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Nursing Student Quizzes & Sample Tests | Free Quizzes for Nurses

This page contains all of our free interactive quizzes and sample tests for nursing students and current nurses. This page is designed to help nursing students and current nurses succeed. Whether you want to practice some dosage and calculations problems, practice for HESI or NCLEX, this page can help.

We are constantly adding new quizzes and tests–so make sure to bookmark this page, and check back for updates. Also, please help us spread the word–let your friends know about this page so they can enjoy these quizzes and tests. Consider sharing on your Facebook or other social media.

List of all of Our Videos

View all of RegisteredNurseRN’s YouTube videos (teaching tutorials, NCLEX tips, nursing school questions, career help and more)

Nurse Sarah’s Notes and Merch

nursing notes, Nurse Sarah, nurse sarah notes, nurse sarah nursing notes, nurse sarah registerednursern, nurse sarah merch

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

-You can get an eBook version here or a physical copy of the book here.

“ ABG Interpretation Notes, Mnemonics, and Workbook by Nurse Sarah “. These notes contain 64 pages of Nurse Sarah’s illustrated, fun notes with mnemonics, and worksheets that include over 90 ABG practice problems and 60 test review questions covering ABG concepts.

NCLEX Practice Test

We have developed NCLEX practice quizzes to help you prepare for the NCLEX exam. These quizzes are designed to test your knowledge on what you may encounter on the NCLEX exam. Each quiz has rationals and you will be able to see what you got right and wrong.

Respiratory System

  • Respiratory Sounds (Comprehensive)
  • Wheezes (high-pitched) Lung Sounds Quiz
  • Rhonchi Lung Sounds Quiz
  • Fine Crackles Lung Sounds Quiz
  • Stridor Lung Sounds Quiz
  • Coarse Crackles Lung Sounds Quiz
  • Pleural Friction Rub Quiz
  • Lung Sounds Quiz
  • ARDS NCLEX Questions
  • Tuberculosis NCLEX Questions
  • Asthma Quiz
  • Pneumothorax Quiz
  • Chest Tube Care Quiz
  • Chronic Bronchitis vs Emphysema Quiz
  • COPD (chronic obstructive pulmonary disease) Quiz
  • Lung Anatomy and Physiology Quiz
  • Pneumonia Quiz
  • Coronavirus (COVID-19) Quiz

EKG/ECG Quizzes

  • Pulseless Electrical Activity (PEA) Quiz
  • Asystole Rhythm Quiz
  • Ventricular Tachycardia (V-tach) Quiz
  • Ventricular Fibrillation (V-fib) Quiz
  • Atrial Fibrillation (A-Fib) Quiz
  • Atrial Flutter Quiz
  • Normal Sinus Rhythm Quiz
  • Third-Degree (Complete) Heart Block Quiz
  • Second-Degree type II (Mobitz type II) Quiz
  • Second-Degree type I (Mobitz type I Wenckebach) Quiz
  • First-Degree Heart Block Quiz
  • Sinus Tachycardia ECG/EKG Quiz
  • Sinus Bradycardia ECG/EKG Quiz
  • ECG/EKG Interpretation Basics Quiz
  • QRS Complex Measurement Quiz
  • PR Interval Measurement on EKG Quiz
  • EKG Rhythm Quiz on Heart Blocks
  • EKG Rhythm Quiz on Atrial Fibrillation & Atrial Flutter
  • EKG Rhythm Strip on PQRST Quiz
  • Car Seat Safety NCLEX Questions
  • Adolescent Growth Development NCLEX Questions Quiz
  • School-age Growth Developmental NCLEX Questions Quiz
  • Preschooler Growth Development Milestones NCLEX Questions
  • Toddler Developmental Milestones NCLEX Questions
  • Infant Developmental Milestones NCLEX Questions
  • Newborn (Infant) Reflexes NCLEX Questions
  • Truncus Arteriosus NCLEX Questions
  • Coarctation of the Aorta NCLEX Questions
  • Transposition of the Great Arteries NCLEX Questions
  • Atrial Septal Defect NCLEX Questions
  • Ventricular Septal Defect NCLEX Questions
  • Patent Ductus Arteriosus NCLEX Questions
  • Tetralogy of Fallot NCLEX Questions
  • Cystic Fibrosis NCLEX Questions
  • Epiglottitis 
  • Immunization Schedule (Ages 0 to 6 years) 
  • NCLEX Peds Metabolic & Endocrine Disorders 
  • Safe Dosage Calculations for Pediatrics
  • NCLEX Pediatric Nursing Developmental Stages
  • Glasgow Coma Scale NCLEX Questions
  • Alzheimer’s Disease (dementia) NCLEX Questions
  • Autonomic Dysreflexia NCLEX Questions
  • Guillain-Barré Syndrome NCLEX Questions
  • Seizures NCLEX questions
  • Multiple Sclerosis 
  • How to Calculate Cerebral Perfusion Pressure Quiz
  • Increased Intracranial Pressure (ICP) Quiz
  • Parkinson’s Disease Quiz
  • Stroke (CVA) Quiz
  • Cholinergic Crisis vs. Myasthenic Crisis Quiz
  • Myasthenia Gravis Quiz
  • Sympathetic vs. Parasympathetic Nervous System Quiz
  • Cancer Staging and Grading NCLEX Questions
  • HIV (AIDS) NCLEX Questions Nursing Quiz
  • Metabolic Panel (CMP vs. BMP) Quiz
  • PT/INR vs. aPTT Quiz
  • Complete Blood Count (CBC) NCLEX Questions
  • Labs to Know for NCLEX Quiz
  • Sickle Cell Anemia Quiz
  • Blood Transfusion Quiz
  • Blood Types Quiz
  • Pernicious Anemia Quiz
  • Iron-deficiency Anemia Quiz

Autoimmune Disorders

  • Systemic Lupus Erythematosus NCLEX Questions

Dosage Calculations

Many students struggle in their Dosage Calculations nursing school class. While the math can be difficult to learn at first, it does get much easier in time. Here are some tests you can practice:

  • Desired Over Have Practice Questions
  • Insulin Drip Calculations Quiz
  • How to Read a Medication Label Nursing Quiz
  • 24-Hour Clock vs. 12-Hour Clock Practice Quiz
  • COMPREHENSIVE: Dosage Calculations
  • Body Surface Area Calculations 
  • Tube Feeding Nursing Calculations
  • Dopamine IV Drip Calculation
  • Heparin Drip Practice Problems
  • IV Infusion Time Quiz
  • Celsius and Fahrenheit Conversion Quiz
  • Grain Nursing Dosage Calculations Quiz
  • Safe Dosage Calculations for Pediatrics Quiz
  • Weight-based Calculations Quiz
  • Drug Reconstitution Calculation Quiz
  • IV Infusion Rates Quiz
  • IV Flow Rates Quiz
  • IV Bolus Quiz
  • Oral Medication Quiz
  • Capsules & Tablets Quiz
  • Conversions Quiz

Pharmacology

  • SSRIs Antidepressant NCLEX Questions
  • Rights of Medication Administration
  • Barbiturates NCLEX Questions
  • Benzodiazepines NCLEX Questions
  • Medication Frequencies Time Abbreviation Quiz
  • Medication Administration Routes and Abbreviations Quiz
  • Statins (HMG-CoA Reductase Inhibitors) NCLEX Questions
  • Antidotes for Meds NCLEX Quiz
  • Beta Blockers NCLEX Questions
  • Calcium Channel Blockers NCLEX Questions
  • Potassium-Sparing Diuretic NCLEX Questions
  • Thiazide Diuretics NCLEX Questions
  • Loop Diuretics NCLEX Questions
  • ARBs Angiotensin II Receptor Blockers NCLEX Questions
  • ACE Inhibitors NCLEX Questions
  • Heparin NCLEX Questions
  • Warfarin (Coumadin) NCLEX Questions
  • Digoxin NCLEX Questions
  • Aminoglycosides (Antibiotics) NCLEX Questions
  • Macrolides (Antibiotics) NCLEX Questions
  • Fluoroquinolones (Antibiotics) NCLEX Questions
  • Cephalosporins (Antibiotics) NCLEX Questions

Eye Disorders

  • Glaucoma NCLEX Questions
  • Cataracts NCLEX Questions

Anatomy & Physiology Quizzes

These anatomy and physiology quizzes are designed to help you understand exam material in your lecture class. Each quiz is specially made to test your knowledge on anatomy terms, function, and location of material. We tried to compile the most common used test questions asked in an Anatomy and Physiology class.

  • Regional Terms Anatomy Quiz
  • Skin Glands Anatomy Quiz
  • Nail Anatomy Quiz
  • Tooth Anatomy Quiz (structure and tissues)
  • Types of Teeth Quiz
  • Biceps Brachii Anatomy Quiz
  • Brachialis Anatomy Quiz
  • Body Movement Terms Quiz (Comprehensive)
  • Flexion and Extension Quiz
  • Rotation Quiz
  • Gliding Quiz
  • Abduction and Adduction Quiz
  • Circumduction Quiz
  • Elevation and Depression Quiz
  • Protrusion, Excursion, Retrusion Quiz
  • Protraction vs. Retraction Quiz
  • Inversion vs. Eversion Quiz
  • Dorsiflexion vs. Plantarflexion Quiz
  • Opposition and Reposition Quiz
  • Pronation vs. Supination Quiz
  • Smooth Muscle Quiz
  • Cardiac Muscle Tissue Quiz
  • Skeletal Muscle Tissue Quiz
  • Muscle Anatomy Quiz
  • Vertebral Column Ligaments Quiz
  • Vertebral Column Quiz
  • Sacrum Anatomy Quiz
  • Coccyx Bone Anatomy Quiz
  • Rib Bone Anatomy Quiz
  • Sternum Quiz
  • Female vs. Male Pelvis Quiz
  • Pelvis Quiz
  • Patella Quiz
  • Tibia and Fibula Quiz
  • Bone Types Quiz
  • Bones of the Foot Quiz
  • Clavicle and Scapula Quiz
  • Radius Ulna Bone Quiz
  • Humerus Bone Quiz
  • Hand, Wrist, Arm Bones Quiz
  • Skull Bones Quiz (Cranial and Facial)
  • Body Cavities and Membranes Quiz
  • Abdominal Regions and Quadrants Quiz
  • Anatomical Body Planes and Sections Quiz
  • Directional Terms Quiz
  • Kidney and Nephron Quiz
  • Respiratory System Quiz
  • Human Bones Quiz
  • Cranial Nerves Quiz
  • Quiz on the Pelvis
  • Anatomy & Physiology of the Spine & Ribs Quiz
  • Anatomy & Physiology Neuron Structure Quiz
  • Anatomy & Physiology Skin Integumentary System  Quiz
  • Anatomy & Physiology Cell Structure & Function Quiz
  • Electrical Conduction System of the Heart Quiz
  • Blood Flow of Heart Quiz
  • True vs. False Labor NCLEX Questions
  • Preeclampsia and Eclampsia NCLEX Questions
  • Fetal Station Quiz
  • Presumptive, Probable, Positive Pregnancy Signs Quiz
  • Gestational Diabetes NCLEX Questions
  • Gravidity and Parity Quiz
  • Fetal Circulation Quiz
  • Fundal Height NCLEX Questions
  • Abruptio Placentae vs. Placenta Previa Quiz
  • Stages of Labor Quiz
  • APGAR Scoring Quiz
  • Menstrual Cycle Quiz
  • GTPAL Calculating Quiz
  • Naegele’s Rule Quiz
  • Fetal Heart Tone Decelerations Quiz
  • NCLEX Maternity Nursing OB Assessment  Part 1
  • NCLEX Maternity Nursing Prenatal Part 2

Nursing Disaster Management

  • Disaster Triage NCLEX Questions

Cardiovascular

  • Coronary Artery Anatomy Quiz
  • Angina NCLEX Questions
  • DVT (Deep Vein Thrombosis) NCLEX Questions
  • Peripheral Vascular Disease (PVD) NCLEX Questions
  • Renin-Angiotensin-Aldosterone System (RAAS) Quiz
  • Preload vs. Afterload Nursing Quiz
  • Myocardial Infarction (MI) Quiz
  • Coronary Artery Disease Quiz
  • Pericarditis Quiz
  • Endocarditis Quiz
  • Heart Failure Quiz
  • Heart Sounds Quiz

Gastrointestinal

  • T-Tube NCLEX Questions
  • Cholecystitis NCLEX Questions
  • Hepatitis NCLEX Questions
  • Cirrhosis Quiz
  • Pancreatitis Quiz
  • Celiac Disease Quiz
  • Peptic Ulcer Disease Quiz
  • Diverticulosis and Diverticulitis Quiz
  • Crohn’s Disease vs. Ulcerative Colitis Quiz
  • Crohn’s Disease Quiz
  • Ulcerative Colitis Quiz
  • Appendicitis Quiz
  • Ostomy Care Quiz

