Help with question wording

It's hard to really answer this without having the wording but my advice would be to let it go, move on, study and retake without perseverating on what you think it might have said.

Then, when you take it again you should be able to better analyze what is being asked

Well your question is kind of hard to answer but here's a tip. Just think "positive" or "negative".

For Example: (I'll just make a question up)

The newly admitted pt is disoriented, what should the nurse do? (The question is asking for something positive to the patient)

A. Restrain the pt (Negative = wrong)

B. Notify the Physician (Negative)

C. Orient the pt to time and place (POSITIVE = it will have a positive effect on the pt and help the pt)

Sorry for the question but I hope you get the point.

I wish I had questions like your example question cause I would have had a good idea how to answer the question. Almost all the questions I had were teaching questions. What will you teach....

I looked around. Here are a few questions I found that were close but still not exactly worded the same.

When teaching low cholesterol diets to a group of clients, which of the following types of teaching and/or learning would most facilitate retention?[TABLE]

[TR]

[TD]

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[TD]lectures and quizzes over the material taught[/TD]

[/TR]

[TR]

[TD]

[/TD]

[TD]reading assignments and on-line computer testing[/TD]

[/TR]

[TR]

[TD]

[/TD]

[TD]activity where client selects proper foods from wide selection[/TD]

[/TR]

[TR]

[TD]

[/TD]

[TD]charts in color, with cartoons on low cholesterol diets

This next question is how I'm use to seeing the question in my practice books. But is not how it appeared on the nclex and is why I'm confused.

[TABLE=class: problemTypeBkgd, width: 100%]

[TR]

[TD=align: center][TABLE=class: problemTypeBkgd, width: 100%]

[TR]

[TD=align: left]The nurse is teaching a group of older clients about the functions of the respiratory tract as part of health promotion. Which statement made by patients would indicate a need for further teaching?

I really wish I could remember the exact wording. If something comes to mind I will repost. But right now I am just blanking.

[/TD]

[/TR]

[/TABLE]

[/TD]

[/TR]

[/TABLE]

[/TD]

[/TR]

[/TABLE]

The reason for the two different formats of questions is to assess whether you know techniques and rationales for teaching content. The two you give are actually looking for different learning and understanding on your part. The first is, what's the best way to learn something? Lecture, reading, graphics, or ::ta-da!:: hands-on participation using the material being taught. You should have learned that doing is the best way to learn to do, as when you actively involve more actions and inputs (listening, looking, handling, deciding, getting feedback) you retain more. Active learning is more effective than passive learning, and all the other three are passive.

In the second question, you need to know what the objectives of respiratory teaching would be, and then you would be able to recognize when the learner had not met that objective.

So as you see, these two questions are really testing you on two different things: basic learning theory, and whether you know how to know if you have taught specific concepts (in this case, respiratory) successfully; you would know this only if you knew the concepts yourself, as well as learning/evaluation theory.

Does that help?

Thank you for taking the time to try to help. But I guess until I think of exact questions or wording, or someone else recently takes the exam and can chime in and help me out I'm at a stand still. Because there's really nothing about those two questions I don't get. The questions I encountered were what I thought to be like those questions or in replace of those questions but worded differently.

I guess what I'm getting at is I really either need to remember how they were worded or find someone who can help me fill in my blank. Because my issue at hand is I think I may of answered half my test wrong. I think I may have thought they were looking for what would have been the negative answer, when really the answer should have been a positive answer. I don't wanna make the same mistake twice.

I'm not a good test taker to begin with and this test is designed to trick you which just blows!

You're probably right I'm just worried I answered half my test wrong. Thats why I'm stressing out about it. I wish for the life of me I could remember the wording but I can't. I should have wrote it down and I didn't and now I can't remember. Go figure.

I think your answer, then, may lie in the ever-popular, "What are they really asking, and why do they want to know?" realm.

The idea that you know general principles of (x, y, z) underlie one subset of questions. The idea that you recognize when things are amiss underlie others. It really doesn't matter what the wording is; your trying to porifice out whether "they" want a "positive" or "negative" type of answer isn't going to help you when the test is designed to evaluate whether you know general principles (of many subjects) or how to recognize deviations from a norm (of many subjects).

If I am misunderstanding you, please help me out.