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Pass The N.E.T.™, Nursing Entrance Test Tutorials

Written by kimmel52 on January 8, 2015 – 9:48 am

The Study Guide that covers
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Pass The Nursing Entrance Test, The First Time

All the practice that you need to Pass the Nursing Entrance Test. Pass the NET, The First Time contains over 1000 questions on Biology, Math, Reading Comprehension, English Grammar, Anatomy and Physiology in a 450 pages Pdf easily downloaded directly to your computer. Accessible today, no waiting for shipping.

You can also get immediate, online access to FREE practice tests and answers to help you pass the N.E.T., the HESI and the TEAS at www.nurseslearningcenter.com

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Ethics, Biases and Responsibilities of Nursing

Written by kimmel52 on January 8, 2013 – 9:59 pm

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Ethics, Biases and Responsibilities of Nursing
nancy kimmel
October 7, 2014

Ethics, Biases and Responsibilities of Nursing
On any given day, the nurse will be faced with ethical challenges. The consequences of the nurses action in doing the “right thing” creates a dislocation point within their peer and management group.(Huston, 2014, p. 256) From my personal experience I know of one ethical dilemma that I faced. It was the morning shift. I had just made rounds. As I sorted out the medications I was going to pass, I noticed that one of my patient’s medications consisted of Depakote®(“Valproic Acid and Pregnancy,” 2014), Zyprexa®(“What special precautions should I follow?,” 2014) and Tetracycline®(“What special precautions should I follow?,” 2014). This would not have been a problem except the nurses from the midnight shift stated that the patient was only three months pregnant and had stated she was going to have an abortion. I looked through the chart to see if there was a consent signed for a D &C. There was none. I also proceeded to check if the psychiatric medication consent form was signed. This form needed to be signed prior to administering any anti-psychotic medications. The Physician was responsible for explaining to the patient the side effects. Next, I noticed that the attending Physician wrote the order for the Tetracycline and that the Psychiatrist wrote the order for the anti-psychotic meds. After reading this, I went to the patient and explained to her that there could be very teterogenic side effects to her unborn fetus if she were to take these medications either together or individually. She stated that she didn’t care because she was planning to have an abortion. I graciously bowed out and went to my head nurse. I explained to my head nurse that without documentation of a procedure for a D & C or any signature from the patient indicating that they understood the side effects of the combined medications, I could not in good faith pass these meds. In fact, I added that she could change her mind in a few hours. My head nurse just looked at me and asked me if I was defying a Physicians order. I said, “Yes”. She then proceeded to call the nursing supervisor who also asked me if I was refusing to pass the meds. I told her that I would not pass the meds citing documentation via the Micro-Medex®(“Truven Health Analytics,” 2014) drug compatibility table and my nursing code of ethics, to do no harm.(“Code of Ethics for Nurses,” 2010) After a brief discussion with my head nurse, they relieved me of this patient and gave me someone else. The nurse who took over the care of my patient followed the Dr.’s orders and passed the meds. I was told to write an incident report.
Impact of Legal Responsibilities
My first and foremost responsibility is too my patient. That has and will always be how I practice nursing. However my stance, the actions that I took obviously affected the care of the patient and not for the better. Could I have done it differently? It is important that the nurse has a scope of practice. This is what guides us to know what we can and cannot do. As nurses we must be very careful what lines we cross. Physicians are notorious for asking us to perform skills not within the scope of our practice.
Strategies to Address Conflict
There is no easy answer but as a group voice we can be heard. Which is why being part of the legislative due process of lobbying, helps to have laws passed that protect the nurse and patient.(Mason, Leavitt, & Chaffee, 2014, p. 669) Joining a nursing association also helps bring a unique camaraderie for nurse in their field so specialty, where they can also find peer group support for their cause.