Musculoskeletal

  • Assistive Devices NCLEX Questions (Crutches, Canes, Walkers)
  • Walker (Assistive Devices) NCLEX Questions
  • Canes (Assistive Devices) NCLEX Questions
  • Crutches (Assistive Devices) NCLEX Questions
  • Fractures Quiz
  • Osteoporosis Quiz
  • Osteoarthritis vs. Rheumatoid Arthritis Quiz
  • Osteoarthritis Quiz
  • Rheumatoid Arthritis Quiz

Integumentary

  • Skin Cancer NCLEX Questions
  • Parkland Burn Formula
  • Rule of Nines for Burns
  • Pressure Ulcers
  • Neurogenic Shock NCLEX Questions
  • Anaphylactic Shock NCLEX Questions
  • Septic Shock NCLEX Questions
  • Hypovolemic Shock NCLEX Questions
  • Cardiogenic Shock NCLEX Questions
  • Stages of Shock NCLEX Questions

Fundamentals

  • Patient Positioning (New)
  • Delegation NCLEX Questions
  • Intake and Output Calculation Practice
  • Personal Protective Equipment (PPE) Quiz
  • Isolation Precautions Quiz
  • NCLEX Nursing Fundamentals Perioperative Quiz
  • NCLEX Positioning Patients Fundamentals 
  • Chronic Kidney Disease (End Stage Renal Failure) Quiz
  • Acute Kidney Injury (Acute Renal Failure) Quiz
  • Nephrotic Syndrome vs Glomerulonephritis Quiz
  • Nephrotic Syndrome Quiz
  • Acute Glomerulonephritis Quiz
  • Renal Calculi (Kidney Stones) Quiz
  • Urinary Tract Infection Quiz
  • Nephron Function Quiz (Part 2)
  • Kidney and Nephron Anatomy Quiz (Part 1)

Endocrine Disorders

  • Pheochromocytoma Quiz
  • Hypoparathyroidism vs Hyperparathyroidism Quiz
  • Myxedema Coma Quiz
  • Grave’s Disease Quiz
  • Thyroid Storm Quiz
  • Hypothyroidism vs Hyperthyroidism Quiz
  • DKA vs HHNS Quiz
  • Hyperglycemic Hyperosmolar Nonketotic Syndrome (HHNS) Quiz
  • Diabetic Ketoacidosis Quiz
  • Diabetes Mellitus NCLEX  Part 1 Quiz
  • Diabetes Pharmacology & Nursing Management Part 2 Quiz
  • Addison’s Disease vs Cushing’s Syndrome/Disease Quiz
  • SIADH vs Diabetes Insipidus Quiz
  • Adrenal Crisis (Addisonian Crisis) Quiz

Fluid & Electrolytes Quizzes

  • Colloids Nursing Solutions Quiz
  • Fluid Movement Capillary Wall (Oncotic and Hydrostatic Pressure)
  • Cell Membrane Transport Quiz (Diffusion, Osmosis, Active Transport)
  • Hormones in Fluid Regulation (RAAS and Thirst Mechanism)
  • Fluid Volume Deficit (Hypovolemia)
  • Fluid Volume Overload Excess (Hypervolemia)
  • IV Fluid Types NCLEX Questions
  • Hyperchloremia vs. Hypochloremia NCLEX Questions
  • Fluid and Electrolyte Nursing Quiz (Comprehensive)
  • Hypophosphatemia vs Hyperphosphatemia Quiz
  • Hypomagnesemia vs Hypermagnesemia Quiz
  • Hyponatremia vs Hypernatremia Quiz
  • Hypocalcemia vs Hypercalcemia Quiz
  • Isotonic, Hypotonic, & Hypertonic IV Solution Quiz
  • Hypokalemia vs Hyperkalemia Quiz

Arterial Blood Gas Quizzes

  • Metabolic Acidosis vs Metabolic Alkalosis Quiz
  • Respiratory Acidosis vs Respiratory Alkalosis Quiz
  • ABG (arterial blood gas) Quiz

NCLEX Quizzes by Subject

  • Hypertension NCLEX Quiz  (include pharmacology questions)
  • NCLEX Oncological Cancer Disorders
  • NCLEX Integumentary Skin System   (skin disorders)  Part 1
  • NCLEX Integumentary System (Pressure Ulcers & Burns) Part 2
  • NCLEX Fluids & Electrolytes
  • NCLEX Nutrition Quiz
  • NCLEX Taking Care of Patients with Tubes

ATI TEAS Math Practice Tests

  • Solving Equations with One Unknown Variable Quiz
  • Multiplying & Dividing Decimal Numbers Quiz
  • Order of Operations Quiz
  • Multiplying & Dividing Fractions Quiz
  • Subtracting Whole Numbers Quiz
  • Adding & Subtracting Fractions Quiz

CPR Quizzes

CPR Quiz for an Adult Victim

Video Teaching Tutorials for NCLEX

Easy Way to Understand Fetal Heart Tone Decelerations

Electrical Conduction System of the Heart

EKG PQRST Rhythm Strip

Easy Way to Memorize Blood Flow of the Heart

How to Analyze ABGs with the Tic Tac Toe Method

What is the Metric Table and How to Use it?

What is Dimensional Analysis and How to Set up a Problem

Video 1: Solving Basic Metric Conversions using Dimensional Analysis

Video 2: Solving IV Bolus Problems using Dimensional Analysis

Video 3: Solving Oral Drug Problems with Dimensional Analysis

Video 4: Solving IV Drip Factors gtt/min

Video 5: Solving IV Infusion Rates mL/hr

We’ll be adding more and more quizzes over time , so make sure to bookmark this page and come back often. Also, we’d really appreciate it if you would share it on Facebook, Twitter, or other social media. Thanks so much!

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a unique study combination: cheat sheets + videos

Free Nursing Cheat Sheets

Create your free Lecturio account now to download all cheat sheets – 100% risk free, no credit card needed.

An overview on nursing care during and after a seizure

(Post-) Seizure Care Plan for Nurses

An overview on nursing care during and after a seizure

Medication administration rights

5 Rights of Medication Administration

An overview of a client's medication rights and guidelines for administering medication

Overview of abdominal physical assessment, including normal and abnormal findings

Abdominal Assessment: Order & Tips

Overview of abdominal physical assessment, including normal and abnormal findings

Nursing cs abg interpretation 2

ABG Interpretation Guide

How to interpret ABGs and the basics of how compensation works

Respiratory alkalosis

Acid–Base Disorders

Reviews definition, causes and lab values and treatment of the acid–base disorders.

How to answer select all that apply nclex questions

Acid–Base NCLEX Question [Walkthrough]

Master "select-all-that-apply" (multiple-response) NCLEX questions with this one-page PDF guide, filled with strategic insider tips and practical techniques for confidently tackling this question type.

Ethics and patient rights

Active Listening in Nursing

Remember the universal patient rights and the ethical principles that should guide every nurse's practice with this handy cheat sheet.

Acute kidney injury (aki) is a common and serious condition that affects many clients in clinical practice. It is characterized by a sudden loss of kidney function or damage to the kidneys, which can lead to a buildup of waste products in the blood and fluid imbalances in the body. Nurses play a critical role in the prevention, early detection, and management of acute kidney injury, so should be familiar with the causes, symptoms, and nursing interventions.

Acute Kidney Injury: Nursing Diagnosis

Understanding acute kidney injury

Addison's disease

Addison’s Disease: Nursing Diagnosis

Explanation of chronic adrenal insufficiency caused by autoimmune destruction of adrenal glands

Addisonian crisis [+ free cheat sheet] | lecturio nursing

Addisonian Crisis

Overview of acute adrenal insufficiency; pathophysiology, common causes, nursing considerations and treatment

Medications to treat adhd

ADHD Medications

Review of ADHD medications, side effects, and client education

Adhd

ADHD: Nursing Overview

Overview of ADHD, risk factors, clinical manifestations, and non-drug treatment options

The nursing process "adpie"

ADPIE: The Nursing Process 

Overview of ADPIE acronym and examples of how it is used in the nursing process.

Adrenal suppression

Adrenal Suppression

Reviews adrenal suppression, including definition, risk factors, pathophysiology, and symptoms. Discusses acute adrenal insufficiency and client education.

Overview of vaccine recommendations for the over-65 population and common vaccine side effects

Adult Vaccine Schedule

Overview of vaccine recommendations for the over-65 population and common vaccine side effects

Advance Directives in Nursing

An overview of abnormal lung sounds, such as stridor and crackles

Adventitious Lung Sounds: Lung Auscultation Guide

An overview of abnormal lung sounds, such as stridor and crackles

Allergic rhinitis and treatment

Allergic Rhinitis: Causes & Nursing Care

Overview of allergic rhinitis, including definition, symptoms, causes, medication treatment, and client education

Anticholinergic meds

Anticholinergic Drugs

A list of anticholinergic meds and general synopsis of what anticholinergic meds do and the side effects that they come with

Antipsychotics

Antipsychotic Medications (+ List)

Comparision of first- and second-generation antipsychotic medications including mechanism of action, adverse reactions, contraindications, and a detailed description of extrapyramidal symptoms.

Apgar scores

APGAR Score: Chart & Meaning

Overview of an APGAR, including APGAR scoring and what it indicates

Learn about the varied behavioral symptoms of asd, its diagnosis and treatment, and get guidance on identifying the potential nursing diagnoses ➜

Autism: Nursing Diagnosis

Overview of autism spectrum disorder including definition, clinical features, diagnosis, and nursing education

Bedside shift report

Bedside Shift Report (+ Checklist)

A concise checklist for how to do a bedshift report.

Behavioral addictions

Behavioral Addiction: Definition & Examples

Nursing care of individuals with non-substance abuse disorders and approaches to treatment

Comparison of bipolar disorder i and ii

Bipolar 1 vs 2: Comparison

Bipolar I and II and mood states explained in a nutshell.

Blood transfusion checklist

Blood Transfusion: Steps & Checklist

Your step-by-step guide to preparing and administering blood transfusions

Blunt fill needles

Blunt Fill Needle: How To Use

Procedural steps for withdrawing medications using blunt fill needle, including clinical tips.

Bph

BPH: Nursing Diagnosis

Overview of BPH; risk factors, symptoms, pharmacological management, and client education

An overview on discussing medication safety for breastfed infants

Breastfeeding Medication Safety

An overview on discussing medication safety for breastfed infants

Nursing leadership and communication: must-know points in a free one-pager

Bullying in Nursing

Communication is an essential leadership skill for nurses. Recap the leadership styles, principles, and skills with this study sheet.

Burns

Burns: Nursing Care & Classification

Burns are a common medical emergency and need to be handled with care.

Bowtie walkthrough

Cardiac Glycoside NCLEX Question [BowTie Walkthrough]

Get your free PDF with tips and tricks how to effectively approach BowTie items on the NCLEX!

Cardiac output

Cardiac Output: Equation & Normal Values

Review of factors that affect cardiac output, terminology, normal values, and calculations

Normal lung sounds

Charting Lung Sounds: Normal Findings

An overview of normal lung sounds.

Chemotherapy and associated toxicities

Chemotherapy: Precautions & Side Effects

Overivew of chemotherapy's effects on the body and treatment of these effects.

Review of chest pain types, symptoms and nursing interventions

Chest Pain: Nursing Diagnosis

Review of chest pain types, symptoms and nursing interventions

Nursing cs wet vs dry chest tube comparisons

Chest Tube Drainage: Wet vs Dry

Understanding the differences in wet and dry chest tube suction

How to answer multiple choice nclex questions

Cirrhosis NCLEX Question [Walkthrough]

Master multiple-choice NCLEX questions with this one-page PDF guide, filled with strategic insider tips and practical techniques for confidently tackling this question type.

Clinical Decision-Making

Influenza vs common cold

Cold vs Flu: Symptoms & Causes

Comparison and identifying factors between common community viruses.

Common antibiotics

Common Antibiotics + Side Effects

Common antibiotic medications and adverse reactions for the NCLEX®

Common bacteria by body system

Common Infections: Bacteria

Different bacteria infect different areas of the body. With this cheat sheet you'll have a better idea of what bugs might be infecting your patient!

Common conversions

Common Unit Conversions

Overview of the most common unit conversions in clinical practice

Communication in Nursing

Complete blood count: cheat sheet

Complete Blood Count

Overview of CBC values and types of cells in the blood

Conflict Management in Nursing

Conflict management is an essential leadership skill for nurses. Recap the leadership styles, principles, and skills with this study sheet.

