nursing research practice questions quizlet

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Nursing Research Guide: Clinical Question Types

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Types of Clinical Questions

Clinical questions may be categorized as either background or foreground. Why is this important?

Determining the type of question will help you to select the best resource to consult for your answer.

Background questions ask for general knowledge about an illness, disease, condition, process or thing. These types of questions typically ask who, what, where, when, how & why about things like a disorder, test, or treatment, etc.

Background questions are best answered by medical textbooks, which are available from platforms such as AccessMedicine  and  ClinicalKey Nursing

Foreground questions ask for specific knowledge to inform clinical decisions. These questions typically concern a specific patient or particular population, and tend to be more specific and complex compared to background questions. Quite often, foreground questions investigate comparisons, such as two drugs, two treatments, two diagnostic tests, etc.

Foreground questions are best answered by consulting medical databases such as Medline (via PubMed or OvidSP), Cochrane Library, and CINAHL.

All of these resources are available from  Miner Library  and Williams Library ; many are listed in the "Quick Links" section of the homepage.

You can also access an alphabetic list of Evidence-Based Resources  at Miner's website, or a webpage of available Evidence-Based Health Care resources at Williams' website. 

It's useful to check the page for your workplace as some resources are only licensed for access at specific locations.

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Nursing Research Questions and Answers

This is a comprehensive examination in order to serve as a reviewer for the upcoming Nursing Board Examination for Nurses. Read the questions carefully before answering them. Please choose the best answer.

This test covers nursing research topics in easy to difficult questions. Each question is designed in order to equip the nursing student with the testing skills needed for the comprehensive examination. Nursing Research is an essential part of the core concepts in Nursing. In this examination, the nursing student is expected to be equipped with information about Nursing Research and Nursing Process , Ethics in Nursing Research, the Research Process, and Essentials of Statistics.

Nursing Research Questions

1. Nursing Research can be classified according to the time frame the research study has been made. As a nurse, you know that the study entitled “Knowledge and practice of Staff Nurses in preventing needle prick injuries in a private hospital in Manila is classified as:

A. Basic Research B. Historical Research C. Descriptive Research D. Experimental Research

2. Nursing Research has a lot of purposes. Which of the following category do the study about the sociodemographic profile of nursing students and their risk for depression belong?

A. Prescription B. Exploration C. Prediction and control D. Explanation

3. In experimental research, as a nurse there must be an essential activity wherein the participants of the study will be able to understand the whole experimental design. This term is called:

A. Desensitization B. Experimental Proper C. Research Proper D. Debriefing

4. Ethics in Nursing Research has always been an issue when it comes to the identity of the respondents. When the topics of research are very sensitive, which of the following rights of individual participants must be ensured when the researcher cannot link the information given by the respondent from the source of the information?

A. Confidentiality B. Anonymity C. Virility D. Volunteerism

5. In starting a focused group discussion, Nurse Dina wants to stress out the confidentiality of the topics that they will be discussing. Which of the following instruction convey confidentiality?

A. “This discussion should not only be confined within this group of people. Any information discussed should be told publicly.” B. “This discussion should only be confined within this group of people. Any information discussed should not be told publicly.” C. “This discussion should not be confined within this group of people. Any information discussed should not be told publicly.” D. “This discussion should only be confined within this group of people. Any information discussed should be told publicly.”

No. 6 – 10. Situation No.1 – “Knowledge and practice of prevention of needle prick injuries of Staff Nurses in a certain private hospital in Metro Manila”

6. Based on the research title which of the following will be the general objective?

A. This study aims to determine the level of knowledge and practice of prevention of needle prick injuries of Staff Nurses in a certain private hospital. B. This study aims to determine if there is a significant relationship between levels of knowledge regarding prevention of needle prick injuries and sociodemographic of Staff Nurses in a certain private hospital. C. The study aims to determine the levels of knowledge regarding the prevention of needle prick injuries of Staff Nurses in a certain private hospital. D. This study aims to determine the sociodemographic of Staff Nurses in a certain private hospital.

7. All of these are specific objectives except:

A. This study is for nursing researchers in the future. B. This study aims to determine if there is a significant relationship between levels of knowledge regarding prevention of needle prick injuries and sociodemographic of Staff Nurses in a certain private hospital. C. The study aims to determine the levels of knowledge regarding the prevention of needle prick injuries of Staff Nurses in a certain private hospital. D. This study aims to determine the sociodemographic of Staff Nurses in a certain private hospital.

8. As a nurse, you know the appropriate data-gathering tool, this is? A. Survey B. Questionnaire C. Structured Discussion D. Interview Method

9. As a nurse, these are the following topics in the scope and limitations except:

A. Limited to the hospital personnel of a private hospital B. Limited only to the practice of preventing needle prick injuries of nursing personnel C. The scope of the study involves the knowledge about prevention of needle prick injuries D. The scope of the study involves the sociodemographic profile of nursing personnel

10. Which of the following is not a null hypothesis?

A. There is no relationship between the level of knowledge and practice of prevention of needle prick injuries B. There is no relationship between the practice of prevention of needle prick injuries and the sociodemographic profile of staff nurses C. There is a significant relationship between the knowledge and sociodemographic profile of staff nurses D. All of the above.

11. Which of the following would correspond to Intervene in Nursing Process? A. Select design plan B. Report findings C. Implement planned study D. Select a plan analysis

12. Which of the following would correspond to the Plan in Nursing Process? A. Select design plan B. Report findings C. Implement planned study D. Change the objectives after implementation

13. When it comes to steps in Problem Solving, which of the following would be similar in research wherein you implement the planned study? A. Theorize about facts and possible relationships B. gather, analyze relevant information C. Report findings D. Determine information needs

14. Using the Research perspective, when is the time that a nurse makes inferences? A. Define the purpose of review of literature B. Formulate a problem, define variables C. Select design sample D. Report findings

15. Which of the following is does not belong to the group?

A. Assess: Identify the problem B. Plan: Theorize C. Intervene: Gather relevant information D. Evaluate: Outcomes

16. In selecting a problem, these are the following consideration except: A. Time Factor B. Talents C. Cost D. Data availability

17. These are the purpose of Review of Related Literature except: A. Reveal investigations B. Reveal sources of data C. Reveal what is the problem D. Reveal the significant research personalities

18. As a nurse, you know the following functions of theoretical framework, except: A. Specifies relationship among the concepts B. Give a graphic view of the data C. Clarifies the concept on which the study is built D. States assumptions

19. Which of the following would not be Qualitative Research? A. Case study of Myocardial Infarction B. A Review on Corona Trial C. A Review on the Nursing Uniform D. A Review on the Performance in Related Learning Experience of student nurses

20. Using statistics in nursing research is a very vital tool in presenting the data. As a nurse, you know the definition of sampling as: A. Taking certain areas of the population dividing the areas into sections B. process of selecting a portion of the population to represent the entire population C. Using every Nth name from the list of participants D. Taking any sample as long as it comes up with the quota

21. In gathering information, as a nurse these are the reliable sources except: A. Interview B. Observation C. Grapevine D. Records

22. As a nurse educator , you want to know the reasons behind the leave of absences of student nurses. These tools can be used except? A. Interview B. Records C. Pre-Test & Post-Test D. Questionnaire

23. Upon gathering the data, which of the following can describe the most number of reasons for leave of absence? A. Median B. Mode C. Frequency D. Deviance

24. If you want to know the average age of the nursing students who has the most number of leave of absence you will need:

A. Median B. Mode C. Mean D. Deviance

25. After all the data presented, what part of descriptive statistics will you use in order to place a systematic arrangement of numerical values from lowest to highest?

A. Deviance B. Central Tendency C. Mode D. Frequency Distribution

Answers and Rationale

Related articles more from author, nclex: nursing process questions and rationale, gastrointestinal disorders nclex: nursing questions and rationale, nclex: newborn nursing questions and rationale, nclex: fundamentals of nursing questions and rationale, nclex- rn oncology & cancer practice exam questions, maternity and child nursing nclex practice exam questions.

These questions has tremendeously equipped my knowledge on research

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National Research Council (US) Committee for Monitoring the Nation's Changing Needs for Biomedical, Behavioral, and Clinical Personnel. Advancing the Nation's Health Needs: NIH Research Training Programs. Washington (DC): National Academies Press (US); 2005.

Advancing the Nation's Health Needs: NIH Research Training Programs.

• Hardcopy Version at National Academies Press

6 Nursing Research

Research training in nursing prepares investigators who are a part of the larger health sciences workforce. Study questions are raised from the nursing perspective but contribute to knowledge in general. For scientists in the discipline of nursing, the ultimate intent of the knowledge generated through research is to provide information for guiding nursing practice; assessing the health care environment, enhancing patient, family, and community outcomes; and shaping health policy.

The science of nursing is characterized by three themes of inquiry that relate to the function of intact humans: (1) principles and laws that govern life processes, well-being, and optimum function during illness and health; (2) patterns of human behavior in interaction with the environment in critical life situations; and (3) processes by which positive changes in health status are affected. 1 Thus, within the health sciences, nursing studies integrate biobehavioral responses of humans. The science of nursing can also be classified as translational research because it advances clinical knowledge and has the directional aims of improved health care and human health status. 2 As stated in a classic policy paper, research for nursing focuses on ameliorating the consequences of disease, managing the symptoms of illnesses and treatments of disease, facilitating individuals and families coping or adapting to their disease, and dealing in large part with promoting healthy lifestyles for individuals of all ages and under different backgrounds and disease conditions. 3 In addition, nursing research focuses on enhancing or redesigning the environment in which health care occurs in terms of the factors that influence patient, family, and community outcomes.

Focusing on ameliorating the consequences of illnesses or their treatment is the intent of many research programs conducted in nursing. For example, a new protocol for endotracheal suctioning has been tested and implemented in a number of hospital critical care units. Endotracheal suctioning is a frequently performed procedure that can have serious consequences if not done correctly. Another example in the area of symptom management is understanding the factors that influence common problems such as pain. In one study that focused on developing a longer-acting pain medication, investigators found that gender is a major factor in whether drugs are effective, with women responding well to seldom-used kappa-opioid drugs while men have little benefit from such drugs.