References
Code of Ethics for Nurses with interpretive statements. (2010). Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.pdf
Huston, C. J. (2014). Legal and Ethical Issues. In Professional Issues in Nursing Challenges & Opportunities (3rd Edition ed., pp. 256-262-262). Baltimore, MD: Lippincott Williams & Wilkins a Wolters Kluwer business.
Mason, D. J., Leavitt, J. K., & Chaffee, M. W. (2014). Policy and Politics in the Community. In M. Iannuzzi (Ed.), Policy & Politics in Nursing and Health Care (6th ed., pp. 668-669-669). St. Louis, MO: Elsevier Saunders.
Micromedex Solutions. (2014). Retrieved from http://micromedex.com/
Olanzapine. (2014). Retrieved from http://www.nlm.nih.gov/medlineplus/druginfo/meds/a601213.html
Tetracycline. (2014). Retrieved from http://www.nlm.nih.gov/medlineplus/druginfo/meds/a682098.html
Valproic Acid and Pregnanacy. (2014). Retrieved from http://www.mothertobaby.org/files/Valproic_Acid.pdf


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Change in Practice

Written by kimmel52 on January 8, 2013 – 9:51 pm

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Change in practice assignment
nancy kimmel
November 16, 2014

Change in practice assignment
The purpose of this assignment is to address the problem of the development of pressure ulcers occurring in susceptible individuals during short terms stays in the hospital. Identifying those factors that put patients at risk and critically evaluate current nursing practices used on the floor, such as documentation, identification and current methods of prevention.
The Development of Pressure Ulcers during Short Term Stays
According to the National Guideline Clearing House, people of all ages are at risk of developing pressure sores based on the vulnerability of their current health status (“Target population,” 2011, para. 4). In the current work setting, almost all patients with limited mobility who cannot get out of bed by themselves and need to wear briefs or use the bedpan begin to develop a stage I pressure ulcer prior to discharge within 1 -2 days after hospitalization or short term emergency room stay. The hallmark of quality nursing care is excellent skin care (Wurster, 2007, p. 267). It is up to the nurse to lead the role in pressure ulcer prevention. The importance of this problem extends beyond the hospitalization stage. Those individuals who are discharged with stage 1 pressure ulcers do not always have properly trained family members to care for them thereby preventing the stage 1 from getting worse. For many of the elderly patients, pressure sores are a common health problem particularly among the physically limited or bedridden and without proper treatment can remain for the duration of the persons life (Jaul, 2010).
The incidence of pressure sores has increased by 63% between the years of 1993 to 2003 in hospitalized patients(Wurster, 2007). The nurse is responsible for targeting the care that these patients need to receive to prevent pressure ulcer development. Coordinating staff to work as a team is currently lagging in the work place. The charge nurse does not follow up on the staff nurse notes, nor does the staff nurse follow up on the nurse aide tasks of turning the patients and providing nutritional supplements provided by their dietary orders. The assessment and management of pressure ulcers require a comprehensive multidisciplinary approach (Jaul, 2010, p. 313).
Practice Change
The proposed evidenced based practice change would begin by the identification of gaps in knowledge and practice of the treatment of pressure sores (Schmidt & Brown, 2012). This process would begin with a survey on current patients with pressure sores, identifying their dietary intake of protein, vitamin C and other nutritious intake such as flavored protein shakes and healthy snacks(Wurster, 2007). The survey would include verifying linen change frequency and adherence to turning schedules. Identification of vulnerable patients who have limited mobility, incontinence, dementia or are over the age of 65 (Jaul, 2010).
Staff RN’s current knowledge base on pressure sore prevention should be evaluated. This could be done by asking the RN’s to fill out a pressure sore prevention questionnaire. The nurse aides would also be asked to fill out a questionnaire on pressure sores, identifying patient’s comfort levels and the importance of a turning schedule. The questionnaires would also evaluate the level of communication between staff members and shift team members thus identifying communication gaps (Banning, 2005).
RN’s would be assigned to collect quantitative articles from credible databases such as CINAHL or the National Guideline Clearninghouse for best practices documentation literature review. A proposed meeting time and place would be agreed upon to review article research, wherein the credibility of the articles obtained would be determined. The articles requested would be those that meet the quantitative standards(Schmidt & Brown, 2012).
Articles that meet quantitative and or qualitative standards would be decided at journal club meetings. Best practices would include statistically significant data based upon population parameters, level of significance and positive outcomes. Identification of the RN’s role in delegation of duties to the nurse aide’s job of providing patient safety, comfort and importance of prioritizing the patient’s needs would be reviewed. Determining the importance of the lead RN and their responsibility to subsequent shift team leaders would be identified and discussed at team meetings.
Rewards, praise and recognition of the importance of team members plays a large role in facilitating change (Schmidt & Brown, 2012). The lead RN initiating the change in practice should be responsible for coordinating meetings and dissemination of data.
Evidence Supporting Proposed Change
Icek Ajzen’s theory of planned behavior states that behavior is influenced directly by intention to perform the behavior (Ajzen, 2011, p. 1113). The nurse in charge of the change process begins by creating a sense of urgency (Schmidt & Brown, 2012). Several studies done on nurses’ attitudes toward pressure ulcer prevention revealed that there were barriers and gap knowledge present within staff members.