COPD NCLEX Question [Walkthrough]

Get an overview of the specifics of chronic obstructive pulmonary disease: causes, symptoms, exacerbations, progression, and treatment ➜

COPD: Nursing Care

Chronic obstructive pulmonary disease is one of the most common respiratory conditions. Never forget the signs and symptoms and how it differs from asthma with this cheat sheet!

Corticosteroids have a number of side effects that need to be kept in mind when caring for clients who take them. Find a concise overview here ➜

Corticosteroids: Side Effects

Side effects of corticosteroids are common and affect many body systems.

Corticosteroids overview

Corticosteroids: Types & Function

Review of corticosteroid types, normal pathways, and therapeutic effects of exogenous administration

Cost-effective Care

Cost-effectiveness must never clash with universal patient rights and the ethical principles that guide nursing practice. Remember them with this concise cheat sheet!

Nsaids: graphical cheat sheet for remembering the types and functions

Cox 1 vs Cox 2 Inhibitors (NSAIDs) 

Graphic explanation of effect of NSAIDs in blocking function of Cox enzyme, therapeutic and adverse effects of NSAIDs, and nursing considerations

Cranial nerves pdf

Cranial Nerves: Chart & Mnemonic

Overview of the 12 cranial nerves + powerful mnemonics to help remember them

Croup

Croup vs Whooping Cough

This Croup summary will help you remember the cause, signs and symptoms, treatments and complications of this very common pediatric condition.

Cushing syndrome and cushing disease

Cushing Syndrome & Cushing Disease

Causes, symptoms, similarities and differences, diagnosis, and treatment of Cushing disease and Cushing syndrome

Cushing vs addison's

Cushing vs Addison’s: Cortisol Levels

Comparison of endocrine conditions characterized by excess vs insuffient cortisol levels

Central lines

CVC vs PICC: Central Line Placement

Understand the most common central line placements, PICC vs CVC.

Delegation in nursing

Delegation in Nursing

What tasks can the busy nurse safely and legally delegate? Use this sheet to refresh your memory.

Clinical symptoms of depression

Depression: Nursing Diagnosis & Symptoms

Overview of depression including prevalence, contributing factors, symptoms, and differences by age

Diabetes mellitus complications

Diabetes Complications

Description of the microvascular and macrovascular effects of chronic hyperglycemia and associated complications in the setting of poorly controlled diabetes.

Diabetes NCLEX Question [Walkthrough]

Nursing in context

Diagnosis-related Groups

Nursing in context: get an overview of the relevant concepts and terms in the healthcare system that influence daily nursing practice.

Significant adverse drug reactions

Disulfiram-like Reaction & Other Adverse Drug Reactions

Review of important categories of adverse drug reactions: hypersensitivity, disulfirum-like reaction and CNS depression.

What do diuretics do

Diuretics: Mechanism of Action & Types

Diuretics, also called water pills, are a some of the most commonly prescribed medications out there. Find out how they work and what you should to know about them.

General drug safety tips pdf

Drug Safety Tips

Review of how to assess medication labels; how to calculate weight based dosing; and how to determine therapeutic dosing ranges

Drug toxicity is the harmful impact of a drug in the body, leading to severe adverse events or organ damage. Monitoring clients for signs of drug toxicity through regular assessments and laboratory tests is a vital part of nurses’ roles. Educating patients on the risks and signs of toxicity can help early detection. Immediate intervention is essential if toxicity is suspected.

Drug Toxicity

Quickly review the medications that can be harshest on the liver, kidney, and ears so that you can be on the lookout for possible signs of toxicity.

Overview of common atrial dysrhythmias, cardiac conduction patterns and associated ekg findings

Dysrhythmias: Overview

Overview of common atrial dysrhythmias, cardiac conduction patterns, and associated ECG findings

Procedural steps for postoperative progressive ambulation, including documentation tips and client education

Early Ambulation after Surgery

Procedural steps for postoperative progressive ambulation, including documentation tips and client education.

Early pregnancy bleeding

Early Pregnancy Bleeding

A review of the causes of bleeding in early pregnancy, including nursing assessment and client education.

Types of common eating disorders

Eating Disorders: Types & Symptoms

Overview of eating disorders including anorexia nervosa, bulimia nervosa and binge eating disorder, treatment, and nursing considerations

Depression treatments

ECT and Psychotherapy for Depression

Review of non-medication treatment options for depression

Definition of electrolytes and their role in the body. Highlights the function, normal range, and symptoms of high and low common electrolyte levels.

Electrolytes: Nursing Overview

Lern about electrolytes and their role in the body: function, normal range, and symptoms of high and low common electrolyte levels.

Types of electronic fetal monitoring

Electronic Fetal Monitoring: Types & Strip Assessment 

Review of electronic fetal monitoring types, pros and cons of each method | overview of normal and abnormal fetal monitoring graphs and how to assess | nursing interventions for decelerations

Overivew of emr vs ehr, benefits and disdavntages and hipaa compliacnce

EMR and EHR in Nursing

Overview of EMR vs EHR, benefits and disdvantages, and HIPAA compliance

Long shifts can make nurses unaware that the shift is almost ending. Use this end of shift checklist to make sure you completed everything before the workday ends.

End-of-Shift Checklist 

A concise checklist for all your end-of-shift needs.

Overview of endocrine glands and hormones secreted + example of positive and negative endocrine feedback loops reviewed

Endocrine System: Function

Overview of endocrine glands and hormones secreted + example of positive and negative endocrine feedback loops reviewed

Ethical Principles in Nursing

Fall risk factors and prevention

Fall Risk Assessment

An overview on fall risk and practical steps for fall prevention

Feedback in Nursing

Get a concise overview of the leadership styles in nursing, leadership principles, and skills needed for your professional growth as a nurse.

Female factor infertility

Female Infertility

Overview of female causes of infertility, definitions, and initial assessment.

Fingerstick test for blood sugar

Fingerstick Test for Blood Sugar

Procedure for point of care blood sugar testing in hospitalized client, nursing considerations, and critical values

Flu vaccine: side effects & tips

Flu Vaccine: Side Effects & Tips

An overview of the types of influenza vaccines.

Fluid and Electrolyte NCLEX Question [Walkthrough]

How to insert a foley catheter

Foley Catheter Insertion Guide

Step-by-step guide on how to insert an indwelling urinary catheter.

Forms of birth control

Forms of Birth Control

Overview of hormonal and non-hormonal contraceptive methods, including efficacy and mode of use descriptions.

Fundamental Attribution Error

Gestational diabetes: nursing diagnosis

Gestational Diabetes: Nursing Diagnosis

Brief explanation of GDM pathophysiology, risk factors, complications, screen/diagnosis, blood sugar monitoring, and treatment.

Nursing cs glasgow coma scale 1

Glasgow Coma Scale

The Glasgow Coma Scale is a neurological assessment tool used to determine a patient's motor and verbal responses and their level of consciousness.

Comparison of mineralcorticoids and glucocorticoids

Glucocorticoids vs Mineralocorticoids

Chemical characteristics of mineralocorticoids and glucocorticoids and their different effects on the body.

A comparison of hallucinations and delusions

Hallucinations vs Delusions

A comparison of hallucinations and delusions

Head to toe assessment pdf

Head-to-Toe Nursing Assessment 

Never forget which body system you need to examine next with this head to toe assessment summary!

Health Assessment NCLEX Question [Walkthrough]

Healthcare Quality: Improvement, Measures & Indicators  

An overview of normal and abnormal heart sounds, such as murmurs and clicks

Heart Assessment 

An overview of normal and abnormal heart sounds, such as murmurs and clicks

Heart Failure NCLEX Question [Walkthrough]

Overview of ventricular dysrhythmia management, including emergent intervention in hemodynamically unstable clients

Hemodynamic Stability & Arrhythmias

Overview of ventricular dysrhythmia management, including emergent intervention in hemodynamically unstable clients

HIV NCLEX Question [Walkthrough]

Hiv and aids

HIV vs AIDS

Discussion of HIV and AIDS, diagnostic criteria for AIDS, and risk factors and prevention strategies.

Administration procedure, clinical tips and client education for otic medications

How to Administer Ear Drops 

Administration procedure, clinical tips, and client education for otic medications

Optic (eye) medication administration

How to Administer Eye Drops

Administration procedure, clinical tips and client education for optic medications

Changing an ostomy bag

How to Change an Ostomy Bag

Ostomy bag care 101: what you need to know

How to fill a syringe from a vial

How to Fill a Syringe from a Vial

Step-by-step description of the technique for withdrawing medications from vials.

Nursing cs how to hang an i piggybag v2 03

How to Hang an IV Piggyback

Learn how to hang an IV piggyback!

How to open a sterile kit

How to Open a Sterile Kit 

Confidently walk into sterile procedures with this cheat sheet, detailing the steps to safely opening a sterile kit.

How to open a sterile package

How to Open a Sterile Package

Assisting with a sterile procedure? This one’s for you!

Nursing cs put on sterile gloves 1

How to Put on Sterile Gloves

Never be stuck wondering which side of the glove cuff you can touch again!

How to read an ecg

How to Read an ECG

Overview of the anatomy of the normal cardiac cycle, characteristics of the normal sinus rhythm, cardiac strip interpretation, and common variations from NSR.

Removal of skin staples

How to Remove Surgical Staples

Instructions for removing post-op staples and skin assessment

How to remove sutures

How to Remove Sutures

Step-by-step guide and tips for removing sutures

Nursing cs insert an iv

How to Start an IV

Make sure you have all the right supplies and brush up on the steps of IV insertion with this guide.

Nursing cs take a manual blood pressure 2

How to Take Blood Pressure Manually: Step-by-Step

Learning how to take blood pressure manually is an essential skill for every nurse.

Incentive spirometry (nursing)

How to Use an Incentive Spirometer

Procedural steps for incentive spirometry, including documentation tips and labeled incentive spirometer device.

High blood pressure meds

Hypertension Medications

Concise summary table of the most common ways to pharmacologically lower blood pressure.

Hypertension NCLEX Question [Walkthrough]

Hyper vs hypoglycemia

Hypoglycemia vs Hyperglycemia

A comparison of glucose level differences and presentations

Incretin mimetics

Incretin Mimetics (Diabetes Management)

Review of injectable non-insulin medications, including mechanism of action, side effects, dosing, and client education.

Infection control and prevention in nursing

Infection Control & Prevention

Overview of hand hygiene, prevention of surgical and insertion site infections, and infection symptoms.

Insulin and glucose control and pathway

Insulin and Glucose Pathway

Review of glucose and insulin negative feedback loops.

Intimate partner violence

Intimate Partner Violence

Overview of the types and cycle of violence in intimate relationships, screening, recognition, and how to support clients who disclose IPV.

Intramuscular injections

Intramuscular Injection: How To

Review of IM administration, including site, needle, and syringe selection and injection procedure.

Iron deficiency in children at a glance

Iron Deficiency in Children

An overview of the common signs, symptoms, and treatment of iron deficiency anemia in children.

Ischemic and hemorrhagic stroke

Ischemic vs Hemorrhagic Stroke

Ischemic and hemorrhagic stroke side by side

Iv drip rate: formula & how to

IV Drip Rate: Formula & How to

Variables of IV drip rate calculation including tubing type, drop factor, and fluid order, along with sample calculation and instructions for setting drip rate using roller clamp.

How to prep a bag of iv fluid

IV Hydration Preparation

An overview of IV fluid preparation and administration

Leadership Styles in Nursing

Leopold maneuvers

Leopold Maneuvers

Procedural steps for the Leopold maneuvers, including expected findings and reasons for use.

Leukemia NCLEX Question [Walkthrough]

Levels of Care

Lithium for depression

Lithium for Depression

Overview of Lithium, the first mood stabilizer, including administration, monitoring, therapeutic range, toxicity, and client education topics

Liver cirrhosis

Liver Cirrhosis: Nursing Diagnosis

Overview of cirrhosis, an end-stage of liver disease that develops after healthy liver tissue is destroyed and replaced with scar tissue (fibrosis)

Male factor infertility

Male Infertility

Overview of male causes of infertility and initial assessment.

Maois are a of antidepressant medications that are used to treat a variety of mental health conditions, including depression, anxiety, and obsessive-compulsive disorder. Keep reading for a comprehensive overview of maois (including their mechanism of action, indications for use, potential side effects, and drug interactions) to gain a better understanding of maois and their relevance to clinical nursing practice.

MAOI Drugs: Functions & Interactions

Review how MAOIs work, and what to avoid when taking them.

Mechanical Ventilation NCLEX Question [Walkthrough]

Metered-dose inhalers

Metered-dose Inhaler: How-to Guide

Metered-dose inhalers are the most common type of inhaler.