Another major area for research in nursing is facilitating individuals and families as they cope or adapt to long-term chronic disease. An excellent example of this area of study is a self-help program developed for Spanish-speaking people with arthritis. For many years, Hispanics with arthritis did not have many educational resources for how to cope with or adapt to their illness. Two investigators at Stanford University's medical center have now developed and tested for effectiveness a self-management program with accompanying exercise and relaxation tapes. This self-help program is being considered for nationwide dissemination by the National Arthritis Foundation.

Research in nursing also has a strong focus on health promotion and risk reduction. The intent is to promote healthy lifestyles for individuals of all ages and backgrounds and with various disease conditions. One example is a school-based program now adapted by most North Carolina schools that is a tested health promotion program in exercise and diet for young children at risk for cardiovascular disease. The research results from this school-based intervention program are impressive; the young people's total cholesterol levels and measurements of body fat were significantly reduced following the education and exercise interventions, and their fitness levels, physical activity, and knowledge about cardiovascular disease risk factors improved. 4

Together, influencing, redesigning, and shaping the environment for patients, families, and communities is another major area of study in nursing. For example, over 80 studies have shown the influence of nursing surveillance and presence on positive patient outcomes. 5 The shortage of nurses, a critical factor, in a health care environment has been demonstrated to increase patient mortality and morbidity. 6 Other studies show the benefit of home visits by nurses in improving the health and quality of life of low-income mothers and children. 7

Research in nursing is often referred to as “nursing science” or “nursing research,” which has led some to confuse it with the nursing profession. This terminology exists at the National Institutes of Health (NIH) in the name of the National Institute for Nursing Research (NINR); however, the funding from NINR supports scientific research relevant to the science of nursing, and the investigators may be nurses or nonnurses. Nursing science is a knowledge structure that is separate from the profession and clinical practice of nursing. 8 Furthermore, the term “nurse-scientist” is not reserved for graduates of Ph.D. programs in nursing; it refers to any scientist conducting research in the disciplinary field of nursing. For example, highly trained nurses under the supervision of a principal investigator could conduct the bulk of the work in a clinical trial.

Research training for nurses, as for other biomedical and behavioral researchers, needs to occur within strong research-intensive universities and schools of nursing. Important characteristics of these training environments include an interdisciplinary cadre of researchers and a strong group of nursing research colleagues who are senior scientists in the sense of consistent extramural review and funding of their investigative programs and obvious productivity in terms of publications and presentations. These elements are essential to the environment required for excellence in research training.

The NINR has traditionally placed a greater emphasis on research training in relationship to the relative size of the institute's budget than is evident with NIH in general. This is due to the current stage of development of nursing research and the need for greater numbers both as investigators and academic faculty. At least 8 percent of NINR funds go to research training, which is roughly twice the percentage invested by other institutes. 9 This commitment has been consistent for a number of years. This committee's Nursing Research Panel members commend the wisdom of this tradition and encourage its continuation.

This chapter focuses on the following two areas that are of major concern to the discipline: (1) changing the career trajectory of research training for nurse-scientists to include earlier and more rapid progression through the educational programs to and through doctoral and postdoctoral study as well as increasing the number of individuals seeking doctoral education and faculty roles, and (2) enhancing postdoctoral and career development opportunities in creative ways.

• CHANGING THE CAREER TRAJECTORY FOR NURSE-SCIENTISTS

The following three major factors motivate the critical need to change the career trajectory for nurse-researchers: (1) enhancing the productivity of nurse-researchers to build strong, sustained research programs generating knowledge for nursing and health practice as well as shaping health policy; (2) responding to the shortage of nursing faculty and the advancing age of current nurse-investigators, and (3) emphasizing the need for strong research training of nurse-investigators in research-extensive and research-intensive universities with equally strong interdisciplinary research opportunities.

• ENHANCING SUSTAINED PRODUCTIVITY FOR NURSE-SCIENTISTS

Nurse-scientists play a critical role in the conduct of research and the generation of new knowledge that can serve as the evidence base for practice and improvement of patient health outcomes. However, nurses delay entering Ph.D. programs. There is particular concern because of inherent limitations in the number of years of potential scientific productivity. Starting assistant professors in other scientific fields typically have a research career trajectory of 30 to 40 years in duration. The average age of an assistant professor in nursing is 50.2 years. Hinshaw reasons that for a faculty member who enters the nursing academic workforce at the age of 50 and retires at 65, this productive period will be only 15 years for developing research programs and contributing to science for nursing and health practice in general. 10 Thus, nurse-investigators tend to have a short career span. This limitation severely constrains the growth of nursing research and thus knowledge for nursing practice.

The median time elapsed between entry into a master's program to completion of a doctorate in nursing is approximately 15.9 years compared to 8.5 years in other disciplines. 11 In addition to having a long period of graduate training, the time has increased by 3 years since 1990, and there are no signs of the trend being reversed. Because there are many factors that reinforce the late entry of nurses into Ph.D. programs, there is a need to create incentives to change the career path. The challenge of promoting earlier entry into science careers was discussed by this panel. Of several proposals considered, there was strong support for one that would encourage and support education trajectories with fewer interruptions. To facilitate this, there needs to be greater awareness of nursing as a scientific discipline. Once students enter undergraduate programs in nursing, those students with interests in science should be identified early and encouraged to consider doctoral education. Exposure to nurse-scientists during the undergraduate program would also entice students to consider research as a primary focus in nursing. A few programs of this type exist, such as the Early-Entry Option in the school of nursing at the University of Wisconsin, Madison. In this program highly talented undergraduates are moved directly into the Ph.D. program.

A “fast tracking” of undergraduates into doctoral programs also necessitates dispelling myths related to the need for clinical practice prior to graduate school entry. There is a need to evaluate the requirement of the master's degree for individuals interested in an academic career with an emphasis on research. The lengthening of most master's programs due to certification requirements for advanced-practice roles has resulted in two plus years for master's program completion, which further delays entry into doctoral education.

In addition, the average number of years registered in a doctoral program is longer for nursing than for other fields. On average, it takes 8.3 years for nursing Ph.D. students to complete their degrees compared to 6.8 years for all research program doctoral students. 12 This is due in part to the fact that the majority of doctoral nursing students are part-time students. As of 2002, there were 81 research-focused doctoral programs in nursing with a total of 3,168 enrollees; 55 percent of enrollees were part-time students. This accounts for the low percentage of graduates; 12.8 percent of enrollees graduate each year. 13

Nursing developed both its Ph.D. and its D.N.Sc. 14 programs to build on the master's degree in nursing as well as to accommodate breaks between degrees for clinical practice. Early reliance on the master's degree is understandable in that it was nursing's highest degree for many years before the establishment of a significant number of research doctoral programs. As doctoral programs were developed, they built on the master's content, which at the time was predominantly research and theory focused. Over time the master's programs have changed to become primarily preparation for advanced clinical practice, yet nursing continues to require the master's degree for entry into doctoral study in most programs. Currently, very few doctoral programs in nursing admit baccalaureate graduates directly into the program, and for those that do, the master's degree is usually required as a progression step. This requirement for entry into the Ph.D. program makes the group of advanced nurse-practitioners, rather than baccalaureate students, the major pool from which applicants are recruited into research. This is problematic in that this practitioner pool has the same demographic characteristics as the profession and thus is older in average age and more limited in diversity compared to applicants for science Ph.D. programs in general. Incorporation of the clinical/professional content from the master's degree as foundational to the Ph.D. in nursing also encourages faculty to recruit and teach only nurses. Currently there are only a few doctorate programs in nursing that admit nonnurses.

Even though there are other fields that require a master's degree as a requirement for earning the professional research doctorate, such as the M.P.H. for the Dr.P.H., the master's degree has a completely different meaning relative to the science Ph.D. degree. The master's degree is usually awarded as a “consolation prize” for students who are unable to complete the requirements for the science Ph.D. By making the master's degree a requirement for its Ph.D. program, nursing has created confusion as to the meaning of the degree outside the nursing profession.

In considering strategies for increasing the number and length of productive research years for scientists in nursing, it is important to distinguish between the educational needs and goals of nursing as a practice profession that requires practitioners with clinical expertise from nursing as an academic discipline and science that requires independent researchers and scientists to build the body of knowledge. 15 To improve the productivity and research focus of the Ph.D. in nursing, doctoral programs need to be reengineered to admit directly from baccalaureate programs, to admit nonnurses, to decrease the number of years from high school to Ph.D. graduation, and to expand the interdisciplinary scope of the program and the research. The need for doctorally prepared practitioners and clinical faculty would be met if nursing could develop a new nonresearch clinical doctorate, similar to the M.D. and Pharm.D. in medicine and pharmacy, respectively. The concept of a nonresearch clinical doctorate in nursing is controversial, but some programs of this type exist.

Nursing should be encouraged to reengineer some of its doctorate programs to exclusively meet the goal of producing scientists and researchers who are the most capable in terms of skills and projected career life, to meet the needs of nursing as a science and for the development of its research-based disciplinary knowledge. Doctorate programs currently require core coursework in theoretical systems, philosophy of science, qualitative and quantitative methods, and statistical/data analysis techniques. What is different from other science degrees is the amount of advanced practice usually required prior to the doctoral program. Some educational depth in a clinical area or in practice is important for the study of clinical questions, but how much is the issue.

There is no clear research career trajectory evident among scientists in nursing today. The common thread is that they entered their doctoral programs later than most other scientists and have not benefited from postdoctoral education. This is because most nurses enter doctoral programs following receipt of the clinical master's degree, also often with many years of clinical experience, and their primary socialization has been as practitioners. As such, they bring with them rich experiences that may help shape the focus of their inquiry. However, they also carry with them enormous burdens relating to their readiness for entering rigorous science training, their interest in continuing training following their predoctoral experience, and their long-term capacity for developing a research career. In addition, when nurses complete their doctoral training, most move directly into an academic career. There they frequently encounter settings in which the demands for teaching and lack of pervasive research programs, socialization, and further mentoring make continuing progress as a scientist difficult.