The first study identified (Athlin, Idvall, Jernfalt, & Johansson, 2009) 30 RN’s as the sample. The setting included two hospitals and one community care facility. The instrument used to evaluate the RN’s attitude toward pressure ulcer prevention was a questionnaire. Variables that were identified included patient health status and vulnerability to the development of pressure sores, the health care structure variable that affect pressure ulcers and prevention. Findings of the research indicated that the knowledge of pressure ulcer prevention was present. However the ability to follow through with collaborative treatment was lacking. This knowledge gap was due to lack of staff, time and consistent prevention routines.
A descriptive cross-sectional study involving 77 RN’s and 77 Nurse Aides traversed six hospitals and six clinics (Kallman & Suserud, 2009, p. 336). The researchers used a 47 item questionnaire which included an 11 item attitude scale (Moore & Price, 2004). The research concluded that all RN’s and Nurse Aides had a positive attitude toward the prevention of pressure ulcers. Their inability to provide collaborative care stemmed from environmental factors such as lack of time and communication between staff members. Performance in the prevention of pressure ulcers was inadequate due to lack of teamwork, access to necessary preventative equipment and supplies and current work routines.
The necessity for increased knowledge regarding the prevention of pressure ulcers is evident across both studies as is the necessity for more staff, time and open lines of communication regarding the worsening status of the patients’ current condition.
Evaluating the Change
To identify whether or not a change is evident begins with the patient population and identification of a positive outcome. In this case it would be a decrease in the amount of stage 1 pressure sores not present at the time of discharge. In short term admissions the first step would be to do a thorough assessment of the patient and their risk for pressure ulcer development. Having collected relevant research data from articles and questionnaires, the lead RN would initiate the plan of action. Identifying team leader RN’s for each shift would ensure that the tasks for prevention of pressure ulcers are being followed through by the staff RN and the nurse aide. Having access to and providing the patient with adequate nutrition would be a priority for all staff (Jaul, 2010) Making sure that their over bed table is always within reach and that assistive feeding be followed through until the patient has finished eating. Frequent turning schedules are to be implemented on patients who are alert and oriented but do not ask for anything or turn on their call light (“Target population,” 2011) Nurse aides and nurses should always ask to reposition for comfort and explain why they are doing so for the patient’s own knowledge. Daily shift meeting should address those interventions taken on the patient’s that are vulnerable for pressure ulcers. Linen change each shift should be mandatory for patients at risk (“Target population,” 2011). Moisture frequency should be evaluated every hour for those who are incontinent of bladder or bowel. This can be done by assistive turning and inspection of the area per patient’s approval. Keeping patients’ involved in their own care is an important aspect of nursing. Self care helps the patient develop confidence and hope in their treatment.
Assuming that all criteria is evaluated with attention to where the knowledge gaps are evident and corrected and the RN’s and nurse aides are able to perform their required tasks, the outcome should be positive. Determining the where the problem with pressure ulcer prevention exists would in the responses from the RN’s and nurse aides. Once the problem is identified then the development of the plan of action would be developed as described above. Putting the plan of action into place requires that the change agent or the lead RN verify that everyone is staying on task. The lead RN can do this through a daily shift evaluation of the patients’ condition and through nurse charting notes. Communication between shifts is a common problem as is the continuum of care. Quality care is the key. Prevention of pressure sores is not that difficult when it becomes a common goal for all who are working on the floor. With the implementation of the described changes the resulting outcome should be positive.
Summary
Research has documented that there are knowledge gaps between staff members in the flow of care in the prevention of pressure ulcers. While pressure ulcers continue to be a problem in most healthcare institutions, there is hope in lessening their prevalence. This paper focused on the development of evidenced based practice to reduce the incidence of stage 1 pressure ulcers that develop with a few days after admission in short stay patients’. Evidence from research on the attitudes of nurses and nurse aides in regards to the prevention of pressure ulcers shed light on a common theme, that of a lack of communication and the consistency of care (Kallman & Suserud, 2009). Those interviewed stated that lack of knowledge, time and or access to necessary preventative equipment also exacerbated the patient’s condition. The proposed evidenced based change practice initiates a sense of urgency and provides a plan of action to help reduce the frequency of stage 1 pressure ulcers. The EBP change details how to begin the study and the methods to evaluate the study. Ensuring that the standard of care continues across all shifts requires communication between all shifts. A nurse leader can ensure that this takes place with proper team leadership on each shift. Rewarding and recognizing those who are following the plan of care and going above and beyond ensures that the plan will continue to have positive outcomes for the patient.

