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How to PASS the NCLEX [7 DAY TRAINING] DAY 4 NCLEX Categories Part III — Transcript

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0:00hello hello nclex crusaders welcome to
0:04nclex crusade international youtube
0:07channel
0:08welcome to day four of our seven day
0:12training pass the nclex step by step so
0:16here's the agenda for our seven day
0:19training
0:20we have already accomplished a lot day
0:23one we talked about understanding the
0:25nclex world
0:27day two we talk about nclex categories
0:31day three yesterday we talked about
0:33other nclex categories and today
0:37day four we're gonna talk about the last
0:40nclex categories and of course we are
0:43going to practice
0:44several questions so you can continue
0:47improving
0:49your critical thinking you can continue
0:51to learn how to analyze nclex style
0:54questions i want to share with you the
0:57topics that we will be discussing today
1:00day four
1:01of our how to pass the nclex step by
1:05step seven day training so the two
1:08categories that we will discuss today
1:10one is health promotion and maintenance
1:13and the second category that we will
1:15discuss is psychosocial integrity and of
1:19course for each category we will
1:22practice some questions
1:24i think that we're gonna finish a little
1:26bit earlier today i hope so and at the
1:30end i want to give you guys an open q
1:33and a session
1:35so each one of you that want to join us
1:38and stay until the end at the end i will
1:41open the q a session and i will allow
1:44you to ask any questions that you may
1:47have about nclex preparation anything
1:50that you want to ask me our academy
1:53specifically
1:54and i'll try the best i can to answer
1:57each and one of those
1:59questions so it's gonna be
2:01very very interesting on these day four
2:07if you remember since we started talking
2:09about the
2:10distribution of content for the nclex
2:14aden accordingly to the test plan that
2:16the last revision was done in
2:182019
2:20we talked about different categories
2:22that you will encounter in the nclex and
2:25today like i said i will focus on health
2:28promotion and maintenance and
2:31psychosocial integrity so let's begin
2:34with the first category which is health
2:39promotion and maintenance
2:41in order to demonstrate that you are a
2:44safe and effective nurse in the health
2:47promotion and maintenance category you
2:50have to provide
2:51and direct
2:53nursing care of the clients that
2:56incorporates knowledge of
2:59expected growth and development
3:02prevention and early detection of health
3:05problems and strategies to achieve
3:09optimum health i will tell you this in
3:12this category the health promotion and
3:15maintenance a lot of the questions in
3:18this category has to do with teaching
3:21education so i will give you some tips
3:25this afternoon this evening about
3:28patient education and the questions that
3:30we will be reviewing is going to be
3:33about that patient education
3:35so here are the topics that are included
3:39inside health promotion and maintenance
3:42thank you mr martinez
3:45always supporting our channel donating
3:47for our channel
3:49thank you for that uh super sticker and
3:52welcome to nclex crusade international i
3:56appreciate it so that soup topics that
3:58are included in health promotion and
4:00maintenance provide care and education
4:04for the newborn infant and toddler
4:07clients from birth through two years
4:10provide care and education to their
4:12preschool school age adolescent all the
4:16way through 17 years old
4:19provide and care education for adults
4:23prenatal care
4:25postpartum care assess and educate
4:28clients about health risk based on
4:32family population
4:34and community characteristics perform
4:38targeted screenings assessment
4:41as an example vision nutrition
4:44assess the client's ability to manage
4:47care in home environment and plan care
4:51accordingly and
4:53a lot more so there is a lot of
4:55information in the health promotion and
4:58maintenance category thank you jill
5:01marie archibald for supporting
5:05our youtube channel thank you
5:07very much the goal of patient education
5:11what is it
5:12what is your goal as a nurse when you
5:15are providing education when you are
5:18providing information to your patient
5:21well the first goal is to inform
5:24patients
5:25and deliver information
5:28in an
5:29understandable way
5:32and also before you provide that
5:35education you have to determine their
5:38level of health
5:40literacy
5:41what are you talking about professor ray
5:44whenever the nurse is communicating with
5:47the patient you should avoid
5:49the legal jargon you have to avoid
5:53the technicalities in the communication
5:56you see your patient does not know what
5:59positive or negative troponin levels are
6:02you have to speak in what is known as
6:04layman's term simple communication so
6:08they can understand the instructions
6:10that you are providing as a nurse
6:13educating them
6:14before you give education is very
6:17essential that you do that you complete
6:20an assessment and determine if the
6:22patient can understand the education
6:25that you will be providing an example of
6:28this
6:28how about
6:29finding out what is the language the
6:32best language that the patient can
6:35understand
6:36if it's a latino person are you going to
6:40communicate in spanish or english are
6:43you going to provide a translator so
6:46that assessment it is very
6:48important important
6:51the more understandable
6:53the health information is for the
6:55patient the closer the care is
6:58coordinated with the client's needs in
7:01other words
7:03the more
7:04the better your communication
7:07the better your teaching it will be the
7:10best technique to provide
7:13appropriate care
7:15for your patient
7:17now
7:18let's talk about setting priorities when
7:21it comes to education
7:24run clients learning needs according to
7:27importance involves client in ranking
7:30needs because learning is more likely to
7:34occur when clients perceive needs are
7:37met
7:38in other words
7:40let's say your patient is in pain
7:44and you will be providing education
7:48what do you think is better
7:50to start teaching the patient about xyz
7:54topic
7:55and then take care of the pain
7:58or would it be better if you alleviate
8:01the pain first
8:03what if you give pain medication first
8:06control the pain and then
8:08wait a few minutes and talk to the
8:10patient or teach the patient
8:12later on
8:14that is what setting priority means
8:17use appropriate timing
8:20for example
8:22a client with diabetes is more likely to
8:26successfully self-administer insulin
8:29immediately after watching a video
8:32then in comparison to the next morning
8:36or
8:36let's say you provide a teaching to the
8:39patient about how to solve administer
8:42insulin
8:43what is the best moment to have the
8:46patient try it out
8:48that second you teach the patient about
8:52how to self-administer insulin
8:54you ask for feedback did you understand
8:57do you have any questions and then you
9:00tell the patient go ahead and try it
9:02give it a shot
9:04and after the patient
9:06completes
9:07that administration of insulin
9:10give feedback once again and say
9:13great you did this right you did this
9:16incorrect and teach the patient remember
9:19you are responsible if you are the one
9:23providing the teaching you cannot
9:26delegate the evaluation of that teaching
9:29to someone else that is extremely
9:32important and that is an nclex tip for
9:36education style questions
9:39thank you miss ana lacy paris
9:42for
9:43supporting our channel thank you very
9:46much
9:47same with alexandra troncoso thank you
9:50alex for sharing
9:53with us for donating to our youtube
9:55channel i appreciate it very much
9:59lastly organize material remember that
10:02learning occurs from simple to complex
10:06organize material in a manner that
10:09allows the learners to assimilate the
10:12information
10:13so do not begin with the more complex
10:16subjects start with something easy and
10:19evaluate step by step the patient's
10:22understanding and as the patient
10:25continues to understand
10:27cover more complex information
10:31so what i want to do now i want to share
10:33with you our first question
10:35and i want you to think about these
10:38guidelines that i have shared with you
10:40as you review this question look for