There is evidence to suggest that a successful career in science is the result of a number of key factors across the life span. These factors include inspiration and “connection” to science and the field; involvement in the enterprise of discovery and science; knowledge, skill, and leadership development; opportunities for coaching, role modeling, and mentoring; a scientific community with peer engagement, assessment, support, and critique; an intensive research environment; and adequate support for research in all of its phases. With these factors in mind, each stage of nursing from precollege, undergraduate, predoctoral, and postdoctoral to the career scientist can build strategies to enhance the career path.

The development of future scientists begins very early in the educational experiences of young people. These include education in school but also beyond. This begins with exposing students interested in nursing at the precollege level to both the profession and nursing science. Undergraduate development of scientists moves individuals from a more general interest in and connection to science to actually beginning to embark on a career in science. The context should be designed to support both the acquisition of a solid academic foundation for further study, a clear notion of pathways for becoming a scientist, and educational experiences that move the student into actual conduct of research. Predoctoral training should begin before the doctoral student starts a course of study. The student's program should assure a very strong match between the research interests of the student and the capacity of the program and faculty. Programs should be fundamentally grounded in a commitment to and processes that support the development of scientists. The postdoctoral phase is the point at which one's own science career should begin to take hold and the intrinsic rewards of science and discovery drive the work of the postdoctoral fellow. Ultimately, the career scientist is at the stage of developing and maintaining his/her program of research. For academic scientists this is the point at which mentoree becomes mentor and teacher, based on the program of research. It is also the point at which the scientist should become an active member of the academic community.

• RESPONDING TO THE SHORTAGE OF NURSE-INVESTIGATORS

It has been well established that there is both a current shortage and a projected continued shortage of nursing faculty, especially those who are scientists and researchers. At this time, approximately 50 percent of faculty that teach in nursing baccalaureate programs are doctorally prepared. This represents a marked increase from the late 1970s, when only 15 percent were. This 50 percent level was achieved in 1999 but has not increased since then despite a large increase in the number of doctoral degree programs available to nurses during the same time period (e.g., in 2002 there were 81 research-focused programs). Two factors that likely contribute to this stalemate are (1) the relatively constant number of doctoral degrees earned each year, despite the increase in the number of programs, as shown in Table 6-1 , and (2) the older age of graduates, as evidenced by an increase in the average age of assistant professors from 45 to 49.6 years for the period 1996 to 1999. In 2002 the average age of doctorally prepared faculty was 53.3, compared to 50.2 in 1999 and 2000. 16 These statistics suggest that the doctorally prepared faculty is aging, and because the percentage of faculty members with doctorates is not increasing, it does not appear that younger replacements are being put in place. Thus, this older group of doctorally prepared faculty members in nursing is likely to retire from the academic workforce over the next few years, leaving nursing programs with too few faculty members to conduct research and educate the next generation of scientists.

Nursing Doctorates from U.S. Institutions, 1991–2003 .

The need to dramatically increase, even double, the number of nurse-scientists is acute, especially at earlier points in their careers. A recent Special Survey of Vacant Faculty Positions conducted by the American Association of Colleges of Nursing indicated that 59.8 percent of the vacancies require an earned doctoral degree. 17 Training opportunities are available, including predoctoral and postdoctoral fellowship programs offered primarily by the NINR. The number of applicants for these awards has remained relatively stable over time, consistent with the flat doctoral graduation rate for nursing. It is important to provide research training incentives that increase the number of nurses selecting a research career and at a much earlier point in their professional development.

• EMPHASIZING RESEARCH-INTENSIVE TRAINING ENVIRONMENTS

Strong, research-intensive environments are critical in both the general universities and the schools of nursing for doctoral, postdoctoral, and career development preparation. Such environments provide the experience of being immersed in scientific inquiry with mentors and the intellectual cohort of investigators required for the preparation of nurse-researchers. Research-intensive environments also promote crucial interdisciplinary research opportunities. Nursing research confronts complex questions. Thus it needs to involve multiple perspectives and bodies of interdisciplinary expertise.

To date, scientific training for nurses and others committed to nursing research has utilized a variety of National Research Service Awards (NRSAs) and Career Development K awards. These research training awards are funded by the NINR. The individual predoctoral awards (F31) have been slowly increasing, with very limited numbers of individual postdoctoral awards (F32) evident. The NRSA institutional awards (T32) have grown considerably over time, with 43 such awards made between 1986 and 2002 and 27 operational in 2003. Within the T32s, 65 postdoctoral trainees and 93 predoctoral awards were anticipated for 2003. For the individual NRSA awards there were five postdoctoral awards (F32) and 100 predoctoral awards (F31) for 2003 (see Figure 6-1 ).

Training positions at the postdoctoral and predoctoral levels. SOURCE: National Institute for Nursing Research Budget Office.

The level of scientific productivity differs among the NRSA mechanisms for the individuals and institutions funded by the NINR. Analysis of the funding record for successfully acquiring either research (R) or career (K) development awards later in the career shows a pattern similar to that of the total NIH research training programs. NINR trainees and fellows funded on individual NRSAs are more apt to successfully acquire R and K awards (see Table 6-2 ) at a later date.

Analysis of Pre- and Postdoctoral Fellows with Subsequent Funding .

The difference is sizable, with predoctoral awards being 17 percent of the individual awards (F31) and 5 percent of the T32 predoctoral positions. The pattern is similar with a greater difference for the postdoctoral fellows—38 percent for the F32 and 18 percent of the T32 positions. However, productivity in terms of publications shows the opposite pattern (see Figure 6-2 ).

Publications, T32 versus non-T32. SOURCE: Outcome analysis by National Institute for Nursing Research at NIH.

The 2 years 1997 and 1999 illustrate a consistent pattern of higher publications for trainees and fellows on the T32 awards. In 1997 and 1999, 158 and 154 publications resulted from trainees and fellows on the institutional T32 awards versus 66 and 23, respectively, for doctoral students holding the individual F awards.

Both institutional and individual research training awards under the NRSA program should continue. The individual awards build strong scientific capability and independence when working with a research-active mentor. With the T32 institutional awards, the cadre of strong senior researchers forming a scientific community is valuable in terms of mentoring and publications. The individual predoctoral awards (F31) can be used for a variable length of study. The NINR/NIH is encouraged to allocate three to four years per award in order to support full-time, consistent progression for research training.

The lower productivity of trainers and fellows, who have been funded on the institutional NRSAs (T32) and later obtain R01 and K awards, is of concern. The research training offered through T32 mechanisms needs to be strengthened in the following manner:

• T32 awards should be placed in research-intensive universities with strong interdisciplinary opportunities and research funding, and research interdisciplinary activities should be a critical aspect of the initial NRSA application and annual reports.
• The T32 awards should be allocated only to schools with research-intensive environments, including a cadre of senior investigators with extramurally funded research or research track records and research infrastructures that support research and research training.
• The application process for T32 positions as predoctoral trainees or postdoctoral fellows should be more formalized, with specific proposals submitted in relationship to their research and the match with faculty at the institution made explicit.
• Trainees and fellows on a T32 award position should provide evidence of the interdisciplinary strength that is part of their program of study.
• Criteria for selection of T32 fellows and trainees should be based on a consistent, full-time plan for research training and long-term potential for contribution to science and nursing.
• The monitoring and tracking of trainees and fellows should be formalized, with changes in research plans or mentor(s) filed as part of the annual report.

A small but growing cadre of nurse-investigators is supported in their research development by K awards. In addition to the awards from NINR, other institutes and centers also support nursing research through the K mechanisms, since elements of nursing research are intrinsic to other fields. These awards are usually awarded to nurse-scientists in their early or midcareer stages when they are shifting the substantive or methodological focus of their research. NINR has primarily used the following four types of career awards: K01, Mentored Research Scientist Development Award; Minority K01, Mentored Research Scientist Development Award for Minority Investigators; K22, Career Transition Award, and K23, Mentored Patient-Oriented Research Career Development Award; and K24, Mid-Career Investigator Award in Patient-Oriented Research. 18

These awards could be important in advancing both career development and science development. Unfortunately, there is limited information regarding the outcomes of these awards, including successful research grants and publications by awardees.

In summary, three major factors influence the recommendation to change the research training career trajectory pattern for nurse-scientists: the need to enhance the productivity of each investigator's study for nursing practice and for shaping health policy; increasing the numbers of nurse-investigators to respond to the investigator and faculty shortage; and emphasizing the need for research training within strong research-intensive environments.

• RECOMMENDATION

Recommendation 6-1: The committee recommends that a new T32 program be established that focuses on rapid progression into research careers. Criteria might include predoctoral trainees who are within 8 years of high school graduation, not requiring a master's degree before commencing with a Ph.D., and postdoctoral trainees who are within 2 years of their Ph.D.

This new program would produce strong research personnel and lengthen the research careers of the trainees. These grants should be placed in research-intensive universities with strong interdisciplinary opportunities and research funding, including a cadre of well-established senior investigators.

Donaldson, S. K. and D. M. Crowley. 1978 .

Sung, N. S., et al. 2003 .

American Nurses Association. 1985 .

National Institute for Nursing Research. 2003 .

Aiken, L. H., et al. 2002 .

National Institute of Nursing Research. 2003 . op. cit.

Donaldson and Crowley. 1978 . op. cit.

Grady, P. A. 2003 .

Hinshaw, A. S. 2001 .

National Opinion Research Center. 2001 .

American Association of Colleges of Nursing. 2003b .

American Association of Colleges of Nursing. 2003a .

McEwen, M., and G. Bechtel. 2000 .

Donaldson and Crowley. 1973. op. cit.

American Association on Colleges of Nursing. 2004 .

Grady. 2003 . op. cit.

