This session has concluded.

Using Debriefing to Foster Clinical Judgment presented by Raquel Bertiz, PhD, RN, CNE, CHSE; Jasline Moreno, MSN, RN, CHSE; and Denyce Watties-Daniels, DNP, RN, OLC-C This session has concluded.

Making the Connection with Concept Mapping: A Versatile Strategy of Teaching, Assessing, and Evaluating Clinical Judgment presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K This session has concluded.

It's Time to Take Action in the Classroom presented by Kathleen Martin, DNP, RN, CNE This session has concluded.

Maximing Your Testing Environment presented by Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, and Krysia Hudson, DNP, RN, BC This session has concluded.

Making the Most of Pre-Post Clinical Conferences Teaching Clinical Judgment in Clinical Practice presented by Denise E. Jarboe, DNP, RN, CNE This session has concluded.

These workshops are offered at no cost through funding by the Nurse Support Program II (NSP II 20-125), which is funded by the Maryland Health Services Cost Review Commission and administered by the Maryland Higher Education Commission.

Using Clinical Judgment Model Across the Curriculum

• Choose a clinical judgment model to implement across their curriculum.
• Consider how to implement one model across a curriculum.
• Engage in using an example of how to use a clinical judgment model.

How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum

Session Description:

In this session, participants will develop a case study to use in their course. The session includes information about choosing a case study, a template for writing a case study, consider elements to include in the case study, and an opportunity to practice writing a case study.

Session Learning Objectives:

After engaging in this session, the participant will be able to:

• Consider appropriate sources for a case
• Organize key elements of the case necessary for making effective clinical
• Use a case study template to develop a case study to use when teaching, assessing, and evaluating student’s ability to make clinical

Session Preparation:

Prior to participating in this session, participants should:

• review their course learning objectives and content
• identify a topic for a case study that requires decision making
• review the article by Betts and Muntean and the template for writing a case study.
• Martin Presentation Slides
• Case Study Writing Template
• Case Study Builder Worksheet

Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. Journal of Applied Testing Technology, 20 (2).

NCSBN (Spring 2020). The NGN case study . https://www.ncsbn.org/NGN_Spring20_Eng_02.pdf  

Overview of Next Generation Questions

• Choose the appropriate test item type to measure each step of a clinical judgment model.
• Calculate a score for each item type.
• Hensel Presentation Slides
• Hensel Handout: Sample Question Templates
• Hensel Handout: Changing Item Format Practice
• Hensel Handout: Changing Item Format Practice - Answers

How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Responses)

presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE  

Friday, Nov. 5, 2021 noon – 1:30 p.m. Online via Zoom 

In this session, using a case study, participants will choose an appropriate test item type for each step of a clinical judgment model. Participants will be given the opportunity to practice writing questions for their case study.

• Use their case study to write test questions for each step of a clinical judgment model.

Prior to attending this session, participants should:

• Review course learning objectives
• Read NGN News (Spring 2020). The NGN Case Study.  https://www.ncsbn.org/NGN_Spring20_Eng_02.pdf
• Bring their case study to use to write test questions for each step of a clinical judgment model.
• Hensel Presentation Slides  
• Hensel Handout: Case Studies
• Hensel Handout: Case Study Template 1  
• Hensel Handout: Case Study Template 2

Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items

for entry-level nursing exams. Journal of Applied Testing Technology, 20 (2).

NCSBN (Spring 2020). The NGN case study . https://www.ncsbn.org/NGN_Spring20_Eng_02.pdf

How to Write Standalone Questions (Bow-Tie and Trend) – 60 minutes

presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE

Thursday, Nov. 12, 2021 noon – 1:30 p.m. Online via Zoom

This event has concluded.

In this session, participants will write Bow-tie and Trends questions.

• Determine a topic for a Bow-tie and Trend question.
• Write a Bow-tie and Trend Question for their own test.
• Bring a topic that lends itself to writing a Trend and Bow-tie question.
• Read NGN News (Spring 2021). The NGN Case Study. https://www.ncsbn.org/NGN_Spring21_Eng.pdf
• Hensel Handout: Practice

Readings: 

Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development

presented by Kathie Lasater, EdD, RN, ANEF, FAAN

Monday, Jan. 24, 2022 11 a.m. - 12:30 p.m. Online via Zoom

Session Description: In this session, participants will learn how to integrate the use of a clinical judgment model into their teaching, assessment, and evaluation strategies in didactic, clinical, and simulation experiences.