10:43keywords
10:44find the five key factors of an nclex
10:48question
10:50identify if this is a content question
10:53is it a prioritization question is it a
10:56teaching question and what is the best
10:59answer
11:00and then
11:01after you have uh understood the
11:04question you've reviewed the question go
11:07ahead and comment your answer in the
11:10comment section below
11:12tell me what you think is the answer and
11:15most important why
11:17so what i want you to do let's say you
11:19think the answer is i don't know three
11:22you put three comma this is my reason
11:25why if you think the answer is two you
11:27type two this is my short reason of why
11:32i want to see i want to read where your
11:35thinking process
11:36is
11:37at
11:38thank you
11:39nancy nemo for supporting our youtube
11:43channel thank you very much
11:46so this question states
11:48a nurse is evaluating a client's ability
11:52to change the surgical dressing before
11:55discharge
11:57so
11:58first keyword that we encounter here is
12:01that the question is about evaluation
12:05of
12:06the patient's ability
12:08with regards of
12:11surgical
12:12dressing
12:13change
12:15so the core of this question is about
12:18teaching
12:19but
12:20evaluation of
12:23teaching
12:24it says during the demonstration
12:27the nurse
12:29notices
12:30the client has not performed the
12:33procedure correctly in other words the
12:36nurse conducted an assessment and she
12:40noticed
12:42this word
12:43notices or noted means that the nurse
12:47completed or started doing an assessment
12:51and what she find out is that this
12:54patient did not perform this procedure
12:58correctly
13:00what is the most appropriate
13:04action
13:06what this means is that there could be
13:09more than one
13:11appropriate answer but you have to
13:13identify what is the most important
13:17one
13:18so read the question read the answers
13:22and find out out of the four answer
13:25which one is the most appropriate
13:28thank you miss
13:31diana pacheco for supporting a channel
13:34thank you very much thank you
13:37mr gerald arado
13:39my brother thank you for being here and
13:42supporting your brother's youtube
13:44channel i appreciate it
13:46miss gisela
13:48thank you for being here and supporting
13:50our channel and
13:52you sell you sell nunes once again
13:54you've been supporting our channel every
13:56single day i appreciate it thanks for
13:59your
14:00for your kind heart
14:02all right
14:04so
14:05as you can see
14:06we're getting on day four and the
14:09questions are starting to get a little
14:11bit harder
14:13i can tell by the variety of answers in
14:17the comment section
14:19before day one day two day three we
14:22covered
14:24more basic questions and
14:26almost everybody was selecting the
14:28correct answer but as we get to the end
14:31of this training the questions they will
14:34be more difficult especially
14:37especially day
14:39five
14:40and day six
14:42so we gonna start
14:44presenting more difficult challenging
14:47questions so you can continue
14:49improving
14:50your critical thinking so i see some of
14:52you are responding one
14:55some of you are responding answer two
14:57three
14:58four
15:00all right
15:01i see the dream 83 says two because you
15:04need to show what are the correct steps
15:07excellent
15:08uh
15:10mr rolando four give feedback
15:14excellent
15:16let me see miss emily too because i will
15:20show what was wrong it would show what
15:22was wrong
15:23or four because i want them to try
15:27to see where they're wrong so i see some
15:30of you are in between two
15:32and four if that is the case if you are
15:35between two and four
15:38listen very carefully if you selected
15:42the correct
15:43answer all right
15:46so let's dig in let's go into further
15:49uh detail application of critical
15:52thinking
15:54answer number one says
15:55so think about answer number one and
15:58some of you selected answer number one
16:00so let's say the patient did something
16:02wrong during the procedure and this is
16:05your action
16:07immediately
16:08change the dressing again
16:11to demonstrate the correct technique
16:14imagine that you're the patient
16:16you try
16:17doing
16:18this surgical dressing change you do the
16:22best you can
16:23and the next step of the nurse without
16:26talking to you
16:28without
16:29explaining to you
16:31what was right or wrong
16:33immediately and start changing the
16:35dressing
16:36change
16:37without saying anything else
16:39do you think that is an appropriate
16:42action to make
16:46that is not an appropriate action to
16:49make there is no education or important
16:53word feedback performed
16:56remember the order of teaching is you
16:59teach
17:00you validate the teaching you request
17:03the patient to attempt it and then you
17:06have to provide feedback and re-teach if
17:11something was done incorrectly
17:14that is very
17:16very important thank you miss dania
17:19sanchez and miss erina montero for
17:22supporting
17:23our youtube channel thank you elizabeth
17:26saldana
17:27for supporting
17:29our youtube channel
17:31so answer number one i think we can take
17:34it out of the way we can eliminate
17:37answer
17:38number one
17:40let's review answer number two
17:43answer number two says praise the client
17:48for aspects of the procedure done
17:51accurate accurately in other words
17:55wow great you did this this and that
18:00correctly good job
18:03and
18:04correct the client's mistake
18:08so i like answer number two for this
18:10reason
18:12one it praises the client which
18:15stimulates the client to be involved
18:19in the education
18:21but also
18:23teaches the client
18:25about the things that were performed
18:28incorrectly in other words in answer
18:32number two their nurse is providing
18:35feedback
18:36so for now answer number two could be
18:40the correct answer
18:42let's go to answer number three
18:45it says
18:46praise the client for steps completed
18:48correctly
18:50very similar to answer number two
18:54and then it says
18:56refer the client to home care
19:00for follow-up
19:01uh-oh
19:03we have a problem here
19:05what is the problem that we have here
19:08the problem that we have
19:11is
19:12that you are delegating
19:14providing feedback
19:17to
19:18the patient
19:19and if you recall when i was talking
19:22about education and teaching the patient
19:24i told you
19:26that you cannot delegate
19:28providing feedback to someone else when
19:32you were the one involved in the
19:35teaching process
19:37this is extremely important so the first
19:41part of answer number three is okay
19:44praising the client that is good
19:47but the second half
19:49after end
19:50is incorrect and violates the guidelines
19:55for patient
19:56education
19:58all right thank you miss gisella duenas
20:02for
20:03supporting our youtube channel thank you
20:06very much
20:07so answer number three
20:10last eliminated
20:13answer number four
20:15says
20:17and this answer a few of you selected
20:19answer number four
20:22explain kindly kindly
20:25that the procedure
20:27was performed
20:28incorrectly
20:31and have
20:32the client repeat the procedure
20:38i saw
20:39that a few of you guys
20:41really liked this answer
20:44but
20:45there are several things wrong with this
20:48answer
20:50i know that
20:51many of you like the word kindly
20:55and it does it sounds nice
20:58to do it in a kind way
21:01but there is a problem
21:03the first problem that i see in answer
21:05number four
21:06it generalizes and says
21:09explain kindly that the procedure
21:13the whole procedure
21:15was performed
21:17incorrectly so let's evaluate and
21:20compare answer two and four
21:23answer four says the procedure the whole
21:27procedure was performed incorrectly
21:32but look at answer number two
21:35praise the client for aspect of the
21:37procedure some parts of the procedure
21:42that
21:42was done accurately
21:46which one sounds better
21:48if somebody is teaching you something
21:50and that person tells you
21:52hey good job on it on a few things that
21:54you did correctly
21:56or if i tell you everything that you did
21:58you didn't correctly
22:00which one
22:02is
22:03rude
22:04which one doesn't really help
22:06with the education
22:08process
22:11thank you miss gloria carter
22:14for that super shot appreciate it thank
22:18you very much
22:19thank you miss beverly kalania for
22:21supporting
22:23our
22:24youtube channel so if we compare answer