See Appendix B for a complete explanation of awards.

• Cite this Page National Research Council (US) Committee for Monitoring the Nation's Changing Needs for Biomedical, Behavioral, and Clinical Personnel. Advancing the Nation's Health Needs: NIH Research Training Programs. Washington (DC): National Academies Press (US); 2005. 6, Nursing Research.
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Introduction to Nursing Research

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What is the best reason that scholars consider Florence Nightingale to be the first nurse researcher?

She changed nursing by basing her practice on her research findings.

She identified a body of knowledge unique to nursing.

She collected data in a systematic fashion.

She communicated the data collected to other nurses.

Research is important to the nursing profession for many reasons. What is the ultimate goal of nursing research?

Document the cost-effectiveness of nursing care.

Ensure credibility of the nursing profession.

Promote evidence-based practice in nursing.

Provide accountability for the nursing profession.

The National Institute for Nursing Research (NINR) establishes research priorities. Which option reflects a study that meets the current mission of the NINR?

The effect of nurse-led community education on the prevalence of heart disease

The number of students entering nursing programs

The efficacy of a specific medication therapy for congestive heart failure

The job satisfaction level of currently employed nurses

Nurses involved in research assume different roles, based on their level of education. Which best describes the role of the BSN-prepared nurse in research?

Collaborates with other nurses to design research studies

Critiques research studies and applies research to clinical practice

Develops policy based on nursing research findings

Assumes the role of primary investigator in an independent research study

Which option reflects the "authority" approach to knowledge development?

The nurses on the unit have used a variety of approaches to a client care problem, trying to find one that is effective.

A nurse approaches a client care situation in a specific manner because "that is what seems to be the best thing to do."

When asked why client care is organized in the current manner, the nurse manager states, "We've always done it that way."

When faced with a question regarding provision of nursing care, the nurse consults a nursing textbook for instruction.

The nurse researcher is conducting a study to help a nursing unit solve the problem of increased post procedure infections in clients who have undergone transurethral prostatectomy. Which type of nursing research is this researcher conducting?

Basic research

Applied research

Quantitative research

Qualitative research

What is generally considered the most valid means of developing the knowledge base of nursing?

Scientific research

Evidence-based practice

Outcomes research

For which role in a research study is special research preparation necessary?

Identifier of researchable problems

Evaluator of research findings

Patient advocate during studies

Principal investigator for study

Acting as principal investigator on a project, a nurse discovers that study results do not support some of the researcher's long-held beliefs. What is the most significant danger in this situation?

The researcher may tire of the topic before the study is completed.

The researcher may abandon the project.

The researcher may be unable to remain unbiased in the interpretation of data.

The researcher may feel obligated to ask another nurse researcher to act as the principle investigator on the project.

Which research study will most likely be conducted using a qualitative approach?

A study comparing the results of two antihypertensive medications given to patients who have diabetes mellitus

A study tracking change in reading level for children treated with behavioral therapy for attention-deficit activity disorder

A study investigating changes in family dynamics following the sudden death of a child

A study designed to measure weight-loss trends in middle adults who increase walking

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NCLEX Practice Questions Test Bank for Free

Welcome to our collection of free NCLEX practice questions to help you achieve success on your NCLEX-RN exam! This updated guide for 2024 includes 1,000+ practice questions, a primer on the NCLEX-RN exam, frequently asked questions about the NCLEX, question types, the NCLEX-RN test plan, and test-taking tips and strategies.

Table of Contents

Nclex-rn practice questions test bank, what is nclex.

• What is Next Generation NCLEX (NGN)? 

Safe and Effective Care Environment

• Health Promotion and Maintenance 
• Psychosocial Integrity 

Physiological Integrity

Clinical judgment, integrated processes, item writers for nclex, computer adaptive test (cat), 95% confidence interval rule, maximum-length exam, run-out-of-time (r.o.o.t.) rule, zero/one (0/1) scoring, plus/minus (+/-) scoring, rationale scoring, pretest items, testing time, unfolding case study, stand-alone items, multiple response select all that apply.

• Multiple Response Select N 

Multiple Response Grouping

• Highlight in Text 

Highlight in Table

Matrix multiple response, matrix multiple choice.

• Drag and Drop Cloze 

Drag and Drop Rationale

Drop down cloze, drop down rationale, drop down in table, chart or exhibit questions, graphic option, select all that apply or multiple-response, fill-in-the-blank, ordered-response, how to register for the nclex, nclex-rn resources, want more practice questions, recommended resources.

Looking for the complete collection of practice questions? For more NCLEX practice questions, please visit our Nursing Test Bank here .

We have included more than 1,000+ NCLEX practice questions covering different nursing topics for this nursing test bank ! We’ve made a significant effort to provide you with the most challenging questions along with insightful rationales for each question to reinforce learning .

We recommend you do all practice questions before you take the actual exam. Doing so will help reduce your test anxiety and help identify nursing topics you need to review. To make the most of the practice exams, try to minimize mistakes to less than 15 questions and take your time answering the questions, especially when reading the rationales.

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The National Council Licensing Examination (NCLEX) is a comprehensive test administered by the National Council of State Boards of Nursing (NCSBN). It assesses whether candidates possess the necessary knowledge and skills to provide safe and effective nursing care at the entry level. The NCLEX is available in two versions: the NCLEX-RN for registered nurses and the NCLEX-PN for practical/vocational nurses.

The NCSBN, composed of nursing regulatory bodies from all 50 states in the US, the District of Columbia, and four US territories, is responsible for safeguarding the public by ensuring safe nursing care. It sets the standards and guidelines for nursing licensure and develops the NCLEX examinations.

Becoming a registered nurse (RN) requires meeting specific licensure requirements determined by the licensing authorities in each jurisdiction governed by the NCSBN. One of these requirements is passing the NCLEX-RN, which evaluates the competencies necessary for practicing safely and effectively as an entry-level RN. The NCLEX-RN is used by member boards of nursing and many Canadian nursing regulatory bodies to inform their licensure decisions.

What is Next Generation NCLEX (NGN)?

The Next Generation NCLEX (NGN) is currently in effect this April 2023 for RN and LPN /LVN candidates. The change in the NCLEX is driven by the need to adapt to the increasing complexity of client care, advancements in healthcare practice, and the demand for safe clinical decision-making. The NGN aims to address the declining ability of new nursing graduates to make safe clinical decisions by integrating clinical judgment as a key competency. The NGN test format will remain adaptive but with fewer test items. Candidates will encounter Unfolding Case Studies and Stand-Alone Items , scored using partial credit with three different scoring rules. These changes in the NGN aim to assess critical thinking and the ability to make safe clinical judgments during various phases of client care.

In summary, the following are the key changes between the previous NCLEX format and the Next Generation NCLEX (NGN): 

• Same adaptive test format but reduced number of items. The Next Generation NCLEX (NGN) will retain the adaptive test format, similar to the current NCLEX, but with fewer test items. Candidates will answer between 85 and 150 items, with 15 as pretest or unscored items. 
• Case studies. All candidates will encounter three (3) Unfolding Case Studies, each consisting of six test items (a total of 18 items). Clinical situation information will be presented to candidates in a medical record format resembling a table-like structure. These situations are designed to assess their ability to think critically and make safe clinical decisions across different phases of client care. In addition to the case studies, some candidates may have Stand-Alone Items for their NGN exam.
• New NGN item types. The NGN exam will feature new item types, which include questions in unfolding cases and stand-alone items, highlight, cloze, matrix, bow-tie, drag and drop, and extended multiple responses. 
• Scoring differences. NGN test items will be scored differently compared to the current NCLEX. They will utilize partial credit scoring with three different scoring rules: the 0/1 scoring rule, the +/- scoring rule, and the rationale scoring rule. These are explained further below. 

NCLEX-RN Test Plan

The NCLEX test plan is a content guideline to determine the distribution of test questions. NCSBN uses the “Client Needs” categories to ensure the NCLEX covers a full spectrum of nursing activities. It is a summary of the content and scope of the NCLEX to serve as a guide for candidates preparing for the exam and to direct item writers in the development of items.  Additionally, to assess the knowledge, skills, abilities, and clinical judgment necessary for entry-level nursing practice, the NCLEX-RN Test Plan utilizes Bloom’s taxonomy for the cognitive domain. This taxonomy provides a foundation for writing and coding examination items, focusing on application-level or higher-level cognitive abilities that require advanced thought processing.

The content of the NCLEX-RN is organized into four major Client Needs categories: Safe and Effective Care Environment, Health Promotion and Maintenance, Psychosocial Integrity, and Physiological Integrity. Some of these categories are divided further into subcategories. Below is the NCLEX-RN test plan effective as of April 2023 until March 2026: 

There are two subcategories under Safe and Effective Care Environment.

• Management of Care category includes content that tests the nurse’s knowledge and ability to direct nursing care that enhances the care delivery setting to protect clients, significant others, and healthcare personnel. 
• Safety and Infection Control category includes content that tests the nurse’s ability required to protect clients, families, and healthcare personnel from health and environmental hazards. 

Health Promotion and Maintenance

Health Promotion and Maintenance category includes content that tests the nurse’s ability to provide and direct nursing care to the client that incorporates knowledge of expected growth and development, preventing and early detection of health problems, and strategies to achieve optimal health. 

Psychosocial Integrity

The Psychosocial Integrity category is content related to the promotion and support for the emotional, mental, and social well-being of the client experiencing stressful events and clients with acute or chronic mental illness . 

In the Physiological Integrity category are items that test the nurse’s ability to promote physical health and wellness by providing care and comfort, reducing risk potential, and managing health alterations. There are four subcategories under Physiological Integrity. 

• Basic Care and Comfort are content to test the nurse’s ability to provide comfort and assistance to the client in performing activities of daily living . 
• Pharmacological and Parenteral Therapies category includes content to test the nurse’s ability to administer medications and parenteral therapies (IV therapy, blood administration, and blood products). 
• Reduction of Risk Potential category includes content to test the nurse’s ability to prevent complications or health problems related to the client’s condition or prescribed treatments or procedures. 
• Physiological Adaptation category includes questions that test the nurse’s ability to provide care to clients with acute, chronic, or life-threatening conditions. 