Infant milestones

Milestones: Infants–Elderly

Physical, cognitive, and psychosocial changes in infants, toddlers, preschoolers, and school-aged children

Mrsa

MRSA: Nursing Diagnosis

An overview of MRSA, a common superbug

Multiple sclerosis

Multiple Sclerosis: Nursing Diagnosis

Overview of multiple sclerosis: definition, diagnosis, symptoms, treatment, medications, and patient education

Myasthenia gravis is a rare, chronic autoimmune condition that affects muscles and nerves.

Myasthenia Gravis

Myasthenia gravis is a rare, chronic autoimmune condition that affects muscles and nerves.

National Patient Safety Goals

Nursing cs needle gauges

Needle Gauges: Size Chart & Uses

Knowing when to use the correct needle gauge for medication administration

Nas

Neonatal Abstinence Syndrome: Nursing Diagnosis

Overview of the causes, signs/symptoms, and management of neonatal abstinence syndrome.

Neonatal hypoglycemia

Neonatal Hypoglycemia

Reviews pathophysiology, risk factors, symptoms, management, and intervention for hypoglycemic newborns, as well as nursing education.

Neuromuscular blockers [+ free cheat sheet] | lecturio

Neuromuscular Blockers

Comparison of competitive and non-competitive neuromuscular blockers includes how they work, when they're used, and side effects.

Newborn apnea cheat sheet

Newborn Apnea & BRUEs

Overview of newborn apnea, including definition, types and treatment. Includes review of BRUEs.

Nursing cs how to insert a nasogastricng tube for gastric decompression

NG Tube Placement: How To

Steps for NGT intubation with helpful clinical tips

Normal pediatric vital signs

Normal Pediatric Vital Signs

Chart showing normal vitals for different pediatric ages

Nurse Practice Acts

Common abbreviations in nursing

Nursing Abbreviations List

Explanation of the common abbreviations used, grouped by type

Nursing Care Delivery Models

Geriatric client concerns

Nursing Care for Elderly Patients

Normal age-related changes vs signs of disease, health promotion strategies, and nursing considerations for the geriatric client

Nursing care plan template

Nursing Care Plan (+ Template)

Learn how to create a nursing care plan.

Medical records

Nursing Charting & Medical Records

A straightforward guide for medical records and charting

How to develop a nursing diagnosis using the nursing process

Nursing Diagnosis: Examples & How To

How to develop a nursing diagnosis using the nursing process

Tips for writing professional nursing notes

Nursing Notes Template

Great nursing notes are clear, concise, correct, complete, relevant, current, sequential, legible, and secure.

Pharmacology overview

Nursing Pharmacology: Intro

Definition of pharmacology, its field of study, branches and importance.

End of shift report template

Nursing Shift Report (Template)

Three steps for giving a successful face-to-face end of shift report

An overview on opioid drugs and overdose management

Opioids: List, Effects, Risks

An overview on opioid drugs and overdose management

Oral contraception types

Oral Contraceptives: Types

Breakdown of oral contraception types: active ingredient, mechanism of action, administration, adverse effects, contraindications/precautions and client eduction

Oral diabetes drugs

Oral Diabetes Medications [+ Chart]

Overview of oral non-insulin medications, including mechanism of action, side effects, and education points

Safe oral medication administration

Oral Medication Administration

Procedural steps for oral medication administration, as well as best practices for ensuring medication accuracy.

Otitis media

Otitis Media: Nursing Diagnosis

An overview of otitis media, also known as an ear infection

Menstrual cycle and responsible hormones

Ovarian Hormones & Menstruation

A review of the phases of the menstrual cycle as well as the responsible hormones

Ovulation symptoms: concise cheat sheet

Ovulation Symptoms: Mood, Physiology & Nursing Tips

A concise description of the ovulatory phase of the menstrual cycle, hormone changes occurring during this phase, associated symptoms, and client education recommendations.

Oxygenation NCLEX Question [Walkthrough]

Overview of pain assessment tools and nonpharmacologic pain management strategies

Pain: Nursing Diagnosis & Scales

Overview of pain assessment tools and non-pharmacologic pain management strategies.

Pancreas and its functions

Pancreas: Function & Anatomy

Overview of pancreatic physiology, including endocrine and exocrine functions and hormones secreted

Parkinson's disease

Parkinson’s Disease

Overview of Parkinson's disease: description, manifestations, risk factors, patient education

Parkinson's disease medications

Parkinson’s Medications List

Medications used to treat Parkinson's disease: actions, adverse effects, interactions, contraindications

Patient Rights and Responsibilities

Reportable safety events

Patient Safety Events: Overview

A list of serious or “never events” which must be appropriately reported

Pediatric considerations in pharmacology

Pediatric Medication Safety

Overview of pharmacologic considerations and risk factors in different pediatric age groups

Overview of lice: transmission, signs/symptoms, life cycle, treatment and prevention of reinfestation

Pediculosis Capitis (Head Lice)

Overview of lice: transmission, signs/symptoms, life cycle, treatment, and prevention of reinfestation.

Perinatal loss

Perinatal Loss

Discussion of types of perinatal loss, nursing interventions, family impact, and preparing for birth with known demise

Pharmacokinetics, the study of how drugs move within the body, is a key aspect of medical care.

Pharmacokinetics: Definition & Steps

Explanation of pharmacokinetic processes, including absorption, distribution, metabolism, and excretion

Case study ngn item tutorial

Physiological Adaptation NCLEX Question [Case Study Walkthrough]

Download the free Case Study item tutorial with tips and tricks how to tackle the question type confidently!

Physiologic changes in pregnancy: cardiovascular

Physiology of Pregnancy

Overview or cardiovascular changes during pregnancy, including effect on medication administration.

Picc dressing change guide

PICC Dressing Change

Changing a PICC dressing: steps involved with images of necessary supplies

Placenta previa

Placenta Previa: Dos and Don’ts for Nurses

Overview of placenta previa: classification, risk factors, clinical presentation, and management.

Overview of placental abruption: types, risk factors, clinical presentation, and management

Placental Abruption

Overview of placental abruption: types, risk factors, clinical presentation, and management.

Pneumonia NCLEX Question [Walkthrough]

Overview of pharmocokinetic changes, other risk factors for adverse drug effects and strategies for increasing medication safety in older adults

Polypharmacy in the Elderly

Overview of pharmocokinetic changes, other risk factors for adverse drug effects, and strategies for increasing medication safety in older adults

Postmortem care

Postmortem Care

An overview on postmortem care protocol for nurses

Postoperative pain management cheat sheet

Postoperative Pain Management

An overview of postoperative pain management including multimodal strategies, with focus on pharmacologic management and nursing considerations.

Postpartum hemorrhage

Postpartum Hemorrhage: Nursing Interventions

Recognition and management of excessive bleeding during the immediate postpartum period

Reviews physical and psychological postpartum changes

Postpartum Nursing: Normal Changes & Nursing Diagnosis

An overview of physical and psychological postpartum changes.

Preeclampsia

Preeclampsia: Nursing Diagnosis

Review of Preeclampsia, eclampsia & HELLP syndrome, their pathophysiology and implications for nursing care

Trimesters of pregnancy

Pregnancy Trimesters

Gestational changes and fetal development during the three trimesters of pregnancy

Pregnancy weight gain & exercise

Pregnancy Weight Gain & Exercise

Overview of weight gain and exercise recommendations for pregnancy.

Trend walkthrough

Prioritization NCLEX Question [Walkthrough]

Confidently tackle Trend items on the NCLEX exam by practicing with the question type beforehand. Get the free PDF with inside tips and strategies!

Reviews pathophysiology of prone positioning for refractory hypoxemia, as well as preparation steps, contraindications and potential complications

Prone Position for Refractory Hypoxemia

Reviews pathophysiology of prone positioning for refractory hypoxemia, as well as preparation steps, contraindications and potential complications

Ptsd

PTSD: Nursing Overview

Review of PTSD definition, diagnosis, symptoms, and treatment

Pulmonary embolism

Pulmonary Embolism: Nursing Diagnosis

A primer on pulmonary embolism, a common medical emergency

Reviews pad, symptoms, physical assessment and diagnosis

PVD vs PAD: Comparison of Peripheral Artery and Venous Disease

Reviews PAD, symptoms, physical assessment, and diagnosis

Understanding ratios

Ratios and Proportions

Use this the next time you need to draw up a dose of medication but aren’t sure how to calculate how much you need.

Reimbursement Models in Healthcare

Respiratory assessment

Respiratory Assessment 

No more racking your brain trying to remember how to describe the lung sounds you hear if you have this cheat sheet!

An overview on general nursing care for clients in restraints

Restraints in Nursing: Types

An overview on general nursing care for clients in restraints

Rh incompatibility in pregnancy

Rh Incompatibility in Pregnancy

Explanation of blood type, Rh incompatibility, fetomaternal hemorrhage, Rh alloimmunization, and prevention with Rh immunoglobulin.

Risk Management in Nursing

Roseola, primarily caused by human herpesvirus 6 (hhv-6), predominantly affects infants and young children, presenting as a sudden, high fever followed by a characteristic pinkish-red rash. While many adults have immunity from prior exposure, those without can contract the virus, although with milder symptoms. In clinical practice, nurses should be especially aware of its contagious nature and take care to differentiate roseola from other rash-causing illnesses, such as measles or rubella.

Overview of roseola: transmission, presentation, progression of illness, supportive care measures, and nursing considerations

Overview of rsv signs and symptoms, transmission, at-risk populations and prevention

RSV: Nursing Diagnosis

Overview of RSV signs and symptoms, transmission, at-risk populations and prevention

Explanation of rescue vs maintenance medications for asthma

SABA vs LABA Drugs

Rescue vs maintenance medications for asthma at a glance.

Sbar report

SBAR Report with Example

SBAR: an organized framework for communicating a client's situation among interdisciplinary team members

Schizophrenia NCLEX Question [Walkthrough]

An overview of how to describe skin lesions

Skin Assessment 

An overview of how to describe skin lesions

An overview of the most common types of skin cancers

Skin Cancer & ABCDE of Melanoma

An overview of the most common types of skin cancers

Skull fractures

Skull Fracture: Types

An overview of various skull fractures

Nursing cs insertion and management of a small bore

Small-Bore Feeding Tube Guide

Instructions for placement of Dobhoff small-bore NG tube, including contraindications and management tips

Spinal Cord Injury NCLEX Question [Walkthrough]

Spinal cord injury assessment

Spinal Cord Injury: Assessment & Treatment

Review of ASIA scale for spinal cord assessment, degrees of injury, nursing priorities and client education

Review of spinal cord assessment, common incomplete spinal cord injuries, nursing care priorities and client education

Spinal Cord Injury: Levels & Types

Review of spinal cord assessment, common incomplete spinal cord injuries, nursing care priorities, and client education

Postoperative care: splinting for cough

Splinting: Breathing & Coughing after Surgery

Procedural steps for respiratory splinting, including rationale for procedure and clinical tips.

Stages of labor

Stages of Labor

The four stages of labor and the seven cardinal mechanisms of labor illustrated in one location.

An overview of how to stage a pressure ulcer

Stages of Pressure Ulcers

An overview of how to stage a pressure ulcer

An overview on ostomy and skin assessment and management

Stoma Assessment

An overview on ostomy and skin assessment and management

Peptic ulcer disease

Stomach Ulcer: Treatments

Review of PUD, common causes, and medications used to treat

A comparison of pharyngitis, tonsillitis, and strep throat

Strep vs Tonsillitis vs Pharyngitis

A comparison of pharyngitis, tonsillitis, and strep throat

Stroke NCLEX Question [Walkthrough]

Subq injection guide

Subcutaneous Injection: How To

Step-by-step description of technique for subcutaneous medication administration

Overview of commonly abused substances, signs of use, risk factors, and client education

Substance Abuse: Nursing Diagnoses

Overview of commonly abused substances, signs of use, risk factors, and client education

Tadalafil vs sildenafil (ed treatments)

Tadalafil vs Sildenafil (ED Medications)

Definition of erectile dysfunction, risk factors, pharmacological treatment, and client education.

Tamiflu vs other antiviral influenza drugs

Tamiflu (Dosage & Comparisons)

An overview of antiviral influenza medications at a glance (comparison table).

Basics of client education

Teach-Back Method for Patient Education

An overview on ways to have informational client education sessions

The ANA Code of Ethics

The Nursing Chain of Command

Therapeutic Communication NCLEX Question [Walkthrough]

An introduction into one of the most important glands of the body

Thyroid Disorders & Function

An introduction to one of the most important glands of the body

Topical medication administration

Topical Medication Administration

Procedural steps for applying topical medications.