22:28number two and four
22:30number two sounds a little bit better
22:33so this first part of answer number four
22:37i don't like it it's very rude and then
22:41this is what's also wrong with answer
22:43number four
22:45and have the client repeat the procedure
22:50what is the client going to fix
22:53if me the nurse
22:55has not given this patient feedback
22:59me as the nurse didn't tell the patient
23:02you did this wrong
23:04fix this part that you did wrong
23:07so answer number four
23:10first is
23:12not polite
23:13by telling the patient that the whole
23:15procedure was done incorrectly and
23:17second it does not provide the patient
23:20with feedback and
23:22areas that the patient need to work on
23:25to improve
23:26so answer number four is eliminated and
23:30answer number two
23:32is the correct answer
23:39all right
23:41miss hannah thank you for explaining
23:43that thank you very much like i said the
23:46most important part of nclex preparation
23:50is to go
23:51in depth on your critical thinking and
23:54analysis
23:56because like i told you day two and day
23:59three
24:00it doesn't matter if you got it right or
24:02wrong
24:03if your critical thinking process is
24:06incorrect because then when another
24:09question comes that is more difficult
24:11you
24:12will feel lost in that question okay
24:17all right
24:23correctly set great job thank you hesser
24:27great and clear explanation
24:29very good so let's go to the next
24:31question the next question is very
24:34interesting as well
24:35let's repeat the same process comment on
24:38the section on the comment section your
24:40answer
24:41why you think that's the answer
24:43and also as you're thinking through this
24:47uh question and answers
24:49identify
24:51the answers that you are eliminating why
24:55why do you think that those answers are
24:58incorrect
25:03so which information will be most
25:07helpful critical keyword
25:10maybe a few of them are helpful but
25:12you're trying to find the most
25:15helpful
25:17in teaching parents about
25:20primary
25:22prevention
25:24of
25:25foreign body aspiration
25:28you see
25:29this question is about
25:32prevention
25:33what does the word prevention mean
25:37means that you're gonna do an action
25:39in teaching
25:41that when it's done
25:43the patient the family the parents
25:47they will understand that teaching and
25:50if they follow that teaching is going to
25:54prevent the
25:56foreign body aspiration from occurring
26:01what do you think
26:02is the answer after
26:05i
26:06realigned
26:07the focus of the question
26:10i see some of you are responding answer
26:13three
26:15some of you are selecting answer four
26:18so let's read
26:20all the answers signs and symptoms
26:23of
26:24foreign body aspiration
26:26therapeutic management of foreign body
26:29aspiration
26:30most common objects that toddler
26:34aspirate
26:35and risks
26:36associated with foreign body aspiration
26:40see
26:41this is a very interesting scenario
26:46and as you review each answer think if i
26:50do this
26:52would i prevent
26:54or would i help the family the parents
26:57prevent
26:58foreign body aspiration
27:00so answer number one you're telling the
27:03parents
27:04if you see these signs and symptoms
27:08the
27:09the baby the child has aspirated
27:13so if you see these signs and symptoms
27:16we have a problem we have a foreign body
27:19aspiration
27:22telling the family the parents about
27:24signs and symptoms
27:27helps them identify
27:30if the child
27:33is going through a foreign body
27:35aspiration problem but it does not help
27:39the parents prevent it
27:41so answer number one is eliminated
27:47answer number two
27:49therapeutic
27:51management
27:52of foreign body aspiration in other
27:55words
27:56how to handle
27:57how to deal
27:59what interactions to do
28:01if there is a foreign body aspiration
28:06this answer is telling the parents how
28:08to deal with the problem
28:10not prevent the problem so we eliminate
28:14answer number two
28:16after answer number three
28:19most common objects
28:21that toddler aspirates
28:24in other words you tell the parents
28:26be careful with small toys
28:30be careful with
28:32a small pieces of little cars or toys
28:36that the child can aspirate on so if
28:40you're careful with this
28:43you will be teaching you will be
28:45teaching the parents
28:48things to do to prevent the foreign body
28:51aspiration
28:52so answer number three
28:55makes
28:56a whole lot of sense
28:59answer number three
29:00is an excellent teaching to prevent
29:04foreign body aspiration
29:07answer number four
29:10risks associated with foreign body
29:13aspiration
29:14in other words you're teaching the
29:16parents that
29:17if a foreign body aspiration
29:20occurs
29:22this is the risk or complications
29:25associated
29:26with a foreign body aspiration answer
29:29number four does not help
29:32prevent
29:33so the correct answer is
29:36answer
29:37number three
29:40so
29:40this is just two examples of how to deal
29:44with teaching
29:46or style of questions in the nclex that
29:49you could see
29:50that deals with teaching all right let
29:54me see this camera is acting up he said
29:56blurry
29:59okay me say
30:01betty beatrice delgado thank you for
30:05supporting
30:06our youtube channel
30:09arwa says a primary is before the
30:14problems occur excellent
30:17it's called
30:18primary
30:20prevention remember there are three
30:22levels primary prevention
30:25secondary prevention and tertiary
30:29prevention
30:30okay
30:31but that is a topic for another day a
30:34little bit more in-depth into
30:36healthcare and promotion and prevention
30:41all right good job good job to everyone
30:44that
30:45answered this question correctly
30:48very nice
30:50all right so i see about 375
30:55nursing students here connected in our
30:57youtube channel so remember i've been
31:00asking every day and you guys been doing
31:03a great job helping me with this
31:05go ahead and like this video now
31:08help me
31:10that other students can hear and see
31:14this explanation this day four of our
31:17seven day training
31:18so go ahead and smash
31:20hit that like button
31:22so other students can also see this
31:26video helping with that
31:28also go ahead and share this video with
31:31other nursing students invite other
31:34students to our telegram group if you do
31:37not have access to our telegram group i
31:40will ask our advisor to share the
31:44telegram
31:45here
31:46in the comment section in youtube so you
31:48can click on it and join our telegram
31:52group where every day i'm gonna post
31:54information we're sharing a lot of
31:58information i will be sharing videos
32:00there as well after our seven day
32:02training so it is very important that
32:06you are involved the whole way with this
32:09nclex preparation
32:11so
32:12advisor if you can comment on the
32:15section here comment section and put the
32:19the link
32:20darlene says profe i don't like it i
32:23love it
32:24i'm gonna have to talk to youtube to see
32:27if they can put a loving
32:29icon
32:32thank you very much so show show your
32:35your gratitude
32:36by
32:37liking it liking the video and really
32:41help nclex crusade international
32:44help many other students that that need
32:46help
32:47okay
32:49all right so do you want to practice
32:52more questions
32:54do you want to practice
32:56questions that
32:58deals with psychosocial integrity how
33:01about
33:02therapeutic communication nclex style
33:06questions do you want to practice some
33:08questions like that comment on the
33:10section yes professor less practice more
33:14questions uh miss lourdes my english
33:17betrayed me with this question i
33:19couldn't understand no problem dude lord
33:21this you will you will learn trust me i
33:24was in your shoes
33:2627 years ago
33:28i came from cuba in 1996 27 years ago
33:33and i understand the frustration
33:36where when you don't understand the
33:37language
33:39even after 27 years i still struggle
33:41sometimes
33:42uh communicating or trying to say
33:46things one way i get the spanish and the
33:48english all mixed up in my mind so i
33:51really really understand
33:53what
33:54some of you are experiencing and other
33:57others that are connected here and maybe
34:00english is your first language and you
34:02don't have that problem you don't have
34:04that difficulty and you know what that's
34:06great you have an excellent chance to