Session Learning Outcomes: After engaging in this session, the participant will be able to:

• Explain two ways to use the Lasater Clinical Judgment Rubric (LCJR).
• Share with others a strategy you use to develop/assess students’ clinical judgment.
• Identify a new (for you) strategy you can use to develop/assess students’ clinical judgment.

Session Preparation: Prior to participating in this session, participants should:

• Review the session outcomes.
• Identify a strategy that you use to develop or assess students’ clinical judgment.
• Read the recommended articles.
• Lasater Presentation Slides
• Lasater Clinical Judgment Rubric

Readings: Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students’ clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485–493.  https://doi.org/10.3928/01484834-20210708-01 (recommended)

Jessee, M. A., & Tanner, C. (2016). Pursuing improvement in clinical reasoning: Development of the clinical coaching interactions inventory. Journal of Nursing Education, 55(9), 495-504. 10.3928/01484834-20160816-03 (recommended)

Lasater, K. (2011). Clinical judgment: The last frontier for evaluation. Nurse Education in Practice, 11(2), 86-92. 10.1016/j.nepr.2010.11.013 (recommended)

Monagle, J. L., Lasater, K., Stoyles, S., & Dieckmann, N. (2018). New graduate nurse experiences in clinical judgment: What academic and practice educators need to know. Nursing Education Perspectives, 39(4), 201-207. 10.1097/01.NEP.0000000000000336 (recommended for those interested in role of reflection in clinical judgment development)

Nielsen, A. (2016). Concept-based learning in clinical experiences: Bringing theory to clinical education for deep learning. Journal of Nursing Education, 55(7), 365-371. 10.3928/01484834-20160615-02 (recommended)

Nielsen, A., Lasater, K., & Stock, M. (2016). A framework to support preceptors' evaluation and development of new nurses' clinical judgment. Nurse Education in Practice, 19, 84-90, 10.1016/j.nepr.2016.03.012 (recommended)

Tanner, C. A. Thinking like a nurse: A research-based model of clinical judgment. Journal of Nursing Education, 45(6), 204-211.10.3928/01484834-20060601-04 (should be read as a foundation for clinical judgment work)

Using Debriefing to Foster Clinical Judgment

presented by Raquel Bertiz, PhD, RN, CNE, CHSE; Jasline Moreno, MSN, RN, CHSE; and Denyce Watties-Daniels, DNP, RN, OLC-C

Friday, Feb. 25, 2022 10 - 11:30 a.m. Online via Zoom

This session has concluded.  

Session Description: In this session, participants will learn how to utilize debriefing in simulation to create reflective learners to prepare them for the complexity of today’s health care environment.

• Describe the theory, standards, and methods of debriefing/reflective practice.
• Discuss how to use debriefing to teach clinical judgment.
• Apply debriefing to a simulation experience.

Session Preparation: Prior to participating in this session, participants should review the recommended readings.

• Using Debriefing to Foster Clinical Judgment Presentation Slides
• Using Debriefing to Foster Clinical Judgment Worksheet

Kavanagh, J. M., & Szweda, C. (2017). A Crisis in Competency: The Strategic and Ethical Imperative to Assessing New Graduate Nurses' Clinical Reasoning. Nursing education perspectives, 38(2), 57–62. https://doi.org/10.1097/01.NEP.0000000000000112

National League for Nursing (2015). NLN vision series transforming nursing education. Debriefing across the curriculum. https://www.nln.org/docs/default-source/uploadedfiles/about/nln-vision-series-position-statements/nln-vision-debriefing-across-the-curriculum.pdf

Muntean, W. (2012). Nursing clinical decision-making: A literature review. Retrieved at https://www.ncsbn.org/Clinical_Judgment_Lit_Review_Executive_Summary.pdf

Watts, P., Rossler, K., Bowler, F., Miller, C., Charnetski, M., Decker, S., Molloy, M., Persico, L., McMahon, E., McDermott, D., Hallmark, B. (2021). Preamble. Clinical Simulation in Nursing, https://www.nursingsimulation.org/article/S1876-1399(21)00093-1/fulltext .

Making the Connection with Concept Mapping: A Versatile Strategy for Teaching, Assessing, and Evaluating Clinical Judgment

presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K

Friday, April 1, 2022 noon - 1:30 p.m. Online via Zoom

This session has concluded.

Session Description: In this session, participants will explore the usefulness of concept mapping in developing students’ clinical judgment. The session includes examples of how concept mapping can be used for teaching, assessing, and evaluating clinical judgment. Faculty will discuss implementation ideas and practice tailoring a concept mapping learning activity to meet students’ needs.