References
Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections [Magazine]. Psychology and Health, 26, 1113-1127. http://dx.doi.org/110.1080/08870446.2011.613995
Athlin, E., Idvall, E., Jernfalt, M., & Johansson, I. (2009). Factors of importance to the development of pressure ulcers in the care trajectory: Prectptions of hospital and communcity care nurses [Magazine]. Jouranl of Clinical Nursing, 19, 2252-2258. http://dx.doi.org/10.1111/j.1365-2702.2009.02886.x
Banning, M. (2005, April). Conceptions of evidence, evidence-based medicine, evidence-based practice and their use in nursing: independent nurse precribers’ views. [Magazine]. Journal of Clinical Nursing, 14(4), 411-417. http://dx.doi.org/10.1111./j.1365-2702.2004.01086.x
Jaul, E. (2010). Assessment and mnagement of Pressure ulcers in the elderly [Supplemental material]. Drugs & Aging, 27(4), 311-325. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=19&sid=fcecb593-84bd-4598-81db-b92f5a4f8e60%40sessionmgr198&hid=102
Kallman, U., & Suserud, B. (2009). Knowledge, attitudes and practice among nursing staff concering pressure ulcer prevention and treatment-A survey in a Swedish healthcare setting [Magazine]. Scandinavian Journal of Caring Sciences, 23, 334-341. http://dx.doi.org/10.1111/j.1471-6712.2008.00627.x
Moore, Z., & Price, P. (2004). Nurses’ attitudes, behaviours and preceived barriers towards pressure ulcer prevetnion [Magazine]. Journal of Clinical Nursing, 13, 942-951. http://dx.doi.org/10.1111/j.1365-2702.2004.00972.x
Pressure ulcer prevention and treatment guidelines. (2011). Retrieved from http://www.guideline.gov/content.aspx?id=25139&search=pressure+ulcers+during+short+term+stay+and+pressure+sores
Schmidt, N. A., & Brown, J. M. (2012). Evidence-based practice for Nurses appraisal and application of research (2nd ed.). Sudbury, MA: Jones & Bartlett Learning .
Wurster, J. (2007, September 1). What role can nurse leaders play in reducing the incidence of pressure sores? [Magazine]. Nursing Economic$, 25(5), 267. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=fcecb593-84bd-4598-81db-b92f5a4f8e60%40sessionmgr198&vid=11&hid=102


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Evidenced Based Practice as a Change Agent