Stevens-johnson syndrome at a glance

Toxic Epidermal Necrolysis 

Overview of Stevens-Johnson syndrome/toxic epidermal necrolysis; disease progression, common medication triggers, genetic factors, complications, and treatment.

Performing trach care

Trach Care: Steps

Your step-by-step guide to performing trach care

Transdermal medication patch: how to

Transdermal Medication Patch: How To

Overview of transdermal route, benefits, and nursing administration procedure.

Overview of tricyclic antidepressants, including indictations for use, contraindications, starting dosages, side effects and client teaching

Tricyclic Antidepressants (vs SSRIs)

Overview of tricyclic antidepressants, including indications for use, contraindications, starting dosages, side effects, and client teaching.

Tuberculosis

Tuberculosis: Nursing Diagnosis

Overview of tuberculosis: latent vs active infection, screening and diagnosis testing

Types of diabetes

Type 1 vs Type 2 Diabetes

Comparison of Type 1 and 2 diabetes, as well as review of diagnosis, client education and target glucose levels

An overview of concussions and brain hemorrhages

Types of Brain Injuries 

An overview of concussions and brain hemorrhages

Common types of dementia

Types of Dementia 

An overview of the most common types of dementia

Fractures

Types of Fractures

An overview of bone fracture types and the fracture-healing process

Chart compairing different insulins, organized by action onset

Types of Insulin

Chart comparing different insulins, organized by action onset

Intravenous (iv) solutions are used to replace fluids, electrolytes, and nutrients in clients who cannot take them orally. There are different types of iv solutions available, each with its own composition and osmolality. This guide provides a comprehensive overview of iv solutions, their uses, risks, and indications for use.

Types of IV Solutions

Never forget if your fluid is isotonic, hypertonic, or hypotonic again with this cheat sheet.

Open and closed wounds reviewed, along with wound closure types, nursing care priorities and client education

Types of Wounds & Classification 

Open and closed wounds reviewed, along with wound closure types, nursing care priorities, and client education

Vasa previa

Vasa Previa

Overview of vasa previa: risk factors, clinical presentation, and management.

Venipuncture sites and order of draw

Venipuncture: Sites & Order of Draw

Overview of how to perform venipuncture and order of tubes for blood draw

Aidet

What is AIDET?

Introduce yourself to your clients utilizing the AIDET communication framework: It increases client compliance, enhances client satisfaction, and improves clinical outcomes.

Whistleblowing in Nursing

Review of complete wound assessment, including signs of abnormal healing

Wound Documentation

Review of complete wound assessment, including signs of abnormal healing

An overview on nursing care during and after a seizure

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I bought these after I figured out what our clinical instructor was expecting from us during clinical days. It has a ton of information I can use now as a LPN student while on the med carts and doing patient care and also while I am in RN school as well. These are bright, beautiful and well thought out! I have adhd btw and it’s very eye catching and not overwhelming on information. I do not plan on ever giving these up I feel like these will benefit me for years to come!

This was one of the first things I bought from nurse in the making and let me tell you, it has helped so much along with her free pharmacology sheets retain medications and their suffixes and prefixes. This was so good along with the book I was gifted I also bought her pharmacology cards and badge cards too!! Kristine is a blessing to us nursing students!! Do not hesitate to buy her materials!

I’ve only had the book for a couple of weeks but it has already helped so much. I take it everywhere with me and tell people it’s my bible. I also love all the online learning portal stuff (like worksheets and quizzes) that I didn’t know where included. I would definitely recommend to EVERY nursing student.

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The Best Nursing Study Resources and Printables at Your Fingertips in 2021

The Best Nursing Study Resources and Printables at Your Fingertips

Nursing school. Those two words pack a punch, right? Your dreams of a career in healthcare, helping patients, making a difference to people and your community are all right in front of you. Which is why we know you are taking nursing school seriously. Picmonic is here for you even before you start your first day because we know how important it is.

If you haven’t started your nursing program yet, this might be news to you; you’re going to need a nursing binder, planners, and other organizational tools. Think of these resources as your constant companion through nursing school to keep you ahead in class. These tried-and-true organization methods and tools have served countless nursing students well for years. So let’s jump into some of the “must haves” and the best ways to stay on top of your nursing school years.

Get Yourself a Nursing Binder

Getting Started - Nursing Printables

Your nursing binder, or more likely binders, will accompany you during your program. Consider the size of the binder, the ability to customize the front, back and spine. Do you have some ideas about how to categorize the binder? We admit, nursing students have a lot of information to learn and keep organized. Thankfully, Nurse Buff and Just a Girl and Her Blog have both put tremendous thought into how to organize the best nursing binder.

If you aren’t familiar with Nurse Buff , we highly recommend it. Nurse Buff integrates humor and fun into their wealth of nursing content. They want to ensure you don’t burn out or become overwhelmed. That’s why the content here is informative, relevant and entertaining to help you relax.

The Nurse Buff nursing binder intro is full of good tips and tricks from the professionals, as well as things to consider with how you will use the binder. If you are an organization, label-making junkie, you will eat this up! If you are a nursing student who is slightly less meticulous, don’t worry, Nurse Buff will help you make a binder that you will use and maintain.

Over at Just a Girl and Her Blog, Abby brings her love of lists and organizing to students everywhere with her Printable Student Binder . While it isn’t nursing school specific, we know you will appreciate her attention to detail. She shares her favorite binders, dividers, and even things like a label maker and her favorite clear tape so you can purchase the parts of your binder you’ll need, then come back for her binder cover, class schedule document, goal planner, weekly and daily planner, and even an assignment schedule to track everything you’ve got to get done.

Plan For Success with a Planner

an organized desk

You are going to have a lot to juggle, between classes, studying, maybe work, maybe a family and more. Keeping a planner will be one big step on the road to success. We looked to Straight A Nursing Student for a great free planner to make sure you don’t miss anything. They describe it as “The planner I wish I’d had while in nursing school,” so you know it meets the needs of real students. You can download these planners for free and pick from a few different options like the amount of lists, spaces for tracking bills and other to-do items, wellness tracker because you need to stay healthy, and the weekly nursing facts to help you rise to the top of the class.

Be Prepared for Lectures

rows of chairs

Over at Down to Earth Nurse, you will be ahead before you even sit down for a lecture. At Down to Earth Nurse, Sarah is encouraging both nurses and nursing students so they get the most out of their experiences. Her free lecture prep sheet template helps you get prepared and stay ahead in classes. It helps you break down information between what you learn in the textbook and what was discussed in lectures with sections like diagnostic tests, procedures and interventions. Don’t worry, it’s already got spaces for what chapter, pages and date your notes are from so as long as you input the information, you can’t mess this up!

Other Resources to Help you Through Nursing School

ECG (EKG) Rapid Review Nursing Webinar

  • Here’s What to Do After Graduating Nursing School

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7 Cool (And Free) Class Activities For Pharmacology (Make Pharma Fun!) [2021]

Finding inspiring ways to effectively teach or learn pharmacology is tough. For many, it can seem a boring subject full of epic lists and confusing molecular interactions.

But everything becomes a little easier when it’s more fun… Which is why I’ve curated these 7 cool classroom activities for pharmacology that you can use whether you’re a student (bored in class) or a teacher stressed for ideas.

What’s even better? Each of these options is completely free to use or experiment with.

Let’s get started.

Class Activities For Pharmacology

The class activities we’ll be looking at:

Tablet Dosages Game

Pharmacology jeopardy game, poster/interactive presentations, pharmacology mnemonics, pharmacology trivia.

Quizzes always go down well with students, no matter the subject. Gamifying pharmacology works the same way.

RegisteredNurseRN.com has two awesome 10-question quizzes that are great to run through in small groups or pairs.

  • Dosage & Calculations Quiz for Capsules & Tablets
  • Dosage Calculations Liquid Oral Medications

If you have a large screen you can run through these as a class together while getting students to mark down their answers on paper (to stop them looking up the answers).

Run through the explainer videos first as a refresher on how to best do these calculations. They’re originally meant for the NCLEX but wouldn’t be a miss in any introductory pharma class.

Useful and requires no prep!

JeopardyLabs.com has an awesome pharmacology jeopardy style game that’s perfect for classroom teaching.

It all works in-browser, you don’t have to fuss around setting anything up.

Just set up how many teams you have playing then hit continue to start the game.

If you don’t know how jeopardy works check out a quick YouTube clip for reference (it’s very simple).

Question categories include:

  • Cardiovascular
  • Respiratory

The questions show up according to the point allocations and you can keep track of each team’s score below.

worksheets for nursing students

Note : JeopardyLabs has a ton of similar games relevant to other subjects too. You can find a bunch of anatomy , physiology and even microbiology quizzes too.

Pharmacology Class Project

The following are a few ideas you can do as pharmacology class assignments or projects, with students making up small groups.

Flashcards are a super powerful tool for drilling drug classifications, mechanisms and everything else. Producing a “class deck”, that you can play future games with, could be a nice idea.

This could work by:

  • Get a bunch of index cards and colored pens
  • Dividing the class into small groups
  • Giving each group a certain drug class: i.e. anti-arrythmics
  • Having each group produce a set number (20-50 etc) cards for their assigned class
  • Get them to include images, symbols, mnemonics
  • Then swap the finished cards with another groups and make a review

Bonus : you could even make a solitaire style game for pharmacology. Check out this idea from students at the British University in Egypt for inspiration…

How about dividing a class into small groups and assigning them with making a poster or documentary-style presentation?

Again you can give them a subtopic or drug class and get them to produce something informative and entertaining (whilst providing time for research).

Encourage them to add illustrations etc to brighten it up (not another boring Powerpoint).

Show them Speed Pharmacology’s videos for inspiration of what’s possible…

Once complete, each group can present what they’ve made with the other students fact checking or following up with questions.

You could even start a class YouTube channel if it really takes off!

This idea is based on Duke University’s excellent steroids and athletes pharmacology module teaching plan . The idea is to provide students with internet access and books or journals specifically focused on a specific pharmacology topic.

You’ll need to come up with “scenarios” relevant to each topic, that explain the details of a case needing certain treatment.

Then, do as follows:

  • Divide students into groups of 3
  • Give each group a different scenario
  • Provide adequate research time
  • Ask the students to find out how the drugs in each scenario work at a cellular level
  • Have each group prepare a skit to teach students about the groups of drugs relevant to each scenario – get them to discuss the pros and cons etc
  • Judge the skits with a points system (that’ll add a nice competitive element)

As the teacher, you make the rules here. You might let each group enlist “volunteers” from other groups etc.

See Duke’s site above for examples of scenarios.

Making up weird and kooky mnemonics is always fun. Pharmacology, due to its endless lists, is perfect for this.

Divide your class into sub-groups and get them to create their own mnemonics. Make it a competition by giving the group with the best mnemonics points. You can put the decision down to a class vote.

Things you can make mnemonics from in pharmacology:

  • Drug toxicities
  • Medication administration checklists
  • Lists of side effects
  • Symptomatic indications for the usage of specific drugs
  • Medications relevant to certain pathologies etc.

There’s a ton of options here!

Finally, trivia is another fun (and free) classroom activity you can enjoy with pharmacology students.

Similar to RegisteredNurseRN’s dose specific quizzes, you can also run through these in the same format (separating students into small teams etc). Here are some great pharmacology quizzes full of interesting subject-related trivia:

  • Fun Trivia’s Pharmacology A-Z : 25 questions that serve as a general overview of the subject
  • ProProfs Quizzes : there are over 218 pharmacology quizzes here covering topics like pharmacokinetics, diabetic medications, antihistamines etc.
  • Hitnots Pharmacology Quiz : A big 50 question quiz (including drugs and abbreviations) that has some challenging case-based questions

Also make sure you check out the user generated pharmacology submissions at Kahoot (there are thousands of them). These are awesome as your students can play them sitting in class while using a smartphone or tablet.

You will need to register with the site and login first however.

Related Questions

Are there any other fun ways to teach medication administration.

Aside from the ideas above, most other “fun” ways of teaching medication administration to pharmacology students are generally paid.

Here are a couple of ideas:

  • Pharmacology worksheets from Teachers Pay Teachers
  • Buying a premade pharmacology flashcard deck from Amazon

Teaching Strategies For Pharmacology

There are several studes detailing effective strategies for pharmacology.

Here are a couple of them, presented next to their recommendations.

  • Best practices for teaching pharmacology to undergraduate nursing students
Online, simulation, and integrated methods of teaching pharmacology were most beneficial for pharmacology knowledge acquisition and student satisfaction. Traditional lecture, problem-based learning, and a flipped classroom were least effective strategies for teaching pharmacology to undergraduate students.
  • Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course
This article reports on an effective change from a lecture-only approach to teaching with the use of games and case studies in a baccalaureate nursing education program. Improvements have been noted in standardized test scores and student evaluations, and students are more engaged in the learning process. 