34:09passing this nclex
34:12thank you
34:14miss louise brown for that super sticker
34:17thank
34:18you the little bird is on fire
34:24miss freyja comprehension is the key
34:27and that is my problem
34:30it will get better it get it gets better
34:33with practice and
34:35listening and watching these videos over
34:37and over
34:39uh dalisi is a sarah style questions yes
34:43we will practice some select all that
34:45applies start questions gonna try to do
34:47that probably day six we're going to
34:50practice some selector reply
34:52thank you miss benita vialette thank you
34:57once again you've been supporting
34:58donating for our channel every single
35:01day i appreciate it thanks for your time
35:04and effort
35:05on being here with us
35:11john god will help us pass this nclex in
35:14jesus name yes amen let's go for that
35:17you can do it
35:18you can fulfill your dream if i did it
35:21so can you
35:22we've had thousands of students pass the
35:25nclex
35:26now many of them are nurse practitioners
35:30if they did it so can you
35:32there's no nothing different
35:34maybe some of you have harder obstacles
35:37or it might take you a little bit longer
35:39but you'll do it if you believe that you
35:42can do it you will do it you will find a
35:45way to do it okay thank you elizabeth
35:49grignon
35:51thank you for supporting our
35:54youtube channel
35:57says
35:58click the like icon there are 377
36:01watching and only
36:03177 likes
36:06uh i cannot see it live when i'm here on
36:09the
36:10in the live youtube on mine it shows
36:12five
36:13but i know that many of you uh have
36:15liked it already
36:17and
36:18it's a it's a matter of just a pain
36:21paying forward you know it helps me
36:24it helps me helps you so i really
36:26appreciate
36:27uh every nursing student that does it if
36:30you watch this video and you like it hit
36:33the like button but if you don't do it
36:34it's okay you know i mean i'm not i'm
36:36not gonna get upset i'm not gonna say oh
36:39you're not liking my videos i'm not
36:40gonna give more videos no i will
36:42continue to teach because teaching is
36:44what i love teaching is my passion i
36:46enjoy this i can be doing this all day
36:49long whether somebody likes the video or
36:51not but it is it makes me feel good when
36:55i see
36:56students uh liking the video when i see
36:58students sharing the videos and most
37:01importantly helps the youtube channel
37:02okay so let's go to psychosocial
37:05integrity
37:07psychosocial integrity
37:10the nurse provides and directs care
37:12nursing care that promotes and supports
37:16the emotional
37:18mental and social well-being of the
37:21clients experiencing
37:23stressful events
37:25as well
37:26as clients with acute or chronic
37:30mental illness
37:33so it is very
37:35very interesting
37:37this concept of psychosocial
37:39integrity monisha ekg please
37:43yes so this is my
37:46this is my goal this is what i want to
37:48do okay and after we're done with the
37:52with the youtube live and the seven day
37:54training
37:55in our telegram group i will ask the
37:59whole group of
38:01sever several topics that you guys want
38:04to learn
38:05and then i will pick the
38:07seven
38:09most commonly picked topics and i will
38:12do another seven day training covering
38:15each one of those topics i don't know
38:17what it's going to be yet
38:19i will i will let everyone know in our
38:21in our telegram group
38:23once is done and as soon as i got that
38:26ready after i take after i take a short
38:28vacation i will do another seven day
38:31training
38:33to help all of you guys out and
38:36i will let you know the beginning date
38:37of that so but i don't have that
38:39information at this moment okay
38:42thank you
38:43er carid gonzalez thank you for
38:46supporting
38:48our
38:48youtube channel
38:51all right
38:52so
38:53what are some subtopics that are
38:56included in psychosocial integrity
39:00assess clients for abuse or neglect
39:03and intervene as appropriate incorporate
39:06behavioral management techniques assess
39:08client ability to cope with life changes
39:10and provide support
39:12assess the potential for violence
39:14provide end-of-life care
39:16provide care and education for acute and
39:19chronic psychosocial health issues
39:22provide care for the client experiencing
39:24visual auditory or cognitive distortions
39:28use therapeutic communication techniques
39:31and promote a therapeutic environment
39:34remember you can find this information
39:37on ncsbn
39:3920 and 2019 i believe i forgot that the
39:43year
39:43uh the test plan the addend
39:46test plan you can find this information
39:48that i'm sharing with you
39:51okay
39:53all right so
39:54when it comes to
39:57the psychosocial integrity category
40:01many of the questions
40:03okay many of the questions
40:06are related
40:08to
40:09therapeutic communication
40:11and i have developed
40:13a strategy that i like to use with
40:17therapeutic communication style question
40:21and basically when i see
40:24a question that has to do with
40:26communication or therapeutic
40:28communication
40:30what i try to do
40:32is that i look at each answer
40:35and i try to identify if the answer is
40:39therapeutic or
40:41non-therapeutic
40:43but in order to do that you need to know
40:46first what is a therapeutic answer and
40:51what is not a therapeutic answer or what
40:55is a non-therapeutic
40:58answer
40:59so i want to spend the next few minutes
41:02talking about
41:04the difference between therapeutic
41:06techniques and
41:08non-therapeutic techniques
41:11so professor
41:13if i'm looking at a question at a
41:16communication question
41:18how do i know if an answer is
41:22therapeutic
41:24and i will give you
41:26five key words that tells you
41:29the answer
41:31could be therapeutic
41:34one
41:36if the answer deals with
41:38safety
41:40if the focus of the answer
41:43has to do
41:44with patients
41:46safety that is therapeutic
41:51feelings
41:52if it talks about the patient's feelings
41:55that is therapeutic
41:58if it talks
41:59or through the question the nurse
42:02validates
42:05the patient's problem or patient's
42:07condition
42:09that is therapeutic
42:11restating restating means
42:14saying something the patient said to you
42:18first
42:19the patient tells you i have a terrible
42:22headache
42:23you tell the patient
42:25are you telling me you have a headache
42:27it's a simple question but is
42:30therapeutic why
42:32when i tell my patient exactly
42:35the same thing or i paraphrase
42:38what the patient just told me
42:40shows the patient that i was
42:43listening to him
42:45or her and that is therapeutic
42:50summarizing
42:52summarizing is also therapeutic in other
42:55words
42:56if at the end of the conversation i tell
42:59my patient so let me let me see if i
43:02understood this
43:03you have this this this and that that
43:06problem
43:08that is terrible
43:11now what are
43:13keywords
43:14that tells you
43:16the answer is probably
43:19not therapeutic
43:21we have
43:22keywords such as
43:24don't worry
43:27if you tell a patient don't worry
43:30everything will be fine
43:33that is unrealistic and not therapeutic
43:38when the answer
43:41states why
43:43why are you doing this
43:45why haven't you taken your medication
43:48why this why that
43:51why is not therapeutic because
43:55the patient will feel
43:57judge
43:59for example
44:01and only as an example on this uh
44:05live streaming i'm not pushing anybody
44:06but using it as an example
44:09if i tell you
44:11now really tell me why haven't you liked
44:14this video
44:16why
44:17why you didn't click the like button
44:20you're gonna feel judged
44:22you're gonna feel
44:24like i'm punishing you
44:26and when you tell a patient
44:28why
44:30the patient's
44:31focus will be
44:33i'm being judged i'm doing something
44:36wrong and that is not going to stimulate
44:41communication
44:43and remember
44:44the whole purpose of a therapeutic
44:46communication
44:48is for the communication between the
44:51nurse and the patient to
44:53flow
44:55the more information the nurse can get
44:58about the patient's condition
45:00the better
45:02another style of answers
45:05that are incorrect
45:08are authoritarian
45:10answers
45:11what is an authoritarian answer when i
45:15say i'm the nurse vital signs are taken
45:18every day at eight o'clock in the
45:19morning
45:20period
45:22there's
45:24no break in between