Written by kimmel52 on January 8, 2012 – 10:03 pm

isolation-room-photo

Evidenced based practice as a change agent
nancy kimmel
November 4, 2014

Evidenced based practice as a change agent
Researching as a Team
Change begins with acknowledging a common problem and having the curiosity to research that problem in hopes of finding documented solutions(Schmidt & Brown, 2012). The BSN nurse is trained to be the agent of change(Video Laureate Education, Inc., 2009). The change agent should encourage nursing staff to participate in research regarding the problem at hand. This helps with building the teamwork ethic among staff. Assessing the literature requires a keen eye for gaps. Gaps, are what is known about a problem or if that problem has not been thoroughly tested(Schmidt & Brown, 2012, p. 69). Gaps also occur when there is only one or two case studies regarding a problem, insufficient information or lack of proven results(Schmidt & Brown, 2012, p. 69). For instance, a single study that only incorporates 50 test subjects, regardless of the strength of the statistical results is not sufficient evidence for evidenced based practice to be implemented. On the other hand, 20 or more similar case studies with strong statistical evidence to support the research question, would allow one to generalize the findings to a wider population(Schmidt & Brown, 2012, p. 69).
Practical Transition
Finding a solution to a problem as a group is a euphoric experience. However, taking that solution and putting into practice is a different matter. There are many pitfalls to the implementation of any new ideas or practice theories. Suppose the change that will take place requires a special device. This device costs money. The question is, will the hospital provide the financing for such equipment or supplies? All new protocol must be documented on the floors policy and procedure manual which utilization review must first approve. Hence, the red tape.
The Iowa Model for EBP (Evidenced Based Practice) is a systematic method for organizational change(Schmidt & Brown, 2012, p. 390) The Iowa Model diagrams the necessary steps to incorporate EBP in promoting better health care(Schmidt & Brown, 2012). The model provides a series of logical steps that assist the change agent in the decision making process.
Common Errors and Pitfalls
Not everyone is on the same page. The change agent should be sensitive to the fact that some nurses have no desire to engage in research, nor implement new care skills(Schmidt & Brown, 2012). Complex statistical evaluation and knowledge diffusion poses barriers to most practical nurses(Schmidt & Brown, 2012, p. 396). Change is a process that creates an alteration in a person or the environment(Schmidt & Brown, 2012, p. 397). While there is no exact answer how to implement change, theorists have suggested that preparation should be the first step(Schmidt & Brown, 2012). Beginning a journal club helps to engage others and encourages participation(Schmidt & Brown, 2012). The disciplined clinical inquiry model is helpful in structuring the journal club, by empowering nurses in clinical practice to consider the patient, clinical setting and resources(Schmidt & Brown, 2012, p. 399). Kotter’s eight change phases model is simple in design and begins with establishing a sense of urgency(Schmidt & Brown, 2012, p. 407).
Summary
While there is no one model fits all, the change agent should be aware of the important role they play in advocating change. Finding solutions to promoting better health care and positive patient outcomes is a responsibility of every nurse. Some nurses find that this is too much of a burden to bear in the context of their daily routines. Therefore the change agent needs to help with facilitating the process through preparation, empowerment of their staff nurses, encouragement and communication. Identification in the gaps of patient care is a team effort and all teams need a leader.

References
Huston, C. J. (2014). Collective Bargaining and the Professional Nurse. In Profesional issues in nursing challenges & opportunities (3rd ed., pp. 19-23. Baltimore, MD: Lippincott Williams & Wilkins, a Wolters Kluwer business.
Schmidt, N. A., & Brown, J. M. (2012). Evidence-based practice for Nurses appraisal and application of research (2nd ed.). Sudbury, MA: Jones & Bartlett Learning .
Video Laureate Education, Inc. (2009, ). Research and scholarship for evidence-based practice: Introduction to evidence-based practice and research [Video file]. Retrieved from


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Critical Thinking in Nursing

Written by kimmel52 on January 8, 2012 – 9:57 pm

nurse pic

critical thinking in nursing
nancy kimmel
September 30, 2014

Critical Thinking in Nursing

As a new nurse, I remember how frightened I was that someone would die do my lack of experience or a poor judgment call. I will never forget my one instructor who said, “You will make a medication error at some point in your nursing career.” That statement shook me to the core. How could that happen? During my orientation on the medical/surgical step down unit, I witnessed nurses nonchalantly switching out I.V. bags of different solutions without first checking the drugs compatibility. What if one of those medications causes a precipitate to form in the line? Then what? Someone could die of an embolism!
Soon I was on my own shift with my own patient load. The fears that plagued me during nursing school did not magically disappear, but instead became magnified. I was a nervous wreck. How did these other nurses manage their patient load with such grace under pressure? When would this ominous fear of doing something wrong let up? For me, it never did. The delicate balance between life and death based on a decision or action is what kept me sharp. Eventually I was able to display a calm exterior while internally; I was ready to react at the slightest change in my patient’s condition. There were no cutting corners. I know that sounds crazy. Obviously, when there were no washcloths we had to use towels, or sometimes we had to make do with what supplies were on the floor. Did I ever deliberately cut a corner just to save time? The answer is no. Everything that I do is for my patient. Even the smallest action of making a toe pleat in the bed or mitering a corner was a action of respect for the patient in that bed.
Nursing school prepared me with critical thinking skills. As my experience as nurse progressed, I became better at assessing a patient’s condition. I would not say that I became an expert according to Benner’s Stages of Critical Competence.(Benner, 2011, para. 5)
Making a competent clinical decision is not based on just one lab result or a patient’s symptoms. The personality traits of going above and beyond, taking risks and deliberate practice seem to be the traits that make an expert nurse.(Kaminski, 2010, p. 967)
Benner’s Stages(Benner, 2011, table 1) verified that I have much to learn. I am looking forward to learning more about evidenced based practice and the critical thinking skills necessary in advanced practice nursing.
Advanced Practice Nurses have the responsibility of providing and documenting research on evidenced based practice for the nursing profession as a whole. Nursing continues to develop and progress into a clinical science. This development is due to the efforts of those nurses who understand the dynamics of change in the role of the nurse in today’s society.