The general consensus is that a student-led approach, along with a mix of interactive activities (quizzes, games, presentations etc.), is much more favorable when it comes to students doing well in pharmacology.

The science suggests the more fun pharma is, the more effective it is to teach. Hopefully these games can serve as inspiration!

If you enjoyed this post, you might find the following articles useful:

  • 5 Best Pharmacology Anki Decks: Learn Pharmacology Fast (2021)
  • Why Is Med School So Boring? (7 Horrible Reasons)

Image Source: @Ross Stone at Unsplash

Will

Born and raised in the UK, Will went into medicine late (31) after a career in journalism. He’s into football (soccer), learned Spanish after 5 years in Spain, and has had his work published all over the web. Read more .

Learning Activities for RN Students

March 17, 2020.

worksheets for nursing students

Get Free Posters

Download free posters to share your passion for pediatric nursing!

As you look for pediatric-related activities to support distance learning for undergraduate RN students, consider these resources.

1. The National League for Nursing (NLN) provides classroom-ready curricula for vulnerable populations, including pediatrics . Unfolding cases and teaching strategies are offered free of charge and consist of high quality audio files supported by objectives, learner pre-work, suggested learning activities, and further reading.

Content Areas related to Pediatric Nursing include:

•     Anxiety, Depression, and Suicide in the Adolescent Population

•     Children with Chronic Conditions: Impact on Families

•     Nutrition Education Program

•     Oral Health in Childhood

•     Social Determinants of Health: Assessment of Mia and Her Family

•     Social Determinants of Health: Identifying Risks and Protective Factors for Children and Families

•     Unintentional Injury Prevention in the Pediatric Population – Risk Identification and Education

2. Elsevier offers a multitude of educator resources. In response to the current health threat, Elsevier has created an online Coronavirus (COVID-19) Information Center for Nursing and Health Education, which provides information to assist with delivering courses virtually . The company encourages educators to reach out to local Elsevier Education Solutions Consultants to discuss ways to help you adapt your class and clinical experiences during this time.

  

3. Quality and Safety Education for Nurses (QSEN) offers peer-reviewed teaching strategies free of cost . These resources are submitted by health professionals and reviewed by QSEN. Multiple formats are provided including unfolding case studies, simulations, and clinical tools.

4. Resources for purchase include pediatric clinical reasoning case studies available from Keith RN . These case studies focus on teaching clinical reasoning skills, based on the practice recommendations of Patricia Benner, lead author of Educating Nurses. The website also offers some free student videos and handouts.

Share your thoughts and questions! Email [email protected] .

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worksheets for nursing students

Drug Dosage Calculations NCLEX Practice Questions (100+ Items)

Drug Dosage Calculations Nursing Test Banks for NCLEX RN

Welcome to your NCLEX reviewer for nursing drug calculations! In this nursing test bank , practice dosage calculation problems to measure your competence in nursing math. As a nurse , you must accurately and precisely calculate medication dosages to provide safe and effective nursing care. This quiz aims to help students and registered nurses alike grasp and master the concepts of medication calculation.

Drug Dosage Calculation Practice Quiz

In this section are the practice problems and questions for nursing dosage calculations. This nursing test bank set includes 100+ questions. Included topics are dosage calculation, metric conversions, unit conversions, parenteral medications, and fluid input and output. As you can tell, this NCLEX practice exam requires tons of calculations, so get your calculators ready!

Remember to answer these questions at your own pace, and don’t forget to read the rationales! Don’t be discouraged if you have incorrect answers. You are here to learn! Make sense of the rationales and review the drug dosage calculations study guide below.

Quiz Guidelines

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

  • Practice Exams : Engage with our Practice Exams to hone your skills in a supportive, low-pressure environment. These exams provide immediate feedback and explanations, helping you grasp core concepts, identify improvement areas, and build confidence in your knowledge and abilities.
  • You’re given 2 minutes per item.
  • For Challenge Exams, click on the “Start Quiz” button to start the quiz.
  • Complete the quiz : Ensure that you answer the entire quiz. Only after you’ve answered every item will the score and rationales be shown.
  • Learn from the rationales : After each quiz, click on the “View Questions” button to understand the explanation for each answer.
  • Free access : Guess what? Our test banks are 100% FREE. Skip the hassle – no sign-ups or registrations here. A sincere promise from Nurseslabs: we have not and won’t ever request your credit card details or personal info for our practice questions. We’re dedicated to keeping this service accessible and cost-free, especially for our amazing students and nurses. So, take the leap and elevate your career hassle-free!
  • Share your thoughts : We’d love your feedback, scores, and questions! Please share them in the comments below.

Quizzes included in this guide are:

Drug Calculations Reviewer for Nurses

This is your study guide to help you refresh or review what you know about drug dosage calculations, including tips on answering them.

NCLEX Tips for Dosage Calculation Questions

  • 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. In this question format, you’ll be asked to perform a calculation and type in your answer in the blank space provided. 
  • Always follow the specific directions as noted on the screen. 
  • The unit of measure you need for your final answer is always given. 
  • 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.

Nursing Responsibilities for Medication Administration

  • Right Drug. The first right of drug administration is to check and verify if it’s the right name and form. Beware of look-alike and sound-alike medication names. Misreading medication names that look similar is a common mistake. These look-alike medication names may also sound alike and can lead to errors associated with verbal prescriptions. Check out The Joint Commission’s list of look-alike/sound-alike drugs .
  • Right Patient . Ask the name of the client and check his/her ID band before giving the medication. Even if you know that patient’s name, you still need to ask just to verify. 
  • Right Dose . Check the medication sheet and the doctor’s order before medicating. Be aware of the difference between an adult and a pediatric dose. 
  • Right Route . Check and verify the order (i.e., per orem, IV, SQ, IM)
  • Right Time and Frequency. Check the order for when it would be given and when was the last time it was given. 
  • Right Documentation . Make sure to write the time and any remarks on the chart correctly. 
  • Right History and Assessment. Secure a copy of the client’s history to drug interactions and allergies. 
  • Right Drug Approach and Right to Refuse . Give the client enough autonomy to refuse the medication after thoroughly explaining the effects. 
  • Right Drug-Drug Interaction and Evaluation. Review any medications previously given or the diet of the patient that can yield a bad interaction to the drug to be given. Check also the expiry date of the medication being given. 
  • Right Education and Information. Provide enough knowledge to the patient of what drug he/she would be taking and what are the expected therapeutic and side effects.

Systems of Measurement

  • There are three systems of measurement used in nursing: the metric system, the apothecaries’ system, and household system. 
  • The most widely used international system of measurement.
  • The basic units of metric measures are the gram (weight) , meter (length or distance) , and liter (volume) .
  • It is a decimal-based system that is logically organized into units of 10. Basic units are multiplied or divided by 10 to form secondary units. 
  • The apothecaries’ system is one of the oldest systems of measurement, older than the metric system and is considered to be out of date. 
  • The basic units used in this system are the grain (gr) for weight, minim for volume, ounce, and pound. All of which are seldomly used in the clinical setting. 
  • Quantities in the apothecaries’ system are often expressed by lowercase Roman numerals when the unit of measure is abbreviated. And the unit of measure precedes the quantity. Quantities less than 1 are expressed as fractions. Examples: “gr ii”, “gr ¼ ”
  • And yes, it can be confusing therefore use the metric system instead to avoid medication errors .
  • Household system measures may be used when more accurate systems of measure are not required. 
  • Included units are drops, teaspoons, tablespoons, cups, pint, and glasses.
  • The milliequivalent is an expression of the number of grams of a medication contained in 1 milligram of a solution.
  • Examples: the measure of serum sodium , serum potassium , and sodium bicarbonate is given in milliequivalents.
  • Unit measures a medication in terms of its action, not its physical weight. 
  • When documenting, do not write “U” for unit, rather spell it as “unit” as it is often mistaken as “0”. 
  • Examples: Insulin , penicillin , and heparin sodium are measured in units.

Converting Units of Weight and Measure

  • For drug dosages, the metric units used are the gram (g), milligram (mg), and microgram (mcg) . For volume units milliliters (mL) and liters (L). 
  • It is simple to compute for equivalents using the metric system. It can be done by dividing or multiplying; or by moving the decimal point three places to the left or right. 
  • Do not use a “trailing zero” after the decimal point when the dosage is expressed as a whole number. For example, if the dosage is 2m mg, do not insert a decimal point or the trailing zero as this could be mistaken for “20” if the decimal point is not seen. 
  • On the other hand, do not leave a “naked” decimal point. If a number begins with a decimal, it should be written with a zero and a decimal point before it. For example, if the dosage is 2/10 of a milligram, it should be written as 0.2 mg. It could be mistaken for 2 instead of 0.2. 
  • Household and metric measures are equivalent and not equal measures.
  • Conversions to equivalent measures between systems is necessary when a medication prescription is written in one system but the medication label is stated in another.
  • Medications are not always prescribed and prepared in the same system of measurement; therefore conversion of units from one system to another is necessary.
  • Common conversions in the healthcare setting include pound to kilograms, milligrams to grains, minims to drops. 

Methods for Drug Dosage Calculations

  • The commonly used formula for calculating drug dosages. 
  • D = Desired dose or dose ordered by the primary care provider. 
  • H = dose on hand or dose on the label of bottle, vial, ampule.
  • V = vehicle or the form in which the drug comes (i.e., tablet or liquid). 

STANDARD FORMULA Formula = \frac{Desired (D) \times Vehicle (V) }{On\ Hand (H)} = amount \ to \ administer

  • Considered as the oldest method used for drug calcluation problems.
  • For the equation, the known quantities are on the left side, while the desired dose and the unknown amount to administer are on the right side.
  • X = amount to administer
  • Once the equation is set up, multiply the extremes (H and x ) and the means (V and D). Then solve for x .

RATIO AND PROPORTION METHOD H : V = D : x

  • A method similar to ratio and proportion but expressed as fractions.

FRACTIONAL EQUATION METHOD \frac{H}{V}= \frac{D}{x}

  • Intake and output (I&O) measurement and recording is usually done to monitor a client’s fluid and electrolyte balance during a 24-hour period. 
  • Intake and output is done for patients with increased risk for fluid and electrolyte imbalance (e.g., heart failure , kidney failure). 
  • Unit used in measurement of I&O is milliliter (mL) . 
  • Oral fluids (e.g., water, juice, milk, soup, water taken with medication). 
  • Liquid foods at room temperature (e.g., ice cream, gelatin, custard). 
  • Tube feedings including the water used for flushes. 
  • Parenteral fluids
  • Blood products
  • IV medications
  • Urinary output
  • Liquid feces
  • Tube drainage
  • Wound and fistula drainage
  • Measurement of fluid input and output are totaled at the end of the shift and documented in the patient’s chart. 
  • Determine if fluid intake and fluid output are proportional. When there is a significant discrepancy between intake and output, report to the primary care provider.

Recommended Resources

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.

worksheets for nursing students

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.

worksheets for nursing students

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.

worksheets for nursing students

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.

worksheets for nursing students

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.

worksheets for nursing students

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.

worksheets for nursing students

Recommended Links

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

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

29 thoughts on “Drug Dosage Calculations NCLEX Practice Questions (100+ Items)”

Part 1: 13/15 Part 2: 33/40 Part 3: 43/50 Part 4: 9/10

Challenging but fun!

Let’s elevate the discourse. Petty, negative remarks are unnecessary.

I agree, negative remarks are unnecessary, especially when the time has been taken to make this information available to us.

Hey, you can always correct/point out people’s mistakes politely, no need to be an ass about it. Being a nurse and having a bachelors degree does not mean one has to be perfect (unless you’re perfect? lol). I can imagine what kind of ‘nurse’ you are/will be. Your lack of manners makes me cringe.

I had my first experience working with RNs through the covid times and the person I worked with and trained me was like that he wanted or expected me to think like him and do everything like him and if I would ask him a question to confirm he would say things like “didn’t I explain that already or something like a smart allic ” trust me I am very proud not to have punched him all of these times but he was harmless in nursing there are just those people that don’t think about others and just expect you’re like them or if your not your below them which is unfortunate!