45:25that is the rule
45:27that is authoritarian
45:29however
45:30i will tell you
45:32there are scenarios where an
45:35authoritarian answer could be correct an
45:38example of that
45:40is a psychiatric patient
45:42that is trying to manipulate you or
45:45trying to manipulate
45:47the environment
45:49in those scenarios you can be
45:51authoritarian and it is correct
45:56another scenario is
45:58if the patient is putting his or her
46:00life at risk
46:02if there is a safety
46:04compromise you could be
46:07authoritarian
46:08in order to promote patients safety
46:14another example of
46:16non-therapeutic responses are responses
46:19that focus on the nurse
46:22oh it happened to me once
46:25my mother also had that problem
46:29and my father also gets morning
46:32headaches every day
46:34that is incorrect is non-therapeutic
46:38because
46:39this statement is focusing on me
46:43rather the patient's problem
46:47remember the patient's problem is
46:50more
46:51important
46:54another example of non-therapeutic
46:57responses
46:58giving advice and judging
47:02we are not there to give advice
47:05we don't talk about opinions we don't
47:07give opinions
47:09about what we believe is correct or
47:12incorrect
47:14if i were you
47:16i will take the medication right now
47:19because
47:20it is the best thing for you
47:23that is your opinion
47:25we don't give opinion we give facts
47:29okay
47:30and be very careful to judge the patient
47:34i don't really understand why you're not
47:36taking a medication apparently
47:39you don't want to get better
47:41if you don't take your medication you
47:43don't want to get better
47:45that is a judging statement
47:47and judging statements are
47:50non-therapeutic and it's gonna break the
47:53flow
47:54in communication
47:56so
47:58let's practice one question here it is
48:04read it
48:05identify the key
48:07factors of an nclex question
48:10recognize that this is
48:13a therapeutic communication scenario
48:17and try to
48:18use everything that i just mentioned
48:21about
48:22what makes a statement
48:25therapeutic or
48:27non therapeutic
48:30and as you start reviewing
48:32this scenario and the answers
48:35you are going to start thinking about
48:38a lot of things that i just mentioned
48:41now
48:42recognize that
48:44just by watching this
48:46live youtube might not be sufficient you
48:49might have to go back and replay
48:52the video and listen to it again that
48:55you that way you can take notes
48:57remember
48:58study this presentation a study day one
49:02day two day three
49:05a lot of mistakes that i see students
49:07make
49:08is they watch the the live video and
49:11they never see the video again
49:14that's not the way you're supposed to be
49:16doing here
49:17you need to go back
49:19get a pen
49:21paper and take notes what did the
49:23professor say here what strategy did he
49:26use here what did he say about
49:28therapeutic communication that is
49:31extremely important
49:34so i see some of you are responding
49:37three
49:38some of you are responding four
49:42all right
49:48very good
49:52i am antonieta excellent health for
49:54everyone imagine taking the course with
49:57nclex crusade is the best option
50:00blessings to the crusade family thank
50:02you antonieta thank you for
50:05your comment
50:08uh
50:08[Music]
50:09god love says definitely number four all
50:13right
50:15some of you said number two
50:19okay
50:20let's see
50:21a client is diagnosed with depression
50:25a client with a diagnosis of depression
50:27i'm sorry who has attempted suicide says
50:30to the nurse
50:32i should have died
50:35i have always been a failure
50:39nothing is ever right for me or nothing
50:42ever goes right for me
50:44which response by the nurse demonstrates
50:47that apparently communication
50:49whenever they put a patient statement in
50:52quotes that is important
50:56make sure
50:57you pay attention to that
50:59and what did the patient say in quote
51:04i should have
51:06died safety
51:09and
51:10i have always been a failure
51:15i don't know if you really paid
51:17attention to that or not
51:20then the patient says
51:22nothing goes ever
51:25right for me
51:27nothing
51:28ever goes right for me that is another
51:30statement
51:31what is the best response
51:35number one
51:36here comes the opinion
51:40me the nurse
51:42is telling the patient
51:44you have everything to live for
51:48you have reasons to be happy
51:51you should be happy
51:53right
51:54similar answers
51:56you have everything to live for is my
51:59opinion
52:02does that answer
52:05encourage communication
52:08no
52:10so answer number one
52:12is eliminate
52:14answer number two
52:16that is very easy why
52:19why do you see yourself as a failure
52:24so answer number two uses the word why
52:28and we've learned
52:30that
52:31that's not therapeutic
52:33now
52:35we are going to eliminate answer number
52:37two
52:38answer number three
52:40feeling like this is all part of being
52:44depressed
52:46what are you telling the patient in
52:47answer number three is that
52:50feeling like that is normal
52:53it's part of being depressed it's like
52:56saying
52:57it's not important because this is
52:59normal
53:01that does not stimulate
53:03or encourages communication
53:07and on top of that
53:08is an opinion
53:11that i am giving as a nurse so three
53:15is not the answer
53:18now
53:19answer number four
53:21you have been feeling like a failure for
53:25a while
53:28and look at this
53:30feeling
53:31like a failure
53:34and
53:35while means
53:37or represents
53:39time
53:43look at the patient statement
53:46i have always
53:48always is
53:50time
53:53i have always been
53:57a failure
53:59so answer number four
54:02talks about being a failure
54:05talks about time
54:07and is
54:09a reflection
54:11of what the patient just
54:13told you
54:16this is called a restatement or
54:19restating what the patient said
54:23answer number four
54:25is
54:26the correct answer
54:29now
54:31i see some of you
54:33commenting on the comment section about
54:36open-ended questions and
54:39closed-ended questions
54:42let's talk a little bit about that i
54:44wasn't planning to talk about that in
54:46this
54:47youtube live
54:49but hey
54:50you've got you guys have done a great
54:52job so i'll be nice
54:55so professor
54:58what is the best answer
55:00if
55:02the
55:03question that the nurse is asking is
55:06open and the question or close
55:09what is the best
55:11the answer is
55:12depends
55:15depends
55:16on what professor
55:18well
55:19let's begin
55:20with what is an open and what is a
55:23closed-ended question
55:25so an open-ended question is a question
55:28that
55:29allows the patient to communicate
55:33to give an explanation
55:36while a close-ended question when you
55:39ask a close-ended question the answer is
55:43yes
55:44or no
55:46for example
55:47if i ask
55:49let's say
55:51ellie if i ask ellie ellie
55:55do you like this training
55:58that is a
55:59close-ended question because ellie's
56:03response will be
56:05yes
56:06or no
56:07that is a close-ended question
56:10but if i ask david
56:13david
56:15what
56:16have you liked the most about our seven
56:20day training
56:23well professor i love that first day
56:26you really taught me to understand the
56:28nclex world but oh my god the third day
56:31was awesome to learn the categories that
56:33is awesome and today even better today
56:37i'm really learning about therapeutic
56:39communication
56:40you see i asked a question that is open
56:45to communication and david has the
56:48opportunity to express
56:51things
56:53so
56:55usually
56:56opening the question
56:59is therapeutic or more therapeutic than
57:03closed-ended questions
57:05however
57:07you cannot generalize
57:10why am i telling you that it depends
57:14look at this scenario
57:16answer number four
57:19is a close and the question
57:21and it is the right answer
57:25so
57:25when it's a close-ended question
57:28therapeutic
57:29simple
57:31if it deals with safety
57:33if it restates
57:35like in this scenario
57:38if
57:39that statement
57:41helps you validate something
57:44clear and concrete
57:46that could be therapeutic
57:48so i cannot generalize and say
57:51no
57:52close and the question is not
57:54therapeutic because it's not true
57:58i have seen
57:59er
58:00and and have seen videos on youtube
58:03that talk about therapeutic
58:05communication from other mentors
58:07and i have heard them making the mistake