Clinical judgment is a central component of the NCLEX-RN Test Plan, reflecting the evolving demands and complexity of nursing practice. Nurses must engage in an iterative, multi-step process that utilizes nursing knowledge to observe and assess situations, identify client concerns, and generate evidence-based solutions to ensure safe client care. Clinical judgment questions are represented through Unfolding Case Studies or individual Stand-Alone Items , with case studies addressing each step of clinical judgment. The following are the six clinical judgment cognitive skills: 

• Recognize cues “What matters most?” Identifying relevant and important information from various sources, such as medical history, laboratory studies, and vital signs.
• Analyze cues “What could it mean?” Organizing and connecting recognized cues to the client’s clinical presentation.
• Prioritize hypotheses “Where do I start?”   Evaluating and prioritizing hypotheses based on urgency, likelihood, risk, difficulty, time constraints, and other factors.
• Generate solutions “What can I do?” Identifying expected outcomes and using hypotheses to define a set of interventions aligned with the expected outcomes.
• Take action “What will I do?” Implementing the highest-priority solution(s) identified.
• Evaluate outcomes “Did it help?” Comparing observed outcomes to expected outcomes to assess the effectiveness of interventions.

Additionally, In contrast to the nursing process or ADPIE , the NCSBN focuses on AAPIE ( assessment , analysis, planning, intervention, evaluation), wherein nursing diagnosis is not tested at the current NGN because it is not considered a universal language used in health care or the nursing profession. In nursing practice and for the NGN, students must use their pathophysiology knowledge to analyze client assessments and connect them with common conditions in healthcare settings. 

Integral to nursing practice, several processes are integrated throughout the Client Needs categories and subcategories:

• Caring. In an atmosphere of mutual respect and trust, nurses interact with clients, providing encouragement, hope, support, and compassion to help achieve desired outcomes.
• Clinical Judgment . An observed outcome of critical thinking and decision-making, clinical judgment (discussed above) is a dynamic and iterative process. It involves using nursing knowledge to observe and assess situations, prioritize client concerns, generate evidence-based solutions, and deliver safe client care.
• Communication and Documentation. Verbal and nonverbal interactions between nurses, clients, significant others, and the healthcare team. Accurate and comprehensive documentation ensures adherence to practice standards and accountability in care provision.
• Culture and Spirituality. Recognizing and considering the unique preferences, standards of care, and legal considerations of clients (individuals, families, groups, and populations) in the context of their culture and spirituality.
• Nursing Process. A systematic approach to client care encompassing assessment, analysis, planning, implementation, and evaluation.
• Teaching/Learning. Facilitating acquiring knowledge, skills, and abilities that promote behavioral change.

Who writes questions for the NCLEX? The NCSBN sets the criteria and selection process for item writers who are registered nurses. Many of them are nursing educators with an advanced degrees in nursing, so if you’ve completed an accredited nursing program, you have already taken several tests written by nurses with backgrounds similar to those who write for the NCLEX.

The NCLEX-RN is a crucial step for registered nurse (RN) candidates seeking licensure. Administered through computerized adaptive testing ( CAT ), this examination utilizes computer technology and measurement theory to create a personalized and accurate assessment of each candidate’s knowledge and skills. 

The CAT system employed in the NCLEX-RN ensures that each candidate receives a unique examination tailored to their abilities. As the test progresses, the computer selects items from a large item pool based on the candidate’s previous answers. These items are classified according to the test plan categories, difficulty levels, and clinical judgment steps. The CAT system continually recalculates the candidate’s ability estimate and selects subsequent items accordingly, creating an exam that aligns with the NCLEX-RN Test Plan requirements. This dynamic approach allows candidates to demonstrate their competence effectively.

Additionally, unlike traditional fixed-length exams, which assign the same items to all candidates, CAT selects items based on the candidate’s ability, resulting in a more accurate assessment. The CAT scoring algorithm estimates the candidate’s ability by considering all previous answers and the difficulty level of those items. By administering items that challenge the candidate appropriately, the exam gathers maximum information about their ability.

Pass or Fail Decisions: How to Pass the NCLEX?

Passing the NCLEX-RN requires you, the candidate, to meet a specific passing standard established by the NCSBN Board of Directors (BOD). The passing standard represents the minimum ability level necessary for safe and effective entry-level nursing practice. The BOD reevaluates this standard every three years, considering various factors such as a standard-setting exercise conducted by experts and psychometricians, historical data on candidate performance, and information on the educational readiness of aspiring nurses. Once the passing standard is set, it is uniformly applied to all candidates during the scoring process. The NCSBN indicates that these three rules govern pass-or-fail decisions: the 95% Confidence Interval Rule , Maximum-Length Exam Rule , and Run-Out-Of-Time Rule .

In this scenario, the computer stops administering test questions when it is 95% certain that your ability is clearly above the passing standard or clearly below the passing standard. 

When your ability is close to the passing standard, the CAT gives you items until the maximum number of items is reached. At this point, the computer disregards the 95% confidence rule and decides whether you pass or fail by your final ability estimate. If your final ability estimate is above the passing standard, you pass; if it is below, you fail. 

In the event that a candidate runs out of time before completing the maximum number of items and the computer has not reached a 95% certainty regarding the candidate’s pass or fail status, alternative criteria come into play.

• If the candidate has not answered the minimum required number of items, the candidate will automatically fail.
• If the candidate has answered at least the minimum required number of items, the final ability estimate will be determined based on all the responses given before the exam time expires. If the score meets or exceeds the passing standard, the candidate will pass. Otherwise, the candidate will fail.

New Scoring System in the Next Generation NCLEX

The Next Generation NCLEX (NGN) incorporates different item formats, and for items that have multiple correct answers, partial credit scoring is implemented . Unlike the previous exam format, where items are scored as either all correct or all incorrect, the NGN will use polytomous scoring models to evaluate partial understanding. For example, in the previous version of NCLEX (multiple response) SATA (select-all-that-apply) items, only endorsing all the correct options results in a correct score. However, the new approach will acknowledge partial understanding, allowing differentiation between candidates with different numbers of correct options. This change will provide a more accurate assessment of candidates’ knowledge, skills, and abilities.

Three methods are used to assign partial credit for these items: plus/minus scoring, zero/one scoring, and rationale scoring. Understanding the scoring models is crucial for NCLEX-RN takers to know how their answers are evaluated and how scores are determined.

The 0/1 scoring rule is used for multiple-choice items. Choosing the correct option earns one point while selecting an incorrect option gives a score of zero. This rule applies to single response items, including the example multiple-choice item.

The +/– scoring rule measures a candidate’s ability to identify relevant information. It assigns points for correct options and deducts points for incorrect options. It is used for multi-point items, and the total score is calculated by adding correct options and subtracting incorrect ones. The lowest possible score is zero. This rule is applied to NGN question types such as multiple-response and select all that apply.

The rationale scoring rule is used for questions that assess paired information. To earn a score of one point, both answer options must be correct. If either option is incorrect, the score is 0.

How Many Questions Are on the NCLEX?

All RN candidates must answer a minimum of 85 items , while a maximum of 150 items be administered during the five-hour time allotment. Each NCLEX-RN exam includes 15 pretest items (unscored), which are indistinguishable from operational (scored) items.

To ensure the effectiveness of computerized adaptive testing (CAT) in the NCLEX, the difficulty level of each item needs to be determined beforehand. This is achieved by administering these items as pretest items to a large group of NCLEX candidates. Since the difficulty of pretest items is initially unknown, they are not part of your score and are not considered when evaluating a candidate’s ability or determining pass-fail outcomes. Once a sufficient number of responses are collected, the pretest items undergo statistical analysis and calibration. If they meet the required NCLEX statistical standards, they can be used as operational items in future exams. Therefore, candidates must approach every item with their best effort, regardless of whether it is a pretest or an operational item.

The length of the NCLEX-RN examination varies for each candidate based on their responses, but there is a five-hour time limit for the exam, including all breaks. To ensure completion within the allotted time, candidates must maintain a reasonable pace, spending approximately one to two minutes per item . It’s important to note that the length of the examination does not determine pass or fail outcomes; candidates can succeed or fail regardless of the examination’s duration.

Case Studies in NGN

The Next Generation NCLEX (NGN) has introduced case studies that present practical clinical scenarios and include test items aligned with six cognitive abilities of the clinical judgment model. The scenario can occur in various settings, and the client’s outcome can vary, including improvement, stability, or decline with complications. Laboratory results, if included, are presented in a table, and abnormal values are highlighted with an “L” or “H”. There are two types of case studies: Unfolding Case Study with six test items assessing specific skills and Stand-Alone Items with a single test item independent of a case study.

An Unfolding Case Study presents a realistic client situation with evolving data resembling a medical record. It includes multiple phases over time, reflecting changes in the client’s condition. The case study evaluates all six cognitive skills of the clinical judgment model through six questions. Each test-taker receives three (3) unfolding case studies, totaling 18 items across those cases. 

Stand-Alone Items are case studies with a single question, with the item presented as a bow-tie or a trend question type. Candidates who take more than the minimum number of items on the NCLEX receive around six to seven stand-alone cases. 

Question Types in the NCLEX-RN

The different question types for the NCLEX-RN include the following: 

Extended Multiple Response

In Extended Multiple Response item types, test-takers can choose one or more options in Multiple Response Select All That Apply, select a specific number of items in Multiple Response Select N, or choose options from different groupings presented in a table in Multiple Response Grouping, with scoring rules based on the selected type. Extended multiple response may include the following formats:

The Multiple Response Select All That Apply item type allows test-takers to choose one or more answer options. It uses the +/- Scoring Rule, where selecting correct information earns points (+1), and selecting incorrect information results in points deducted (-1). The maximum points achievable are equal to the number of correct options, and the minimum score is 0, with no negative scores. The item must have a minimum of five options and can have up to ten options, with the possibility of all ten options being correct.