I learned how not to be and how to act I would even help the new RNs once I was concerned not new and I would be determined not to treat anyone how I was treated I don’t think it was A RN thing it was either you on his level or not so after I was comfortable I started going off on him bickering back and forth but he had to know I am not the one and I was new so I let it slide but don’t make those mistake anymore! he would sabotage me I have to admit he did it a way that no one knew very smart which means he’s a sneaky snake and worst everyone loved him that’s why I didn’t say anything day one I knew this and It worked and I was fired!

it was a temp job so no big deal but I learned how to deal with co-workers like this are out there and look out and management I knew would be no help but I did tell them but they cared less just like I thought how do you take reports on my training from the person who is training me is not training me so if I don’t know how to do something I get blamed for it?! wtf 2+2 is=4 so why don’t they get that and blame me not him! bs

With that said as nurses let us pull each other up we have enough to deal with that can make us feel we can be at our lowest we don’t need a coworker to speed up the process let’s do better

Don’t dwell on it, especially on people not worthy of your heart or mind. Resiliency is key. Also justifying your reason doesn’t take away from the point that other people might not ever understand your reasons for your actions, especially if they don’t understand why you did it in the first place.

awsome thanks for the advise

I can’t get the questions when I click the button ”start quiz”. What shall I do?

Hi, You need to enable javascript on your browser.

The review was very useful to me. As a student of pharmacy technician, I kindly need more of you.

Question #9 on Part 3 is not correct. I keep getting 1.0281 as the answer

Hi LS, the question also asks to “Record your answer using one decimal place.” so 1.0281 will be 1.1 mL.

1.0281 does not round to 1.1. the second decimal (2) is below 5. It would not round the 1.0 to 1.1. It would stay 1.0 if rounded to the first decimal place

The answer is correct. It’s easy if you set it up like order/on hand then multiply it by the mL.

Desired (D) = 223,500 units Vehicle (V) = 2.5 mL Amount on hand (H) = 500,000 units

Amount to administer (only rounding final answer) = D x V / H = 1.1 mL

Question 19 has be ripping out my hair and maybe someone can explain it to me further. The question states: First, you need to convert 100 mcg/min to mg by moving the decimal point three digits to the left – alternatively, you can divide 100 mcg with 1000 – to get 0.1 mg/min. Why am I dividing by 1000? I thought if we were trying to get a smaller unit of measure to a larger unit of measure we multiply and if we were trying to get a larger unit of measure to a smaller unit we divide. Well MCG if small the MG… wouldn’t we multiply then??

Use unit cancellation method it is much more easier. I got the right answer on my first try. :)

Thanks very much for sharing with us! May the Almighty God bless and protect you in all your undertakings.

I got 95% (1 mistake) which I only forgot to round off. Very nice!

This is very helpful. I get to follow solutions in here. Thank you so much! More power!

Very helpful practice questions.

Was helpful Got only one question but though I haven’t entered school yet but I think I need to learn more on mathematics

We have mcg/min, and we need to get to mL/hour.

First, let’s convert from mcg to mg: 100 mcg/min x 1 mg/1000 mcg = 0.1 mg/min

Next, let’s convert from min to hr: 0.1 mg/min x 60 min/hr = 6 mg/hr

Finally, let’s convert from mg to mL: 6 mg/hr x 500 mL/75 mg = 40 mL/hr

Hope this helps!

The Drug Dosage Calculation Practice Quiz, Question 14: The stated order is for 20mg over an hour. The answer provided and the rationale for the answer reflect a 2mg order.

If possible please correct the answer or the order. I spent some time trying to figure out where I was going wrong. – James

question 14. I’m confused where 2mg came from whilst order stated furosemide (Lasix) 20 mg

2mg/min x 250ml/400mg x 60/hr= 75 ml/hr

Sorry about that, it should be 2mg not 20mg. Item fixed.

please help how to solve 1tabletx0.25\0.125

Awesome ! May ALMIGHTY GOD bless you !

These practice questions help me so much, thank you!

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  • Open access
  • Published: 20 February 2024

Educating the nurses of tomorrow: exploring first-year nursing students’ reflections on a one-week senior peer-mentor supervised inspiration practice in nursing homes

  • Daniela Lillekroken   ORCID: orcid.org/0000-0002-7463-8977 1 ,
  • Heidi M. Kvalvaag 1 ,
  • Katrin Lindeflaten 1 ,
  • Tone Nygaard Flølo 1 ,
  • Kristine Krogstad 1 &
  • Elisabeth Hessevaagbakke 1  

BMC Nursing volume  23 , Article number:  132 ( 2024 ) Cite this article

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Worldwide, the healthcare system stresses a severe deficit of nurses because of elevated levels of work-induced stress, burnout and turnover rates, as well as the ageing of the nursing workforce. The diminishing number of nursing students opting for a career in nursing older people has exacerbated this shortage. A determining factor in the choice of a career within the field of residential care for nursing students is educational institutions offering students learning opportunities with positive learning experiences. Therefore, educational institutions must develop programmes that employ student active learning methods during clinical periods. Although much focus has been given to the development of new educational programs, insufficient consideration has been given to the value of peer mentoring and students’ interactions during the clinical placement at nursing homes. The aim of the present study is to explore first-year nursing students’ perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing home.

The study employed a qualitative exploratory and descriptive research design. Data collection took place in October 2022 using focus group interviews. A total of 53 students in their first year of the bachelor’s programme at the Oslo Metropolitan University participated in eight focus group interviews. The data were analysed following the principles of inductive content analysis.

The analysis resulted in one main category, ‘Being inspired—keep learning and moving forward’, representing first-year nursing students’ common perceptions of being mentored by third-year students. The main category is supported by two categories: ‘Closeness to the mentor’ and ‘Confidence in mentors’ professional knowledge and teaching and supervision methods’, which are interpreted as the drivers that enabled first-year students to learn more about nurses’ roles and responsibilities in the nursing home.

Mentorship enhances the learning transfer from third-year nursing students over to first-year nursing students by providing them with real-world exposure and guidance from their more experienced peers. This hands-on approach allows them to bridge the gap between theory and practice more effectively, boosting first-year nursing students’ confidence and competence in nursing and caring for older people living in nursing homes.

Peer Review reports

Nursing is one of the main professions that provides care to older people [ 1 ]. To meet society’s challenges of providing quality healthcare to older people, knowledgeable and skilled future generations of nurses are needed [ 2 ]. International research reveals that one of the key challenges for nursing in residential care is recruiting and retaining knowledgeable and skilled nurses [ 3 ]. Although nursing students have positive [ 4 ], or moderately positive attitudes towards nursing older people [ 5 ], they generally do not see caring for older people as an interesting area of their future careers [ 6 ]. Students may lack the motivation to study and work in this field; therefore, it is necessary to increase the attractiveness of working within the gerontological nursing field [ 7 ].

Generation Z nurses, born 1995 or later (aged ≤ 24 years of age), have introduced new expectations and ideals of life and work into the nursing profession [ 8 ]. People belonging to generation Z exhibit traits such as tolerance, respect, social-change oriented, collaboration and confidence but with caution while embracing diversity and growing up with friends from various ethnic backgrounds [ 9 , 10 ]. To meet their expectations and retain them into the nursing profession, it is vital to design educational programmes and work conditions accordingly. Moreover, to ensure that graduating nurses possess the necessary levels of gerontological nursing competence, nursing education programmes must prepare future nurses accordingly. This implies that faculties must emphasise the importance of having gerontological nursing knowledge and competences among nursing students right from the early years of training [ 11 ]. This may contribute to providing comprehensive education to nursing students and instil a positive attitude towards nursing older adult patients [ 7 ].

Nursing education in Norway, as well as in other European countries, complies with the European Union’s (EU) directives [ 12 , 13 ], and is completed in accordance with the Bologna Process [ 14 ], requiring bachelor’s and master’s degrees as the norm. This means that it takes 180 ECTS (European Credit Transfer System) to obtain a bachelor’s degree and a further 120 ECTS to complete a master’s degree. In Norway, nursing education consists of at least 4,600 h, including theoretical knowledge and clinical practice, in which clinical practice represents half of the education period; therefore, clinical practice must cover a minimum of 2,300 h [ 12 ]. As required by the EU [ 12 , 13 ], theoretical and clinical studies alternate during these three years, and students intertwine theoretical and clinical knowledge during lectures, seminars, workshops and clinical periods conducted in different clinical contexts. After attending a three-year nursing education programme, the student achieves a bachelor’s degree in nursing as a registered nurse (RN) with competence at a general level. For students to obtain a nursing degree, they must demonstrate the knowledge and ability required in the national goals to become RNs at the end of their education, consisting of three main goals: knowledge, skills and general competence [ 15 ].

Since 2020, Oslo Metropolitan University [OsloMet], as well as other Norwegian universities, has implemented a new bachelor’s programme in nursing. The programme aims to qualify candidates for practicing professional nursing based on up-to-date evidence-based knowledge, professional suitability and respect for human autonomy and participation [ 16 ].

To educate knowledgeable and skilled nurses to meet Norwegian society’s healthcare challenges, knowledge and skills of how to provide better and safer fundamental care are part of the curriculum of the first year during the bachelor’s programme in nursing [ 15 ], and clinical placements in nursing homes where students learn to plan and provide fundamental care to older people are mandatory courses [ 12 , 17 ]. During the course ‘Theoretical Foundations of Nursing’ (SYK1000) that is taken in the students’ first term, the first-year students have a one-week clinical period (inspiration practice) in nursing homes. This one-week inspiration practice period is in addition to their six-week clinical placement during the second term. The focus of the inspiration practice is to observe and gain knowledge about the nurse’s role and responsibilities in nursing homes, including planning and participating in providing fundamental care to nursing home residents. During this period, the third-year nursing students attend the clinical period ‘Nursing Patients with Complex Health Challenges’ (SYKPRA60) in nursing homes. One of the learning outcomes of this course is related to students developing skills and knowledge about learning, mastering and changing processes, as well as supervising and teaching patients, next-of-kin, students and healthcare personnel. To pass the clinical period, as a mandatory learning activity, the third-year students will supervise, plan and carry out supervision for one or a group of two to three first-year students in cooperation with the nurse preceptor and nurse educator from the university [ 16 ], hence employing peer mentoring as a learning and teaching method during the clinical period at nursing home for both student groups.

Mentoring is an encouraging and supportive one-to-one relationship with a more experienced worker or peer student and is characterised by positive role modelling, promoting aspirations, positive reinforcement, open-ended counselling and joint problem-solving [ 18 ]. Peer mentoring is a relational process where a more experienced individual (mentor) contributes to the professional and personal development of a less experienced individual (mentee) [ 19 ]. This approach aligns with the educational philosophy of peer-assisted learning, which engages students in the teaching process [ 20 ]. However, it is worth noting that the term ‘peer mentoring’ lacks a consistent definition [ 21 ]; therefore, various interchangeable terms, such as ‘peer learning’, ‘peer coaching’ and ‘near-peer teaching’, are utilised in the literature [ 22 ]. In the present study, ‘peer mentors’ or ‘mentors’ refers to senior nursing students possessing more extensive experience than their junior counterparts, the ‘mentees’, and ‘peer mentoring’ refers to the process of learning transfer from mentors to their mentees.

The inspiration practice period has been implemented to provide first-year students with insights into the nurse’s role and responsibilities in nursing homes, hence, to prepare them for their first clinical placement period at nursing home and all subsequent clinical periods throughout their education. This preparation aims to prevent the occurrence of what is termed ‘reality shock’ [ 23 ], a phenomenon that may lead to negative consequences for their continuing nursing education and influence their choice of whether to pursue a career in nursing [ 24 ].

Despite the growing number of studies revealing the importance of the professional development of nursing students in clinical studies, little is known about the peer mentoring process used by students in learning from each other in higher education [ 25 ]. Results from previous studies reveal that peer mentoring increases mentees’ integration, academic success, class retention, self-esteem, psychosocial wellness, reduces anxiety in clinical setting, increases self-worth for both the mentee and the mentor [ 26 , 27 , 28 , 29 , 30 ]. Furthermore, positive outcomes for mentors have been observed, ranging from enhanced problem-solving abilities to heightened coping skills [ 31 , 32 ]. Recently, results from a longitudinal study indicate that a one-on-one mentorship program is beneficial for the retention of new graduate nurses, particularly during the first year [ 33 , 34 ].

Learning environment quality in clinical placement is vital for how nursing students achieve competence through reflection on their experiences [ 35 ]. Similarly, positive learning experiences in residential care are vital for their future choices regarding where to work and therefore crucial for employers striving to recruit newly qualified nurses. Facilitating optimal clinical mentoring is therefore of high priority in nursing education [ 36 ].

As shown above, although peer mentoring has been reviewed in many studies, several gaps on the effects the mentor program has in the context of nursing home as teaching and learning context remain. Specifically, no programs focus mentoring on a targeted discipline or degree of interest to cultivate specific gerontological professional development. Because of this, there is a lack of literature focusing on the first-year experience of a nursing student. Likewise, there is limited available research exploring the benefits of mentoring specifically for first-year nursing students during the clinical placement at nursing homes as a learning context. Therefore, the aim of the present study is to explore first-year nursing students’ perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing home.