References
Benner, P. (2011, December 20). “Staged” Models of Skills Acquisition. Society of Gastroenterology Nurses and Associates. Retrieved from http://www.umdnj.edu/idsweb/idst5340/models_skills_acquisition.htm
Kaminski, J. (2010). Theory applied to Informatics- Novice to Expert. Retrieved from http://cjni.net/journal/?p=967


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Pass The NET, The First Time Now for Sale on Amazon

Written by kimmel52 on March 28, 2010 – 10:18 am

Professor Kimmel, RN, PhD now has her book for sale on Amazon.  The book, entitled, Pass The NET™, The First Time has helped students pass many of the nursing entrance tests that are offered through various nursing schools across the United States.  Nursing entrance tests such as the HESI, TEAS, HESI A2 and THE N.E.T. are the main nursing entrance tests that students are required to take prior to admission into nursing school.  Dr. Kimmel’s book has helped many aspiring nursing students get into nursing school.  Students who have used Dr. Kimmel’s book have increased their scores to competitive levels and have helped those taking the nursing entrance test pass the first time.  Now Dr. Kimmel’s book is for sale on Amazon.  This will help students find her book more readily so that they can  have access to the wealth of information contained in the book, such as practice exams on Chemistry, Anatomy and Physiology, Biology, English Grammar, Math and Reading Comprehension.  Dr. Kimmel is also offering those who purchase the book from Amazon a free subscription to the Nurses Learning Center, where students can practice tests online that are similar in content to the HESI, HESI A2, TEAS and the N.E.T.  Nurse educators in Toronto are also using Dr. Kimmel’s study guides as practice tools for nursing students.


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Reading Comprehension on the Nursing Entrance Test, HESI, HESI A2 and the TEAS

Written by kimmel52 on February 20, 2010 – 10:39 am

Relax, there is a study guide to help you

Relax, there is a study guide to help you

The reading comprehension section on the NET, TEAS, HESI A2 and the TEAS test can very frustrating for those taking the test for the first time.  It is highly recommended that students prepare for each of these tests.  Finding the right preparatory materials is not that easy.  Using study guides such as GRE or even the actual study guides produced by the corporations that offer the tests are not sufficient.  The book entitled, Pass The NET ™ will indeed help the student pass the reading comprehension.  The book offers students insight into what the actual test is attempting to illicit in regards to  critical thinking skills.  It doesn’t matter if the student has a 4.0 grade point average coming into the test.  Many of these students do not pass on the first try.  This is not very encouraging, however, there is hope.  The tutorial study guide, Pass The NET™ give the student all the pertinent information needed to be able to meet the desired passing score and beyond.  Basically what the tutorial consists of  are complete reading passages developed to cover biology, nursing and psychology.  These passages are actually longer than the passages that the student will have to read on the exam.  The questions that follow challenge the student to deduce the main theme of the passage, the main topic, authors view point and many other minuscule subtle inferences that are necessary to comprehend.  The student will get inside information on exactly what the nursing schools are looking for in the overall reading comprehension scores.

You can pass the nursing entrance test the first time!

You can pass the nursing entrance test the first time!