Multiple Response Select N

The Multiple Response Select N item type informs the test-taker about the specific number of items (N) that can be selected. The question provides a range of options, with a minimum of five and a maximum of ten options. It uses the 0/1 Scoring Rule, where each correct response earns 1 point, while any incorrect response results in 0 points.

The Multiple Response Grouping utilizes a table to present options, with a minimum of two and a maximum of five groupings. Each grouping consists of a minimum of two and a maximum of four options, ensuring an equal number of options within each grouping. Test-takers are required to select at least one option from each grouping. The item follows the +/- Scoring Rule, meaning there is no negative score per grouping. The total score for the item is determined by summing the points earned within each grouping. The maximum score achievable equals the number of keys (N).

For this NGN item type, the test-taker is presented with information and must highlight specific parts of the information provided.  Highlight question type include the following formats:

Highlight in Text

It involves a paragraph of information where the test-taker must select (highlight) specific parts of the text based on the question’s requirements. The item can include a maximum of ten options for selection and uses the +/- Scoring Rule. 

The Highlight in Table item type involves a table of information. The candidate is tasked with selecting (highlighting) specific parts of the text within the table based on the question’s prompt. The item can include a maximum of ten options for selection. The table has two columns, including a header, and can have up to five rows. This item type uses the +/- Scoring Rule. 

Matrix/Grid

In the Matrix NGN item type, test-takers are presented with a grid-like structure to which they must respond. There are two variations: Matrix Multiple Response, where each column can have multiple correct responses, and Matrix Multiple Choice, where test-takers select one answer option per row. Extended multiple response may include the following formats:

The Matrix Multiple Response item type consists of response columns, where each column can have multiple correct responses. The item can have between two and ten columns and four to seven rows. In each column, at least one response option must be selected, but it is possible to select one or more responses per column. The item follows the +/- Scoring Rule, with no negative score per column. The total score for the item is determined by summing the points earned within each column. The maximum score achievable is equal to the number of keys (N).

The item includes a minimum of four rows and a maximum of ten rows. It can have either two or three options/columns. Test-takers are allowed to select one answer option per row. The item follows the 0/1 scoring rule, where the test-taker earns 1 point for each correct response and 0 points for incorrect responses. The total score for the item is obtained by summing the scores over the rows. The maximum score achievable is equal to the number of rows.

Drag and Drop

In the Drag and Drop NGN question type, test-takers are presented with options to drag and drop into specific targets. There are two variations: Drag and Drop Cloze, where options are placed in response targets to complete sentences and Drag and Drop Rationale, where options are matched to causes and effects. Drag and drop may include the following formats:

Drag and Drop Cloze

The Drag and Drop Cloze item type includes a range of four to ten options. It can have one or more response targets where the options are dragged to. The item must have a minimum of one sentence with one target per sentence and up to five sentences, each with one target per sentence. The item follows the 0/1 Scoring Rule, where a correct response earns 1 point and incorrect responses earn 0 points. The total score is obtained by summing the scores across all targets, with the maximum score achievable being the number of targets.

The Drag and Drop Rationale type involves one sentence with one cause and one effect or one sentence with one cause and two effects. The sentence can be a single dyad (one sentence with two targets) or a single triad (one sentence with three targets). Each drag & drop target can have three to five options. The item follows the Rationale Scoring Rule where both answer options must be correct to earn a point. 

The Drop Down question type in NGN includes three variations: Drop Down Cloze, Drop Down Rationale, and Drop Down in Table. Drop down may include the following formats:

The Drop Down Cloze item type presents one or two sentences of information that require completion using drop-down options. Each drop-down can contain three to five options. The item must have a minimum of one sentence with one drop-down per sentence and can include up to five sentences, each with one drop-down. The item follows the 0/1 Scoring Rule, where the score is calculated by summing the correct responses across all drop-downs. The maximum score achievable is equal to the number of drop-downs.

The Drop Down Rationale item type presents either one sentence with one cause and one effect or one sentence with one cause and two effects. Each drop-down can contain three to five options. The scoring follows the Rationale Scoring Rule, where X and Y must be correct to earn one point. The maximum points that can be earned are 1 point for a dyad (one sentence with two targets) and 2 points for a triad (one sentence with three targets).

The Drop Down in Table item type presents a table of information with drop-down options located in various parts of the table. The item must have a minimum of three columns and three rows and a maximum of five columns and four rows. One column serves as the header column. Each row contains one drop-down. The item follows the 0/1 Scoring Rule, where the score is calculated by summing the correct responses across all drop-downs. The maximum score achievable is equal to the number of drop-downs.

The Bow-tie item type is visually designed to resemble a bow-tie shape. It consists of five options on the left side, five options on the right side, and four options in the middle well of the bow-tie. The item addresses all of the cognitive skills within a single item. The Bow-tie item follows the 0/1 scoring rule. The left and right wells have two answer options each, while the middle well has one answer option, resulting in a maximum possible score of 5 points. Each correct response earns 1 point, while incorrect responses earn 0 points.

The Trend item type presents information in a medical record or flow sheet format that spans over time, requiring the test-taker to analyze information across different points in time. The item addresses multiple cognitive skills within a single item. It can utilize any NGN item type except for the bow-tie. The scoring rule for the Trend item depends on the specific item type used.

Multiple-Choice Questions

Many questions on the NCLEX are in multiple-choice format. This traditional text-based question will provide you data about the client’s situation, and you can only select one correct answer from the given four options. Multiple-choice questions may vary and include: audio clips, graphics, exhibits, or charts.

A chart or exhibit is presented along with a problem. You’ll be provided with three tabs or buttons that you need to click to obtain the information needed to answer the question. Select the correct choice among four multiple-choice answer options. 

In this format, four multiple-choice answer options are pictures rather than text. Each option is preceded by a circle that you need to click to represent your answer.

In an audio question format, you’ll be required to listen to a sound to answer the question. You’ll need to use the headset provided and click on the sound icon for it to play. You’ll be able to listen to the sound as many times as necessary. Choose the correct choice from among four multiple-choice answer options. 

For the video question format, you must view an animation or a video clip to answer the following question. Select the correct choice among four multiple-choice answer options. 

Multiple-response or select all that apply (SATA) alternate format question requires you to choose all correct answer options that relate to the information asked by the question. There are usually more than four possible answer options. No partial credit is given in scoring these items (i.e., selecting only 3 out of the 5 correct choices), so you must select all correct answers for the item to be counted as correct. 

Tips when answering Select All That Apply Questions

• You’ll know it’s a multiple-response or SATA question because you’ll explicitly be instructed to “Select all that apply.”
• Treat each answer choice as a True or False by rewording the question and proceed to answer each option by responding with a “yes” or “no”. Go down the list of answer options one by one and ask yourself if it’s a correct answer.
• Consider each choice as a possible answer separate to other choices. Never group or assume they are linked together.

The fill-in-the-blank question format is usually used for medication calculation, IV flow rate calculation, or determining the intake-output of a client. You’ll be asked to perform a calculation in this question format and type in your answer in the blank space provided. 

Tips when answering Fill-in-the-Blank

• Always follow the specific directions as noted on the screen. 
• There will be an on-screen calculator on the computer for you to use. 
• Do not put any words, units of measurements, commas, or spaces with your answer, type only the number. Only the number goes into the box.
• Rounding an answer should be done at the end of the calculation or as what the question specified, and if necessary, type in the decimal point. 

In an ordered-response question format, you’ll be asked to use the computer mouse to drag and drop your nursing actions in order or priority. Based on the information presented, determine what you’ll do first, second, third, and so forth. Directions are provided with the question. 

Tips when answering Ordered-Response questions

• Questions are usually about nursing procedures. Imagine yourself performing the procedure to help you answer these questions.
• You’ll have to place the options in correct order by clicking an option and dragging it on the box on the right. You can rearrange them before you hit submit for your final answer.

A picture or graphic will be presented along with a question. This could contain a chart, a table, or an illustration where you’ll be asked to point or click on a specific area. Figures may also appear along with a multiple-choice question. Be as precise as possible when marking the location. 

Tips when answering Hotspot questions

• Mostly used to evaluate your knowledge of anatomy, physiology, and pathophysiology.
• Locate anatomical landmarks to help you select the location needed by the item.

So you’ve finally decided to take the NCLEX, the next step is registration or application for the exam. The following are the steps on how to register for the NCLEX, including some tips:

• Application to the Nursing Regulatory Board (NRB). The initial step in the registration process is to submit your application to the state board of nursing in the state in which you intend to obtain licensure. Inquire with your board of nursing regarding the specific registration process as requirements may vary from state to state.
• Registration with Pearson VUE. Once you have received the confirmation from the board of nursing that you have met all of their state requirements, proceed, register, and pay the fee to take the NCLEX with Pearson VUE . Follow the registration instructions and complete the forms precisely and accurately.
• Authorization to Test. If you were made eligible by the licensure board, you will receive an Authorization to Test (ATT) form from Pearson VUE. You must test within the validity dates (an average of 90 days) on the ATT. There are no extensions or you’ll have to register and pay the fee again. Your ATT contains critical information like your test authorization number, validity date, and candidate identification number.
• Schedule your Exam Appointment. The next step is to schedule a testing date, time, and location at Pearson VUE. The NCLEX will take place at a testing center , you can make an exam appointment online or by telephone. You will receive a confirmation via email of your appointment with the date and time you choose including the directions to the testing center. * Changing Your Exam Appointment. You can change your appointment to test via Pearson VUE or by calling the candidate services. Rules for scheduling, rescheduling, and unscheduling are explained further here . Failing to arrive for the examination or failure to cancel your appointment to test without providing notice will forfeit your examination fee and you’ll have to register and pay again. 
• On Exam Day. Arrive at the testing center on your exam appointment date at least 30 minutes before the schedule. You must have your ATT and acceptable identification (driver’s license, passport, etc) that is valid, not expired, and contains your photo and signature.
• Processing Results. You will receive your official results from the board of nursing after six weeks.