58:11of teaching and saying that a
58:13close-ended question is
58:16non-therapeutic and that is not true
58:19because there are scenarios where a
58:23close-ended question is therapeutic like
58:27the ones i just mentioned
58:34okay a module says i get a prof uh four
58:39is validating the patient's feeling
58:41correct so answer number four is a close
58:44and the question but it validates
58:45feelings which states what the patient
58:49is saying in the stem of the question
58:52a
58:53seiler vana how about for suicide
58:57is a close ended question better
58:59absolutely
59:01with suicide you do not want to open in
59:04the question you want to close-end the
59:06question do you want to kill yourself do
59:08you have a plan to kill yourself
59:11okay that is the most
59:14beneficial question to ask because you
59:17need to find out
59:24all right
59:26harper ramsay
59:28professor you break it down to the bones
59:31thank you sir
59:33thank you very much
59:35all right let's practice
59:37another question
59:42so this question says a nurse is
59:44communicating with a client on an
59:46inpatient psychiatric unit
59:49so now the scenario changed a little bit
59:52we're talking about a
59:54psychiatric unit
59:57inpatient
1:00:00now the client moves closer and invades
1:00:07invades the nurse's
1:00:09personal space
1:00:11making the nurse uncomfortable in other
1:00:14words
1:00:16the patient is like right here
1:00:19very close to the nurse and the nurse is
1:00:21like okay
1:00:23i'm uncomfortable here
1:00:25this feels weird
1:00:28so what is an appropriate nursing
1:00:31intervention
1:00:35number one
1:00:36says
1:00:38the nurse ignores
1:00:40this behavior because it shows the
1:00:43client is progressing
1:00:45so i ask you this question
1:00:48if you feel
1:00:49invade
1:00:51your personal space is invade you're
1:00:53talking about a psychiatric patient in a
1:00:56psychiatric unit your safety is
1:00:59compromised
1:01:01should you ignore this situation when
1:01:04your safety is compromised when your
1:01:08personal space is being compromised by a
1:01:10psychiatric patient
1:01:13no
1:01:15you never ignore this situation
1:01:20so answer number one
1:01:22bye bye
1:01:23eliminated
1:01:27so answer number two says the nurse
1:01:29expresses a sense of discomfort and
1:01:33important word
1:01:34limits
1:01:36behaviors
1:01:38so let's compare answer number one and
1:01:42two
1:01:43answer number one
1:01:45ignores the behavior
1:01:47answer number two
1:01:49stops the behavior
1:01:51huh no this is wrong
1:01:54i'm not comfortable i don't like it you
1:01:57need to stop it
1:01:59so answer one and two is opposites
1:02:02opposite to each other
1:02:06so maybe the correct answer is between
1:02:09them two
1:02:10we know that one is not the answer
1:02:13maybe two is the answer
1:02:15i see some of you selecting answer
1:02:17number
1:02:18four maybe maybe not let's see
1:02:22answer number three
1:02:24the nurse understands that the client
1:02:26requires various amount of personal
1:02:29space and accepts the behavior what is
1:02:32the relationship between one and three
1:02:35exactly the same
1:02:38neither one or three does anything with
1:02:41this problem
1:02:43and the page the the nurse's personal
1:02:46space is being invaded
1:02:48the nurse is uncomfortable and safety of
1:02:51the staff is compromised
1:02:53we know that doing nothing
1:02:56is not the answer answer 1 and 3 are
1:02:59similar
1:03:00and 2 is opposite to one and three that
1:03:03is a strategy
1:03:05whenever you see
1:03:07answers that oppose each other
1:03:09usually the right answer is in between
1:03:12them
1:03:13not always because we can never
1:03:15generalize
1:03:17but most of the time
1:03:21answer number four
1:03:23the nurse confronts the client and
1:03:25states that he or she will be secluded
1:03:28if behavior continues so answer number
1:03:32four also
1:03:34kind of stops the behavior
1:03:37so we say that two and four
1:03:41are similar in the sense that at least
1:03:45in answer 2 and 4 the nurse is doing
1:03:47something about the problem
1:03:50now
1:03:51what is the best approach
1:03:54and i want you to look at these words
1:03:58express
1:04:00and
1:04:01confronts
1:04:04what is better
1:04:06in communication
1:04:08what is more therapeutic
1:04:10to express
1:04:12feelings to express
1:04:15sense of discomfort to express
1:04:17about the problem or confront
1:04:21usually the word confront has a negative
1:04:24connotation to it
1:04:27it's better to express than to confront
1:04:31so in that sense
1:04:33i like to better
1:04:37number two
1:04:38the nurse limits the behavior in number
1:04:41four the nurse threatens the patient if
1:04:44you don't stop i will put you in
1:04:46seclusion
1:04:49that is a threat
1:04:50we do not
1:04:52threat patience that is considered
1:04:55assault
1:04:57and it's very important for you to know
1:04:59the difference between assault battery
1:05:02and false imprisonment
1:05:04if you don't know about that we can talk
1:05:06about that in another video
1:05:09so
1:05:10answer number four
1:05:12we can eliminate it
1:05:14the correct answer
1:05:15is answer
1:05:17number
1:05:18two
1:05:20that is the correct answer
1:05:23now professor
1:05:25taima
1:05:27didn't we talk about
1:05:30authoritarian
1:05:34authoritarian questions or answers
1:05:37didn't you say that
1:05:39authoritarian answers
1:05:42was non-therapeutic
1:05:45answer number two is can kind of
1:05:47authoritarian
1:05:49because you're saying
1:05:51do this
1:05:53stop i don't like what's going on
1:05:56so
1:05:58yes
1:05:59this is an authoritarian answer but this
1:06:02is the rule of exception or exception of
1:06:05the rule
1:06:07because in this scenario
1:06:09your safety is compromised
1:06:13in those scenarios
1:06:15it is okay
1:06:17to
1:06:18act in an authoritarian
1:06:21way
1:06:22it is very important for you
1:06:24to understand
1:06:26this
1:06:28all right so what do you think what do
1:06:30you think about
1:06:33that last question did you like it
1:06:35did you enjoy that question
1:06:38let's practice another question
1:06:47here's the next question
1:06:51when a client experiences a panic attack
1:06:54which correctly written outcome takes
1:06:58priority so
1:07:00there are two important
1:07:04focus in this question
1:07:07one
1:07:09an outcome that is written correctly
1:07:14and two
1:07:15that has the priority
1:07:18so the answer that i'm looking for i
1:07:21have to think of
1:07:23prioritization
1:07:25and also
1:07:26that the answer
1:07:29the outcome is written
1:07:33the right way
1:07:35so what do i know about outcomes
1:07:40two important factors about outcomes in
1:07:43nursing
1:07:44uh care
1:07:46the first is that it has to be
1:07:49measurable it needs a time frame
1:07:54so that is
1:07:55important
1:07:58it needs to have
1:07:59a measurable objective data
1:08:03and it needs to have a time frame
1:08:07so if the answer
1:08:09is not
1:08:10measurable
1:08:12and
1:08:13it doesn't have a time frame then is
1:08:16probably incorrect
1:08:19but then also you have to think of
1:08:20prioritization
1:08:22so number one says decline will remain
1:08:26safe
1:08:29so
1:08:30safety means the patient will be taken
1:08:33care of
1:08:34no harm will be caused whether
1:08:37maybe i got the patient in one to one
1:08:40observation or if i need to put the
1:08:43patient on restraints if it's being
1:08:45violent whatever the situation is
1:08:48whatever the appropriate nursing action
1:08:50that i can take that makes the patient
1:08:52safe
1:08:53that would be
1:08:54a priority
1:08:56and also
1:08:57it needs to have a time frame and it
1:08:59says throughout the duration
1:09:02of the panic attack there is a time
1:09:04frame
1:09:07through the duration of the panic attack
1:09:09i will keep my patient safe
1:09:13it has the two factors
1:09:16and
1:09:18it is a priority because safety
1:09:21is a priority
1:09:23so for now i like answer number one
1:09:26let's see answer number two
1:09:29the client verbalize an anxiety level of
1:09:33less than two
1:09:36out of ten
1:09:39so
1:09:41let's talk about this one
1:09:42it has
1:09:44an objective
1:09:46a measure data
1:09:49two out of ten that that is measurable
1:09:52but there is a problem
1:09:54it doesn't have a time frame
1:09:57and also
1:09:58is unrealistic
1:10:01because
1:10:02a patient that has a panic attack is the
1:10:05highest
1:10:06level of anxiety and you cannot expect
1:10:11an anxiety level of 2
1:10:13out of 10.