These nursing entrance exams are attempting to determine whether or not the student has sufficient critical thinking, and analytical skills in reading comprehension.  It stands to reason that the school would need to know such information based on the difficulty of the rigorous nursing curriculum.  Students need to be prepared for the reading comprehension.  The book, Pass The NET ™ will help the student be prepared and confident, as well as pass the first time.


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The Math on the N.E.T.

Written by kimmel52 on January 31, 2010 – 3:40 am

Pass The Nursing Entrance Test, The First Time! Helps prepare students better than the actual study guides for the HESI, The N.E.T. and The TEAS, much more comprehensive.

The NET ( Nursing Entrance Test ) is a computer based test consisting of six parts: math skills, reading comprehension, test taking skills, stress level, social interaction, and learning style. All six parts must be completed in order to receive scores and be considered for admission in a nursing school. The products below will help you achieve your dream of becoming a nurse. As a BONUS we will include FREE with any order a copy of the Kimmel Guide – The Easy Guide to Accredited Degrees Through Correspondence. Products offered and written by the U.S. leading authority in helping students prepare for The Nursing Entrance Test, Nancy Kimmel R.N. Ph.D
As a math instructor at Henry Ford Community College, I have seen the difficulties that students have with the math basics. In this tutorial I incorporate the same teaching methods used in a classroom setting. It is like having a math teacher in your living room.
Pass The N.E.T. Math Review Includes over 200 pages of tutorials, questions and answers. Available in PDF format, can be immediately downloaded upon purchase by clicking on a secure link sent by email.
Topics Covered Include;
1. Addition and subtraction of fractions
2. Multiplication and division of fractions
3. Powers of ten
4. Word problems
5. Ratio and Proportions
6. Solving for “X”
7. Decimals and percentages
8. Dividing by decimals
9. Multiplication of decimals
10. Exponential division, multiplication, addition and subtraction
11. Algebraic factoring
12. Geometry
13. Angles
14. Equations of lines

All explanations are included with detailed solving methods to assist the student in taking the HESI, TEAS, or the N.E.T. quickly and proficiently.

Many students are not sufficiently prepared for the math section. They tend to take too much time on one problem. The methods that you will learn with this tutorial are similar to those that I teach my students to use. Analysis and critical thinking are some of the concepts that you will be able to apply when using this guide.


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Studying for the N.E.T. during Pregnancy

Written by kimmel52 on December 25, 2009 – 8:37 pm

Studying for The N.E.T., during Pregnancy

Studying for the N.E.T during Pregnancy

Studying for the N.E.T during Pregnancy


Studying for a career in nursing is challenging. Even more challenging is the fact that you may be pregnant while going to school. If so, then you are one of many that are embracing the total you and trying to make the most of who you are during this joyous time. There are however some stress levels that can harm you if you are not careful. Especially if you are studying to pass the Nursing Entrance Test. This is a very stressful test. If you are not sure whether or not you are pregnant, you may be unknowingly harming yourself by not eating, or sleeping properly. Staying up long hours trying to prepare for the nursing entrance test, the HESI or the TEAS Test can cause many untoward side effects. Therefore it is important to develop good study habits and learn how to handle the stress of nursing school.
Some women just know when they are expecting, without any outward signs and symptoms. But for the majority of women, most do not know immediately. While the market is inundated with pregnancy test kits, there are still some tell tale signs that a women can look for to determine whether or not she is pregnant. Some of the tell tale signs of pregnancy are the following: (note that not all signs occur at the same intervals and some signs are not a perceptible in all women.)
1. Fatigue; (many women experience the feeling of fatigue as one of the first symptoms of pregnancy. The overwhelming sense of tiredness, where you just don’t want to do anything or just can’t.)
2. Breast enlargement; (as the fetus develops, hormones surge through the women’s body and increase the breast size.) Women may also notice a slight tingling or itching of the breasts. The areola become more darkened and enlarged, and the nipples are very sensitive.
3. Vaginal discharge; (sometimes there is a clear or mucous type vaginal discharge) Women feel that this might be a yeast infection, but there is no odor or itching. This is just the body’s way of telling the women that she is pregnant and has lots of hormones working a peak levels.
4. Cessation of the first menstrual cycle. For most women, they know when they miss their first period that they are probably pregnant. Although, now with the many different types of birth control, some women do not have periods for several months. Those women who have, “periods like a clock”, usually know for sure when they miss their first period or it doesn’t arrive on time.
5. Abdominal fullness; Women may notice that their stomach feels more full, or they cannot hold it in as deep as they did a few weeks prior. The skin may itch as well.
6. Hunger: This is a big one, an increase in appetite. All of a sudden you are eating extra helpings, and finishing everything on your plate. (overeating prior to a test is not uncommon and can cause unwanted extra pounds.)
7. Nausea: Sometimes this symptom may occur rapidly. Though it is a common occurrence, vomiting along with the nausea may cause dehydration and rupture of blood vessels. (It is very hard to study or concentrate while nauseated)
Above are some of the tell tale signs of pregnancy. If you think that you might be pregnant then you should make an appointment to see your doctor right away. Good prenatal care is essential in the development of a healthy baby. For those mothers without health insurance, there are participating state programs just for mothers and babies, to ensure that every woman enjoys a healthy pregnancy and a healthy career as a nursing student.
To ease some of the stress associated with going to school and being pregnant, just go to The Nurses Learning Center to enjoy online practice tests that will help you prepare to pass the HESI, the NET or the TEASE nursing entrance test.