Important list and resources you need to know if you’re taking the NCLEX: 

• 2023 NCLEX Candidate Bulletin. This resource is a comprehensive guide for the NCLEX, providing essential information and contact details for candidates. It covers registration procedures, test fees, scheduling, testing accommodations, exam rules, and what to bring to the test site. The guide also includes details on the check-in process, breaks, technical issues, and the testing environment. It explains the results reporting process and retake-policy and provides information on the content, development, and test plans of the NCLEX. Additionally, it discusses the passing standard, item formats, and decision rules for passing or failing the exam.
• Sample Questions and Exam Preview. Get a headstart on your exam preparation with these sample test packs by the NCSBN. 
• Candidate Tutorial. With the new item types, we highly recommend testing how the Next Generation NCLEX (NGN) works. This tutorial guides you on interacting with different question types in your NCLEX exam. It provides a representative sample of items you may encounter during the test, allowing you to practice their functionality.

Please visit our Nursing Test Bank page if you’re looking to answer more practice questions from different topics and different question formats.

Recommended books and resources for your NCLEX success:

Disclosure: Included below are affiliate links from Amazon at no additional cost from you. We may earn a small commission from your purchase. For more information, check out our privacy policy .

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

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

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

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

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

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

179 thoughts on “NCLEX Practice Questions Test Bank for Free”

How much are you charging for it?

Thanks for being generous

Thank you for your kindness & generosity. This is a big help for us, especially those with financial constraints.

How much for this

Thanks Matt Vera for your utmost effort in helping nurses to pass the exam

You’re most welcome! Good luck on your exams!

Hello Matt do you still have the Test Bank questions for 2021. If you do can I have them please and thank you.

Hi Winnie, Please visit our

Thanks heaps! Matt..

The site is very useful.

Thank you mam/sir

This is very helpful site. god bless🤗

Great website wish l knew about it before taking my nclex

Thank you so much for this free site. I found it just as helpful as Kaplan and Sanders which I paid for. I recommended this nurseslabs to some of my nurse friends preparing for the NCLEX. I used it to study and passed my NCLEX October 28. I will continue to use this as a reference. Once again Thank-You. A.Haynes RN

Hey Matt, I am impressed by your generosity. I couldn’t believe these were all free. In all fairness, there should be a tab for donations for the constant upkeep of the web. A very minimal way to show our gratitude.

Although I just started nursing school the i formation is mind blowing and very useful for me already. Thank you for your generosity. I will be using all the practice quizzes and test to prepare myself. Thank you again.

Thank you for this free nclex practice tests! May you have more blessings and success! I will take my exam next month.

Very informative and helpful

Thank you!You’re a big blessing to those who will take the exam.

I can’t thank you enough for this gift you have given us to use . God bless you.

Thank you so much Matt! This is helping me work toward my NCLEX with less pressure.

Thanks a lot can I get reading materials on PDF please

Thanks Matt Vera for ingenious effort.

You are heaven sent, Thank you Matt for helping us.

you guys all thank you so much for this massively hard work and huge success for all the nurses around the world .

Your efforts are immeasurable, you are not only helping nurses to pass their NCLEX exams but also increasing the number of qualified/competent nurses providing healthcare around the globe. We are grateful. I used this site to prepare for internal exams whilst I was in school and it really helped me. I’ll be writing NCLEX soon..

Planning to start this process, I think this will be so helpful to me. Thankyou very much

Thank you so much Nurse matt vera for this qbank,most beneficial, God bless you., if I may ask for some videos or pictures associated with the questions, will also help e.g lung sounds,abdominal sound etc thank you

I loved your blog and thanks for publishing this about NCLEX practice questions!! I am really happy to come across this exceptionally well written content. Thanks for sharing and look for more in future!! Keep doing this inspirational work and share with us.

My name is Daniel m Johnson from Tanzania I’m holding diploma in nursing and midwifery I’m looking for different nurse from different country so as we can share ideas and experience since I’m student I need to no much thing about nursing ….any one who is touched to please help me I wish to be came a good nurse and help different people from different society

What a wonderful thing to do for people! Thank you very much.

This very helpful to me, thank you.

You did a great job Matt…

This is so lovely

Very useful site. Thank you so much.

This is an amazing job Matt!! REALLY INCREDIBLE!!!

With all this I will certainly pass my NCLEX exams.

THANK YOU so so much Matt, this is great beyond measure.. I have been hook to this website. God will bless you and yours abundantly

You’re most welcome! :)

i just want to confirm for #39 it state pt need additional teaching so E should also be included to the answer cause it was contraindicated to MS right? . thank you :)

Yes, this has been corrected. Thank you! :)

Very informative and helpful. Thank you so much Sir/ madam

Thank you for providing regarding NCLEX preparation

Very informative. Thank you for update.

This is for sure the best nurse’s website ever. It really helped me a lot during my training.

Number 58 of NCLEX test 5 does not have the answers listed.

Hi Rebekah, this is now fixed. Thank you for letting us know!

This is very helpful

It’s very informative. Thanks

Thank you Matt Vera for providing information free of charge

Any advice of how well you can do on these question to build up your confidence?

Thanks a lot for great job. May the Lord Almighty shower His blessing upon you.

Thank you, this site is amazing. God bless you

Thanks alot.I,ve got a question What score ranges would be considered a Pass? I scored 69.33% overall. is that a Pass???

75% and above, from the analysis I got from a test after getting below 75

Thank you Nurse Matt. You deserve all the blessings! 🙏🏻😊

This is very helpful. Thank you Nurse Matt

Question 16 on practice test 9 asked about assessment during L sided CHF, yet the correct answer pertained to right sided HF. Just wanted to let you know…. Thanks for the practice questions! Appreciate all the work put into this.

Question 41 of NCLEX-RN Test 2 has two C choices. Thanks.

Hi, I like your questions, they’re very nice and challenging. Learning a lot from them.

I love this site.. Now all friends are learning serious from here

Thanks you guys are very generous

From Kenya, this site is so helpful,am learning a lot here.Thank you especially for the care plans.

Thank you so much

You Matt and your staff are such a blessing to us who will be taking the NCLEX RN exam. This site is very useful and helpful because it is very comprehensive and easy to understand. God bless and may tribe increase. Thank you so much

The site is very informative. I have learned a lot. Test questions are really amazing which I cannot find with other website. However, I got a low score, thus I need to further study especially on the areas wherein I got a below passing grade. I hope you will allow me. Thank you

thank you so much for creating this site for people like us. This excellent job. May God bless you in Jesus name —Amen

The Practice tests are awesome! The rationales are all well-explained which I love because it gives me more knowledge and insight. Thank you for creating this website free of charge.

Thank you so much. It was really helpful. I passed the exam. God bless real good.

Thank you Matt for the awesome and great website! its beyond compare. I want more practice test questions to hone my knowledge in Nursing practice, however, when I am trying to open one of the practice tests, I cant go through it. Could you please allow me? God bless

Thank you Matt for this practice test. Now I know my strength and weaknesses and will concentrate of the system that needs for further study. Can I practice more in practice test no 2? Please allow me to go trough with it. Kudos to you and your staff.

Hi this is what i got, im so nervous due to my nclex exam its gonna be this coming oct. Its doesnt say pass or not.

Your score 48% Categories Basic Care and Comfort 100% Health Promotion and Maintenance 53.85% Pharmacological and Parenteral Therapies 26.67% Physiological Adaptation 54.55% Psychosocial Integrity 100% Reduction of Risk Potential 36.36% Safety and Infection Control 100%

Thanks so much for this useful information. God bless you.

Thank you so much for all you do

The Practice tests are excellent. The rationales are all well-explained which I love because it gives me more knowledge and insight. Thank you for creating this website free of us. Remain blessed.

Like I am obsess with nurselab. A handy powerful tool, to keep you updated, thick and richly packed. You guys made reading so interesting and magnetic and very easy. Please do not stop. I recommend this to all nurses.

Love this. Thank you for sharing your generosity. I’ve been using this since I was still in college and I continue to use it until now.

Thank you so very much for this

I remain speechless but mostly grateful for your unconditional helpful assistance for this awesome richly throughout profound tool and opportunity given to me to increase my confidence, strengthen my knowledge, and be ready for my upcoming exam. Your questions and rationales are beyond my expectations. You are a God’ sent angel. Thank You. God Bless you. I will be forever grateful to you for making my dream come true! 🙌

This website can help me to review for NCLEX and it is for free! Thank you so much!

Amazing and really awesome job to you Matt and your entire team, may God replenish your source for giving us this for free. I have recommended to all my friends and family. Remain blessed and stay safe.

That’s very kind of you. Thank you so much! Bless you!

Your test questions have greatly helped me pass my NCLEX. I passed my NCLEX today and thank you to Nurseslabs. I came across this website by accident and I do not know how but it was divine intervention. I will definitely recommend Nurseslabs to my friends. The quality of the questions and rationales were very good and you would not think this is all for free the kind of work that came with it.

Kudos Nurseslabs and wishing all the future test takers all the best!

Wow Sam, congrats! What materials did you use other than nurseslabs? I’ve been answering nurseslabs also. My exam is on June. I hope I could also make it.

Thank you for this NCLEX sample test,as tool to determine areas i need to review/focus on for the proper exams.

This website can help me to review for NCLEX Thank you so much!

I just wanna ask why is that there are no more rationale posted after answering the question unlike before. Thanks by the way for the free and great Q & A bank. ❤

Sorry, we’re currently having some performance issues with that setup. Until we can resolve it, we have set each quiz to show results and rationales only after you have finished all the questions. Thank you for your understanding.

Hello, how do I get my score after taking the test to know if I am doing well or not

Hi, after you’re done answering all questions, the final item will direct you to the “Quiz Summary,” from there, click on the “Finish Quiz” button to get your final score.

Very great tool to study for the NCLEX. I passed my exam just by focusing on the questions and rationales provided here.