1:10:15this does not make sense
1:10:17so answer number two i can eliminate
1:10:20for that reason
1:10:23answer number three
1:10:25the client will use learn
1:10:28coping mechanisms
1:10:31to decrease anxiety two things
1:10:34it's not measurable
1:10:36there's no time frame and it is not
1:10:40realistic
1:10:42why not
1:10:43the patient experiences a panic attack
1:10:47the reason why a patient experiences a
1:10:49panic attack is because whatever
1:10:52learning or coping mechanisms that they
1:10:54have
1:10:55is not working or they're not using them
1:10:58otherwise they would not reach to the
1:11:01panic attack level of anxiety
1:11:05so answer number three
1:11:07does not make sense
1:11:10answer number four
1:11:12the client will verbalize the positive
1:11:15effect
1:11:16of exercise by day
1:11:19two
1:11:22a positive effect
1:11:23is a
1:11:25desire
1:11:27outcome in the in the plan of care of
1:11:30the patient
1:11:32this
1:11:33contains
1:11:35a measurable
1:11:37or time frame
1:11:39however
1:11:40it is not
1:11:42realistic
1:11:44so we have
1:11:46several answers that are unrealistic
1:11:50two three and four
1:11:52but the most important key factor
1:11:55to make answer number one
1:11:57the correct answer is
1:12:00it has a time frame
1:12:02and it deals with safety which is
1:12:06the priority
1:12:09all right
1:12:10now
1:12:11i want to open this last section
1:12:14for
1:12:15you to ask me questions about
1:12:18nclex preparation i want to open a few
1:12:22minutes
1:12:24we can you know communicate you can
1:12:26communicate via the chat
1:12:28i would read your comments and i will
1:12:30respond the best i can in whatever i can
1:12:33help you with
1:12:35make sure i see
1:12:36a lot of you guys are still not
1:12:38subscribed to our youtube channel
1:12:40remember
1:12:41subscribe to the youtube channel
1:12:44and activate the bell so you get the
1:12:48notifications and also
1:12:50make sure you have joined our telegram
1:12:53group i have put the the link for the
1:12:57telegram group in several areas
1:13:00i put it in the description section
1:13:03in the comment section
1:13:05and also in the description of the
1:13:07playlist and also in other videos
1:13:09so find the link to the telegram group
1:13:12join it and
1:13:14come
1:13:15and be part of our family
1:13:20so
1:13:22tell me
1:13:24i want to
1:13:25talk to you
1:13:26about
1:13:28whatever question that you have for me
1:13:30about nclex preparation so i open
1:13:33this opportunity for you to ask
1:13:36questions and i will answer the best i
1:13:38can so
1:13:40free time
1:13:41ask questions
1:13:43what can i help you with
1:13:48so sheila
1:13:50do you have a live review
1:13:53right now for for
1:13:55english speaking nurses i do not have a
1:13:59live review at this moment
1:14:01for nurses that speak spanish and i know
1:14:05some of you speak spanish
1:14:08i do have a
1:14:11several courses
1:14:12for you to attend but only if you speak
1:14:15spanish and english
1:14:17for the english community remember this
1:14:19is a new youtube channel
1:14:21i am developing several trainings but
1:14:25they will not be done now
1:14:27what i plan to do
1:14:29in the near future after we're done with
1:14:32our seven day training
1:14:34i will open some live classes on soon
1:14:38something quick where we can be three
1:14:41and three hours
1:14:43answering questions together where you
1:14:45can communicate with me back and forward
1:14:48when the training is done i will give
1:14:50information about that
1:14:53but very important do not pay anybody
1:14:57now
1:14:57i'm not selling anything right now
1:15:00do not send money to anybody bsl or
1:15:02anything like that i talked about this
1:15:04yesterday there's a lot of scammers out
1:15:07there
1:15:08saying that they are selling a course on
1:15:11my behalf i have not given anybody
1:15:13permission to sell any course nor i'm
1:15:16selling any course right now so that is
1:15:18important so you don't fall into one of
1:15:20these camps okay
1:15:25um
1:15:30let me
1:15:36see uh
1:15:38hebrews the question that has to do with
1:15:41follow-up they are priority questions so
1:15:44once you learn how to prioritize
1:15:46you will really
1:15:48develop
1:15:49the
1:15:50um the skill to answer
1:15:54follow-up types of question and any
1:15:57other prioritization style question
1:15:59we're gonna get there
1:16:01in our training
1:16:05is there any change on the nclex after
1:16:08april
1:16:09no
1:16:10the change on the nclex is april
1:16:132023
1:16:15next year
1:16:16not this april no changes on the nclex
1:16:20until april 2023
1:16:32a shoe naijan and more in info on
1:16:36measurable and unmeasurable data
1:16:40i talked about that in day one
1:16:43i explained measurable
1:16:46data or unmeasurable data subjective or
1:16:48objective same thing
1:16:56what suggestions do you have for test
1:16:58anxiety well the first thing that you
1:17:01can do for test anxiety is
1:17:04believe that you can do it
1:17:06now this is easier said than done
1:17:09you don't do it the day of the exam
1:17:11you develop it prior to your day of the
1:17:14exam
1:17:15so the more you practice
1:17:18the more you focus the more you learn
1:17:21you will develop that control remember
1:17:24if
1:17:25it is non-pathologic if is if you don't
1:17:27have a
1:17:29legit you know
1:17:31a high anxiety level a medical condition
1:17:35okay but most of us can control our
1:17:38anxiety levels
1:17:40use a lot of breathing exercise whenever
1:17:43you feel that you're getting very
1:17:45anxious
1:17:46your breathing controls everything
1:17:48like if you're getting anxious and
1:17:51you're like
1:17:52you start breathing super fast that's
1:17:54going to cause more
1:17:56for you to be more anxious so
1:17:58slow your breath
1:18:00think one
1:18:03two
1:18:04work on your breathing and that will
1:18:06help with anxiety but
1:18:08prove yourself in training that you are
1:18:11getting better and that you can pass
1:18:13this test
1:18:24i have exams on april 19 2022
1:18:28can i start for now enough time until
1:18:31april 19
1:18:33do you mean
1:18:35if you're talking about the
1:18:37a course
1:18:39it depends if you're joining the the
1:18:41latino version
1:18:44if it's the english version i don't have
1:18:46anything right now i might do some
1:18:48practice sessions in
1:18:50before that
1:18:51time
1:18:53maybe one or two you you will be able to
1:18:55join us but it depends
1:19:08hey lina i'm 18 years of experience uh
1:19:12like a nurse and this is a little
1:19:13difficult when i try to do review for
1:19:15the nclex slam what i need to do
1:19:18nurses that have experience on the field
1:19:21please struggle a little bit more with
1:19:23nclex question
1:19:25because
1:19:26they try to answer nclex question based
1:19:29on the real world and the problem is
1:19:31that
1:19:32you have to respond the way the nclex
1:19:35one wants you to respond not use real
1:19:38life scenario an example of that
1:19:41you know
1:19:42um when it comes to delegation a lot of
1:19:45things are done incorrectly on the field
1:19:48that nclex does not accept as delegation
1:19:51guidelines
1:19:52so
1:19:53you have to really be careful with that
1:19:55and not use real life experience to
1:19:57answer nclex style questions
1:20:04when taking the nclex exam does the
1:20:06question comes randomly from any part
1:20:09and how many questions are there and
1:20:11what is the time frame for the exam the
1:20:14time frame i believe is five hours now
1:20:16145 questions
1:20:19and the questions are randomly from a
1:20:23huge cuban
1:20:25each nursing student will have different
1:20:27questions nobody gets the same question
1:20:30and
1:20:31the
1:20:32factors to select an nclex question
1:20:35remember that it is a computer adaptive
1:20:38test