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Study Tips for the N.E.T.

Written by kimmel52 on December 25, 2009 – 8:19 pm

Study Tips for the Nursing Entrance Test.

Pass The N.E.T. with good eating habits

Pass The N.E.T. with good eating habits


Are you one of those test takers that have to have a bag of chips or popcorn next to you while you study? Well if you are, then you are one of many that have developed this habit over the years. One habit that is extremely hard to break. Overeating prior to testing for the Nursing Entrance Test, the HESI or the TEAS Test, may make you feel better but it won’t necessarily raise your score. Overeating is not the healthy way to study.
A lot of people are overweight today. Obesity is due to various factors that have integrated of a person’s life, not to mention the fact that there is also a genetic predisposition to being overweight. Our society does not help those who are obese. Models that are paper thin are touted as beautiful, beer is advertised and many types of foods that are empty in necessary vitamins but high in calories. Therefore anytime someone comes up with a quick fix to weight loss, there is band wagon of customers willing to try anything. Unfortunately, some of these products interact with blood pressure meds, and can be very dangerous to the heart and kidneys. Fast weight loss is not the answer. The so called, “quick fix” is a false statement that many are led to believe is fact. The body is a miraculous machine which can adapt to many different environments and eating adjustments. Those people who have been struggling with a weight problem for years have to understand that it is going to take perhaps years to take off the weight and to learn how to adjust to a new lifestyle. Losing weight is as much mental as it is physical. Just a alcoholics must religiously attend AA meetings, the overweight individual must also surround themselves with mentors and stimulation to keep up a new style of life and eating habits. It has been proven that excess weight can cause a plethora of health related problems, such as high cholesterol, heart disease, lung problems, and varicose veins. People who are obese also suffer from anxiety, stress and low self esteem. Not all obese people suffer from these aliments, but there are many. Society does not help their plight at all. A support group is especially crucial for the obese person to remain strong and committed to their new routine. Knowing that they can contact someone at all hours of the day and night helps to relieve the day to day stress associated with eating disorders and anxiety attacks.
The obese person should first begin the mental commitment to change in life and eating habits. Any type of change requires that one accept the change and then adapt to the change. It does not help when there are other family members who are overweight. The gradual change in choosing the right types of foods becomes harder when those in the home continue to have poor eating habits. This can tempt the overweight person. Beginning the journey to weight loss can begin with a simple statement of, “today I am going to begin an new lifestyle”, or “Today, I will not eat 1 candy bar.” As the obese person gradually is able to meet the small challenges, they can increase their repertoire to greater challenges. Accomplishing the small steps are the most important at first. One may say that they will go up and down a flight of stairs twice. Once they actually do it they can increase their goals daily. The overweight person gains confidence when they meet their daily goals. This building of confidence will help them to achieve their ultimate goal of lifetime fitness.
Building confidence without snacks is the first goal that one should try to achieve before studying for the N.E.T. If one must have some type of oral fixation, then try broccoli or cauliflower with a diet ranch dip. Even low fat crackers are better than high calorie snacks.
Best wishes and good health while you study.


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