That’s great! Congratulations!

Thank you so much. It’s very helpful. God bless you…

Thank you for being generous. This is a big help.

I got 55/75.

Thank you so much for making this site.

Very helpful. Thank you and God bless…

Thank you so much, Nurse Matt for your generosity. Helping your fellow nurses and aspiring nurses to work abroad is such a selfless and noble act. God bless you and your team!

Thank you for your kind words, JB! Will pass on this message to the team. :) God bless!

The rationale after the question will really help us a lot specially when you are just using the question via online.

Hi Romel, we have temporarily changed this setting so that results and rationales will show only after you’ve finished the quiz. This is because we’re having some performance issues when using the previous setting. We’ll revert the changes once we’re sure the problem is resolved. Thanks for understanding!

I didn’t get my results after answering the 75 questions. Please why?

Hi Esther, did you click on the “Finish Quiz” button?

Thanks for all these questions where/how can i check my answers to these questions?

After answering the last item of the quiz, you’ll be redirected to the quiz summary. From there, click on the “Finish Quiz” button to view your score and results. You can also click on the “View Questions” button to review your answers and read the rationales.

Hi, thanks for providing so much useful information and all the test banks!

In RN practice Quiz 1:75 questions, for question 70, wonder if the correct phrase would be “would you NOT expect”?

Hi Cecilia, thanks for letting us know. We have corrected the question. Thank you! 🥰

Thank you for allowing me to practice the nurseslabs questions. The rationales are well explained. Thank you!

Thank you Ruth. Hope you’ve learned a lot from our practice questions. 🥰

God bless you

My name is Samuel. I just started with the RN practice questions. Thank you for the opportunity.

Hi, thank you so much for your generosity. Using this to prepare for my NCLEX and find it very informative. I will keep you posted on how it goes on the D-day

Frequently throughout the quiz, ARDS is given as “Adult Respiratory Distress Syndrome” instead of “Acute Respiratory Distress Syndrome”. This needs to be corrected.

Hi Bella, thanks for bringing this up.

Technically both terms are correct since “adult respiratory distress syndrome” is an earlier name referred to “acute respiratory distress syndrome” to differentiate it from respiratory distress syndrome in neonates and children. For the sake of uniformity, we have edited them to “acute respiratory distress syndrome”. You can read more about it here: https://doi.org/10.1164/ajrccm.149.3.7509706

This is so kind a gesture, remain blessed .The information is very understandable and helpful

I just wanted to thank you for taking the time to generate this website, this is really helpful and is free. God bless you

Thank you for your support and guide toward my nclex preparation.

Thanks for your generosity. I hope to pass my NCCLEX just on the first attempt Grateful for all your help

thanks for the help

Hi Sir, kindly explain why this question – The client with hyperemesis gravidarum is at risk for developing: Metabolic Acidosis is the answer. Thank you.

Quite familiar with the content. Thanks for this selfless initiative.

It has been a nice experience.

I love these practical questions. So helpful.

Thanks very much this is a good help for all students

Thank you for mett this free test which i have passed yesterday afternoon so ,it is greatest pleasure which will help me

Thank you so much for this great initiative.

Thanks for being kind God bless you

thank you for your help and kindness. It’s difficult to go back to school after 22 years of practice as a RN to take the test where you must cover a vast knowledge, which you do not use in everyday working (depends on the special field you are working. so I really appreciate your effort and dedication.

Matt Vera and all those helping us through this free medium, May God richly bless you abundantly. And may all your good desires come through

Hello Vera, I would start by thanking you for the great job you’ve done by helping us in our preparation for the exams. secondly would wish to know wther you have audio clips for lung, heart and abdominal sounds. thank you in advance and if any kindly let mh know pls.

What should we be scoring on these practice questions to let us know that we’re ready for the NCLEX

Do you have LPN test also?

Hi, please visit NCLEX-PN Practice Questions & Test Bank (200 Questions)

Thank you so much Nurse Matt you just don’t know how nurseslabs helped me in my nursing career and i even recommended nurseslabs to some of my friends. God bless you😊

Hi Matt, Thank you for this, indeed very helpful practice questions. Just a query though it says here to limit wrong answers to 15 or less? So is that the passing mark ? about 75-80%

Yes, that is correct. :)

Thank you so much for the practice questions. I learned a lot and it helped me to understand why I was getting my answers wrong. I used Kaplan and Saunders but it wasn’t helping me. I feel more confident than ever to retake my boards.

thank you…. wish this help a lot to my daughter to passed please pray for her God bless!!!

hi Matt, can l still use these question banks to study for the new NGN questions

Hi nurse Matt, May I gave all the questions please, need to prepare study for exam after been off school over 30 years, realize it for not giving up not try again, thank you 🙏

Thank you so much Nurselabs! I passed my NCLEX-RN exam using only your practice 75 question per day questions bank. I have a tight budget and not able to purchased online review and I just focused in answering your practice questions in just 2 weeks!!! Thank you for helping nurses! God Bless you more!

I want to practices questions

Hello Thanks so much for your good heart and good wish for us to practice and pass the NCLEX. Well appreciated. Please after your update I can’t get the answers and rationale to the 75 questions. This will help me to know my ability and where am lagging behind. Please how can this be rectified Thanks Hope

Hi Hope, did you finished all of the questions for the quiz? Your score together with the correct answers and rationale will only show after you’ve completed the whole quiz.

Hello Vera I finished all 75 questions submitted but no answer or rationale came up. I tried upto 3 times same. Even my friend I shared your content with complained of same thing, answers not coming. Please what can we do to access the answers and rationale Thanks Hope

What particular quiz?

Hello, great resource! I am a nurse that wants to help student nurses reach their full potential as nurses and pass the nclex. I would like to utilize your tests and quizzes to help my students learn to critically think through the questions and learn how to put their nursing knowledge to use. Would you allow me to utilize your questions in my content?

Thank you for the kind words! It’s awesome to hear that you’re dedicated to helping student nurses thrive. 🌟

Absolutely, you’re more than welcome to utilize our tests and quizzes for your students! We believe in collaborative efforts to strengthen the nursing community. Just ensure to give appropriate credit when using the content.

Out of curiosity, are there specific areas or topics you find students struggle with the most when preparing for the NCLEX? Maybe we can work together to create even more targeted resources!

Best of luck with your mission to guide the next generation of nurses!

Hi, I am studying for med surg 1 and med surg 2 upcoming exam. Need to pass both exams.

Sounds like you’ve got a busy study schedule ahead! MedSurg can be challenging, but with the right resources and dedication, you’ve got this. If you need specific materials, tips, or just a morale boost, don’t hesitate to reach out. Else, you can do practice all MedSurg exams on our Nursing Test Banks . Rooting for you to ace both exams! 💪

thank you so much… a big help

Hi Glacier and what a nice name!

You’re welcome! Really glad to hear the NCLEX practice questions were a big help. If you’ve got any other areas you’re prepping for or need more practice with, just let me know. Here to support your journey!

Thanks a lot @nurseslabs for this initiative I really believe by the time I sit my exam I will be a great nurse than ever before. I am learning a lot from the questions and explanation.

Hey Charles, You’re very welcome! I’m thrilled to hear that you’re finding our initiative helpful in your journey to becoming a great nurse. Remember, continuous learning is a key part of nursing practice, and it’s fantastic to see your dedication to it. If you ever come across any challenging topics or have questions about specific nursing concepts, please don’t hesitate to reach out. We’re here to support you every step of the way. Keep up the excellent work, and you’ll do great on your exam! 📖🏥🌟

Much help for beginners like us

Thank you so much Nurseslabs, I made it!!! Your practice exams, especially the rationales helped me a LOT…thank you!!!

Wow, that’s awesome news! 🌟 Huge congrats on making it through – your hard work and dedication really paid off. It’s super cool to hear how our practice exams and rationales played a part in getting you across the finish line.

Remember, this is just the beginning of an amazing journey in nursing. The field’s always changing and growing, and so will you. Keep that enthusiasm and curiosity going strong!

If you ever need a hand or just want to share your journey as you dive into your nursing career, give us a shout. We’re always here to cheer you on and lend support.

Big congrats again and best of luck out there!

Thanks for the information

thanks for the guide

Thank you for your kindness.

Thank you very much!

Thanks a lot for this whole range of knowledge; it’s now upon me to work extra hard to be a better nurse outside there or help other nurses be better at service delivery.

Hi Evans, You’re so welcome! I’m glad to hear that the range of knowledge from the NCLEX practice questions is empowering you to aim for excellence in nursing. Remember, every bit of effort counts towards becoming not just a better nurse but also a great mentor to others in the field. If you need more resources or advice along the way, I’m here to help. Keep up the fantastic work!

Please how can I practice questions please 🙏

In practice exam 5 question 22 asks about hyperemesis…. wouldn’t that cause alkalosis (rather than acidosis), since its acid from the stomach that is leaving the body?

Can I. Have free practice questions? NGN questions?

Thank you for the opportunity to know about all the information posted here. I strongly believe I will pass the NCLEX-RN exam at my first attempt through these useful resources available here. Thanks

Thanks a lot Nurselabs for the free test banks! It’s all what I focused to practice and read every rationale in each questions given. I just recently took my NCLEX-RN exam last week and i was able to make it. Your website is what i embraced and felt much comfortable and trusted what is in there. Thanks for helping lots of NURSES! Highly recommended!

Hello Brenda, Congratulations on passing your NCLEX-RN exam! 🎉 That’s a fantastic achievement, and I’m so thrilled to hear that our test banks and rationales were a valuable part of your preparation. Thank you for trusting Nurseslabs and for your kind words—it means a lot to us.

If you have any tips for future test-takers or any other resources you found particularly helpful, we’d love to hear about them. Your feedback not only celebrates your success but also helps us continue to improve and assist other nursing students.

Thanks again for recommending us, and best of luck in your exciting nursing career!

THIS IS GREAT. THANK YOU FOR SHARING.

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