• Discuss the connection between concept mapping and clinical judgment development.
• Recognize the utility of concept mapping as a teaching strategy, assessment opportunity, and evaluation tool.
• Practice tailoring a concept-mapping activity to meet students’ needs.
• Discuss how they can implement concept mapping across the curriculum.

Session Preparation: Prior to participating in this session, participants should be familiar with Tanner’s Clinical Judgment Model and concept mapping. Faculty should reflect on any previous experiences with concept mapping as well as the state of students’ clinical judgment competence.

• Data to Diagnosis Lesson Plan
• Data to Diagnosis Student Activity
• Concept Map Template
• Concept Mapping Activity Design Template
• Concept Mapping Presentation Handouts

Breytenbach, C., Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193-197. Bridges, S. M., Corbet, E. F., & Chan, L. K. (2015). Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences. Knowledge Management & E-Learning, 7(1), 119. Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279-301. Eisenmann, N. (2021). An innovative clinical concept map to promote clinical judgment in nursing students. (2021). Journal of Nursing Education, 60(3), 143-149. Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students' critical thinking. Nursing Education Perspectives, 39(4), 208-214. Gonzalez, L. (2018). Teaching clinical reasoning piece by piece: A clinical reasoning concept-based learning method. Journal of Nursing Education, 57(12), 727-735. Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students' clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485-493. Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing education. Nurse Education in Practice, 20, 147-153.

Schwendimann, B. A. (2015). Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education. Knowledge Management & E-Learning, 7(1), 73.

It’s Time to “Take Action” in the Classroom

presented by  Kathleen Martin, DNP, RN, CNE

April 12, 2022 noon – 1:30 p.m. Online via Zoom

Session Description: This session will guide the nurse educator through the process of enhancing classroom teaching strategies to promote the development of clinical judgment.

• Describe the concept of “small teaching.”
• Create a list of ways to engage in the classroom by making small changes, to promote clinical judgment.
• Begin to infuse clinical judgment terminology when designing class discussions, presentations, and lecture-level objectives.
• Include one classroom strategy, each week, to promote clinical judgement.
• Download and review this presentation .
• Lang, J. M. (2016). Small teaching: Everyday lessons from the science of teaching. Jossey-Bass.
• Tucker, C. A. & Bradshaw, M. J. (2017). Clinical reasoning: Action-focused thinking. In Bradshaw, M. J. & Hultquist, B. L. (Eds.). Innovative teaching strategies in nursing and health-related professions (7th ed., pp.71-82). Jones and Bartlett.
• Woodring, B. C. & Hultquist, B. L. (2017). Using lecture in active classrooms. In Bradshaw, M. J. & Hultquist, B. L. (Eds.). Innovative teaching strategies in nursing and health-related professions (7th ed., pp.143-161). Jones and Bartlett.

Maximizing Your Testing Environment

presented by Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, and Krysia Hudson, DNP, RN, BC

Thursday, June 2, 2022 11:30 - 12:30 p.m. Online via Zoom

Session Description: Faculty will learn to explore, acknowledge, and utilize a variety of testing resources (technological and other resources) to provide practice with new question formats and scoring.

• identify what resources are currently available to provide Next Gen question formats
• maximize their current enabling technologies and other resources.
• Download and review  this presentation .

Prior to participating in this session, participants should review the following reading:

ATI. (2022). https://www.atitesting.com/educator/next-gen-nclex/ncsbn-updates

Making the Most of Pre-Post Clinical Conferences Teaching Clinical Judgment in Clinical Practice

presented by Denise E. Jarboe, DNP, RN, CNE

Thursday, June 9, 2022 11 a.m.  –  12:30 p.m.

Session Description

Faculty will explore methods to improve students’ critical thinking/critical judgment ability.

Session Learning Outcomes

Describe teaching strategies for promoting critical thinking in pre-post clinical conference discussions. Discuss how the critical thinking/clinical judgment learning objectives specific to each course influence pre-post clinical conference. Describe a Pre-Post Conference discussion utilizing the Clinical Judgment Measurement Model (CJMM) process. Apply cognitive processes of the Clinical Judgment Measurement Model (CJMM) to pre-post clinical conferences.

Session Preparation

Prior to participating in this session, participants should be review the following readings:

• https://www.ncsbn.org/14177.htm Webinar and PDF
• Billings, D.M. (2019). Teaching nurses to make clinical judgments that ensure patient safety. Journal of Continuing Education in Nursing, 50 (7),300-2.
• Dickison, P., Haerling, K. A., & Lasater, K. (2019). Integrating the National Council of State Boards of Nursing Clinical Judgment Model into Nursing Educational Frameworks. Journal of Nursing Education , 58 (2), 72-78.
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