1:20:39so there's two guidelines to select an
1:20:42nclex question one
1:20:44is
1:20:45what is the category
1:20:47that that question is going to represent
1:20:49physiological management of care
1:20:51psychosocial and the level of difficulty
1:20:54below near or above the passing standard
1:21:00all right thank you professor
1:21:06what is uh what's the channel for the
1:21:09spanish speaking nurses
1:21:11uh nclex crusade without the
1:21:14international
1:21:16so everything i put
1:21:18on nclex crusade international is in
1:21:21english not no spanish
1:21:24everything i put in nclex crusade
1:21:28without the international that is in
1:21:30spanish
1:21:31so if you want to see spanish video go
1:21:34to nclex crusade
1:21:36no international
1:21:38okay
1:21:41uh what is the best cube bank to
1:21:43practice
1:21:44harper and mikhail
1:21:47i believe
1:21:48you were or kaplan
1:21:50one of them are the best i like kaplan
1:21:53better
1:21:56uh professor what are some of the
1:21:57questions on case studies nancy do not
1:22:00worry about case studies right now
1:22:02that's going to be on april 2023
1:22:06let's not get into that because
1:22:08everybody else is going to get confused
1:22:10and is irrelevant at this at this point
1:22:12in time
1:22:13okay
1:22:14i don't want to confuse you
1:22:23interdisciplinary
1:22:25that is management of care
1:22:28okay
1:22:29it um
1:22:32is covered in management of care a
1:22:34little bit in
1:22:36leadership sanders talks a little bit
1:22:39about that but but not much
1:23:00so if you're listening to this video or
1:23:03this live
1:23:04and you are a spanish speaking nurse
1:23:08okay
1:23:09and you want to join the spanish academy
1:23:14okay
1:23:15there are several courses in that
1:23:17academy because i've been working with
1:23:20spanish nurses for four years
1:23:22so i have developed a lot of things
1:23:25if that's you and you wanna call the
1:23:27academy
1:23:28call this number three five two
1:23:31five six five
1:23:32four two five
1:23:35three let me make sure let me make sure
1:23:37i got the number correctly
1:23:41so three five two
1:23:43five six five four two five
1:23:46three okay
1:23:52if my advisor can help me with that if
1:23:54you can put the number on the chat
1:23:56please
1:24:06i haven't used that number in a while i
1:24:08don't
1:24:09i don't even remember
1:24:19now if it's not for the spanish academy
1:24:22don't call the number because the
1:24:24representative that i have to deal with
1:24:27that academy speaks spanish okay
1:24:48professor do review the nclex report
1:24:50prior to starting the program or doing
1:24:52the problem to personalize my new study
1:24:54plan
1:24:55if i were to start your problem program
1:24:57if really montero if you're starting the
1:24:59spanish program
1:25:01you could do both
1:25:03because
1:25:04in the program i have assessment tests
1:25:07also
1:25:08and it's going to help you identify your
1:25:11areas of weaknesses
1:25:13and call the academy number and she will
1:25:15she will help you okay
1:25:38and jingle in the palace says professor
1:25:40i used you were none of that was
1:25:43accurate and it was vague
1:25:45when i took the exam
1:25:47it was different type of questions
1:25:50that is why i say i prefer the kaplan
1:25:53because the style of questions for the
1:25:55kaplan is a higher thinking style
1:25:58questions
1:25:59however
1:26:00i've had a lot of nurses that have used
1:26:03the u-world and they've done very good
1:26:06but they've used u-word and
1:26:09my teachings so
1:26:11i'm pretty sure that made the difference
1:26:13and also
1:26:15a u-word i think is more beneficial to
1:26:18nurses that are weak
1:26:20in content
1:26:22so if your
1:26:24weakness is not content it's more
1:26:26critical thinking then kaplan will be
1:26:28the way to go
1:26:45i have the previous version of sanders
1:26:47can still use this book for the nclex
1:26:49you should be using
1:26:51sanders eighth eighth edition
1:26:53it's the
1:26:54the most current edition
1:26:57and you should be using that okay
1:26:59well guys i'm gonna
1:27:01finish this uh live right now
1:27:05i hope you're ready for day five
1:27:07at 5 p.m tomorrow
1:27:10sharp and ready to practice we we're
1:27:14gonna do a lot of things tomorrow
1:27:16you're to really really enjoy tomorrow
1:27:19we're going to talk about
1:27:20critical thinking prioritization
1:27:23strategies we're going to practice
1:27:25priority questions so it's going to be
1:27:27very beneficial uh
1:27:29for you
1:27:30so be here on time
1:27:33if you cannot see it live watch the
1:27:35replay or recorded version of this live
1:27:39and i hope the best for each one of you
1:27:43remember
1:27:44if you
1:27:45are an english-speaking nurse
1:27:48i do not have a course at this moment
1:27:51do not buy a course from anybody saying
1:27:54that they're from nclex crusade
1:27:56international
1:27:58and like i was told yesterday charging
1:28:00like 600 or whatever like that
1:28:03do not fall into the scam once again
1:28:06i have repeated this several times
1:28:08because it really hurts me
1:28:11to see one of you guys
1:28:14fall under one of those camps and lose
1:28:16your hard
1:28:17earned money okay
1:28:20thank you for being here
1:28:22thank you for trusting me thank you
1:28:25for
1:28:26um helping this youtube channel grow
1:28:30and
1:28:31make sure that you are subscribed
1:28:34that you are liking our videos comment
1:28:37on on the videos your critical thinking
1:28:39but most important review review these
1:28:42videos over again study them
1:28:45do not use this live as a movie it's not
1:28:48a movie there's better movies out there
1:28:50to watch than an nclex training
1:28:53use this as a training or studying guide
1:28:58to help you with your nclex preparation
1:29:01and i know
1:29:02a seven day training cannot cover
1:29:05everything i know that
1:29:07i know
1:29:08no seven day or 15 or 20 days because it
1:29:11takes time to develop your critical
1:29:14thinking to really prepare for the nclex
1:29:17i'm doing the best i can with the time
1:29:19that i have i don't have a whole lot of
1:29:21time i'm very busy
1:29:23but
1:29:24i
1:29:26want to do this for you guys i see the
1:29:28frustration
1:29:30in many of you
1:29:31and trust me i will do something to help
1:29:34you guys out we will meet somehow on a
1:29:38zoom live
1:29:39i will prepare something for you guys to
1:29:42help you for those who have the tests
1:29:45nearby
1:29:47but until then
1:29:48focus on this training
1:29:51let's work on the next training and if
1:29:53you are
1:29:54somewhere around the world
1:29:56that you cannot spend money on a on a
1:29:59nclex preparation training i know that
1:30:02there's people out there that don't have
1:30:04money to to spend on an nclex
1:30:07preparation training not me not anybody
1:30:10if that's you
1:30:11i'm here to help you
1:30:13i will continue to create content in my
1:30:17free
1:30:18youtube channel so i will not leave you
1:30:22guys abandoned trust me on that
1:30:25i've been helping a lot of latino nurses
1:30:28for four years okay
1:30:30i have not left any one of them behind
1:30:34this is my word to you if god gives me
1:30:38health and i can continue to work and
1:30:41wake up every morning
1:30:43and prepare something for you guys to
1:30:45help you if i i have to do it even if
1:30:48it's free here on youtube i will do it
1:30:52and for those who want something else
1:30:55maybe want a little bit more or hands-on
1:30:58in a zoom training or something like
1:31:00that i will create something for you
1:31:02as well
1:31:03thank you very much god bless you all
1:31:08see you tomorrow at five on an excellent
1:31:11training day where you will learn about
1:31:15prioritization
1:31:17bye bye god bless

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