Theoretical framework

To the best of the researchers’ knowledge, the application of peer mentoring as a learning and teaching strategy for first-year students within the context of nursing home learning is a novel approach. Therefore, the application of innovative and active learning strategies in clinical settings necessitates educational research. For the present study, the theory of learning transfer described by Wahlgren and Aarkrog [ 37 ] was chosen as the theoretical framework. The theory of transfer of learning is defined as the application or adaptation of previously learned knowledge, skills or understanding to new situations or contexts. Moreover, it involves the ability to make connections and use what a student has learned in one context to solve problems or understand concepts in different contexts. However, little is known about the processes used by students to transfer learning from each other and to apply or adapt knowledge to practice.

The theory of transfer of learning is influenced by three factors that may be seen as facilitators or barriers that promote or hinder students’ learning in clinical settings: (i) person-related transfer factors, which include motivation, the ability to set goals, having confidence and knowing how to apply the new knowledge and reflecting on how to apply the new knowledge [ 38 ]; (ii) teaching-related transfer factors, which refer to how the ‘teacher’ organises the learning situation, by, for example, giving theoretical and examples and demonstrating how to apply theoretical knowledge into real-life situations [ 38 ]; and (iii) factors related to the situation where the knowledge is applied [ 37 ], such as the context of where the knowledge is applied, that is, willingness to include the workers’ new knowledge and skills in the workplace, leadership characterised by openness to positive changes and willingness of using the necessary resources. During the analysis, the content of the processes described by students when learning from each other revealed similarities with the theory of transfer of learning [ 37 ]; therefore, the researchers decided to choose this theory as a framework for discussing the study’s findings.

Aim of the study

This study aims to explore first-year nursing students’ perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing homes.

Study design

The present study has a qualitative exploratory descriptive design [ 39 ]. The design was appropriate because it allowed the researchers to contextualise how the first-year students perceived peer mentoring and nursing home as learning environment and their role as mentees within the context of nursing home, thus providing a picture of what naturally occurred between the mentors and mentees.

Study setting

The study was conducted at Oslo Metropolitan University during the one-week inspiration practice at nursing homes for first-year nursing students.

Study population and sampling

All the students enrolled in the first year of the bachelor’s programme in nursing at the Department of Nursing and Health Promotion in the academic year 2022–2023 were informed about the study and invited to participate. All six researchers were engaged in providing information about the study and in the process of recruiting potential participants.

The students were provided with verbal and written information about the study during a face-to-face first meeting before and after inspiration practice week. For inclusion, the students should: (i) be enrolled in the academic year 2022–2023, (ii) voluntary to attend the study, (iii) agreed to be recorded during the interviews. If the students were interested and expressed their wish to participate, they were asked to contact the researchers by email and agree upon the date for the interview. When distributing the participants in focus groups, to make the participants feel confident and comfortable during the interviews, the researchers considered the students’ class affiliation and formed groups with students belonging to the same class, thus fostering a sense of familiarity and ease among the participants.

Of a total of 488 students enrolled in the academic year 2022–2023, only 53 expressed their interest and agreed to participate. The ages of the participants ranged between 19 and 54 years. Although most had no work experience in the field of healthcare/nursing, some had up to 13 years of clinical experience working in nursing homes or home care. The researchers strived to provide a gender balance among the participants; therefore, an equal proportion of female and male participants was encouraged to participate. Even so, only seven participants were males. As the research literature has demonstrated, nursing is a female-dominated profession with individuals still choosing gender role stereotypes for their careers [ 40 , 41 ] This may explain the large number of females among the participants.

Data collection

Data were collected during the fall semester of 2022, one week after the students conducted their inspiration practice week. Eight focus group interviews were conducted to collect data during October– November 2022. Focus groups involve people with similar characteristics coming together in a relaxed and permissive environment to share their thoughts, experiences and insights [ 42 ]. The choice of using focus group interviews as data collection methods was because allows participants share their own views and experiences, but also listen to and reflect on the experiences of other group members [ 42 ]. This synergistic process of group members interacting with each other promotes and refines participants’ viewpoints to a deeper and more considered level and produces data and insights that would not be accessible without the interaction found in a group [ 42 , 43 ]. Prior to conducting the interviews, a semistructured interview guide inspired by peer mentoring in nursing literature was developed and used to guide the interviews. The interview guide used in the present study was developed based on recommendations from previous studies for further research to achieve a comprehensive understanding of how peer mentoring can be effectively employed in the context of nursing home [ 22 , 23 , 26 ]. The themes and questions that were posed during the interviews are presented in Table  1 .

The number of participants in each focus group ranged between 3 and 12. Depending on the number of participants in each focus group and on their verbal dynamism during the interviews, each focus group interview lasted between 30 and 55 min. The focus group interviews were held in a quiet classroom after a seminar class. As recommended by Krueger and Casey [ 42 ], the researchers planned to conduct each focus group interview in pairs. However, because of the busy work schedules among researchers, only two focus group interviews were conducted by two researchers, one acting as a moderator and the other as a ‘secretary’. While the moderator’s role was to pose questions and follow up the answers, the secretary’s role was to take notes, observe the group dynamic and use the recording device. During the interviews, the participants were encouraged to talk openly, share their thoughts and experiences with one week of inspiration practice in a nursing home and offer suggestions for improvement for the course. Hence, the participants offered deep and rich answers that contributed to the detailed expression of opinions.

Data analysis

All eight focus group interviews were digitally recorded and transcribed verbatim by the researchers immediately after completion. Except for one researcher (KK) who transcribed four focus group interviews, all authors transcribed each one to two focus group interviews. However, depending on the length of the interviews and the richness of the dialogs, the transcription process lasted between 6 and 8 weeks. The data generated from eight focus group interviews consisted of 106 A4 pages taped with 1.5 line spacing and Times New Roman font size. The analysis process has additionally taken eight weeks.

When conducting a focus group interview, it is the group rather than the individual that is the focus of analysis because data generated from focus groups represents situated accounts that can provide in-depth insights into contextualised social interactions [ 43 ]. The transcripts from the interviews were analysed following the three steps of inductive content analysis outlined by Kyngäs [ 44 ]: preparation, organising and reporting the findings.

As part of the first step, data analysis began during data collection through careful group moderation. By following transcription, reflexive engagement with the data enabled researchers’ familiarity with it as a whole before the coding process. The empirical data generated from eight focus groups were analysed independently by two researchers (DL & HK) to identify the key categories coded onto transcripts. At this step, the coding process helped reduce the amount of data. These codes were subsequently subjected to a more detailed subcoding of meaningful content, such as one word or a shorter sentence. At this step, no theoretical understanding influenced the selection of the units of analysis. Unit selection was based on the themes from the interview guide and derived from the data. Both authors then met and discussed the similarities and differences between the coded data from each interview, sharing their overall understanding of the data. If discrepancies occurred, they were solved by discussing before making a final decision.

In the second step, the researchers discussed, analysed and decided which codes should be grouped together into subcategories and determining the hallmarks of the categories. Following a discussion about the open coding process, a coding tree was developed to facilitate comparisons within and between groups. To validate and maximise the trustworthiness of the initial findings, a descriptive overview of the final analysis was presented to the other researchers, that is, the coauthors of the present paper, to confirm that it was a realistic interpretation of their views. For example, the code ‘following the mentors everywhere’ has gradually been incorporated into the subcategory ‘Spending time with mentors.’ In this step, influenced by the learning transfer theory [ 37 ] this subcategory was further placed under a category labeled ‘Closeness to the Mentor.’ It was interpreted as a person-related factor that facilitates learning transfer, thereby inspiring first-year students to continue learning and moving forward.

The third step was to present the findings by describing the content of the subcategories and categories as supported by participant quotes. An example of the coding tree is shown in Table  2 .

Rigour of the study

Rigour was ensured by employing several strategies. First, to ensure trustworthiness and rigour, the criteria described by Lincoln and Guba [ 45 ], known as credibility, dependability, confirmability and transferability, were employed.

To ensure transferability and dependability, the researchers clearly described the study’s theoretical framework, the recruitment and the characteristics of the participants, the research context, data collection and analysis processes so that readers could assess whether findings were applicable to their specific contexts and, if desired, repeating the study.

The data analysis was iterative and continued until all members of the research team agreed on a relevant and trustworthy formulation of the categories. To enhance trustworthiness, the consistency and dependability of data analysis was optimised by researcher triangulation. Two members of the research team (DL & HK), who independently coded interview transcripts and managed the coding and developed categories and subcategories that were assessed, verified and amended by all the members of the research team. Discrepancies in the coding were resolved through discussions until a consensus for each interview transcript was reached.

Confirmability is ensured by researchers presenting quotes from the participants that support the findings. The researchers strived to accurately represent the information provided by the participants, hence indicating that the interpretations of the data were not invented or based on preconceived notions.

In qualitative research, reflexivity should be oriented towards personal, interpersonal, methodological and contextual issues in the research [ 46 ]. Personal reflexivity refers to researchers reflecting on and clarifying their expectations, assumptions, and conscious and unconscious reactions to contexts, participants, and data [ 46 ]. The research team was composed of six women, all of whom had teaching experience with and knowledge of the first-year curriculum. Five of the research team members had experience with designing and conducting qualitative studies and collecting and analysing qualitative data. Although the analysis was performed by two researchers, all the researchers brought important contextual knowledge and insights to the analysis discussion, thus strengthening the study’s dependability. However, the researchers’ professional backgrounds as nurse educators who had knowledge of the curriculum and the course’s expected learning outcomes could address certain topics or follow-up questions during the focus group interviews, thus influencing the answers. Therefore, to minimize bias, the researchers discussed their prior experiences with interviewing, reflected on how questions were asked, and simultaneously managed their assumptions around how participants thought about and experienced being in the one-week inspiration practice.

Interpersonal reflexivity refers to the existing relationships and power dynamics between researcher and participants [ 46 ]. The participants in this study were first-year students, and some of the researchers who conducted the interviews were their teachers. Consequently, during the interviews, the power balance between researchers and participants could result in participants feeling that they were being evaluated, potentially leading to a focus on more positive experiences. To avoid this, researchers reinforced to participants that their participation is voluntary and that their answers will not influence their study progression. Moreover, during the interviews, researchers encouraged quieter participants to answer and allowed for differences of opinion.

Methodological reflexivity refers to researchers critically consider the nuances and impacts of their methodological decisions [ 46 ]. To strengthen methodological reflexivity, researchers discussed whether the study’s aim aligns with the chosen design and whether the data collection method and interview guide will generate data to answer questions posed during the focus group interviews. Another method to enhance methodological reflexivity was discussing the theoretical framework’s relevance to the study. After considerable discussions, the researchers decided to choose the theory of learning transfer [ 37 ] as it was considered the best theory to inform the data.

Contextual reflexivity entails researchers understanding the unique setting of the study [ 46 ]. To strengthen the study’s contextual reflexivity, researchers discussed which aspects of the context could influence the research and people involved, as well as how the research impacts the context. The study was conducted at a Norwegian university, and participants were enrolled in the first year of the nursing bachelor’s program. Although the interview guide was inspired by previous literature on peer-mentoring, the questions posed were developed to gain knowledge about students’ experiences with a one-week inspiration practice at a nursing home. This means that the research was influenced by the curriculum and mandatory courses conducted at this university. During discussions, some researchers mentioned that most focus group participants reflected on their clinical development and were looking forward to their turn being a mentor for first-year students. It was evident that this study also had a positive impact on participants.

Ethical approval

The present study was granted approval to be conducted from the researchers’ institution, Department of Nursing and Health Promotion at Oslo Metropolitan University and from the Norwegian Agency for Shared Services in Education and Research (Sikt/Ref. number 334855). The study was conducted in accordance with the Helsinki Declaration [ 47 ]. Informed consent, consequences and confidentiality were all obtained and maintained. All participants received verbal and written information about the study and written informed consent was obtained from all the participants prior to data collection. The participants were also informed that they would not receive any financial or other benefits for participating in the study. All participants were assured that, should they choose to withdraw from the study at any time and for any reason, there would be no negative consequences for their education at the university. Nevertheless, the researchers were mindful of the students’ potential vulnerability due to their role as students, which might discourage them from withdrawing. However, despite no reported discomfort during interviews, the potential for discomfort or reluctance to express negative experiences exists. Therefore, before each focus group interview, the students were reminded of their option to withdraw from the interview, providing them with additional opportunities to assent to or withdraw from the study. None of the students who agreed to be interviewed reported any discomfort during the interviews, and none chose to withdraw.

Following data analysis, one main category was generated, ‘Being inspired—keep learning and moving forward’, which was interpreted as the first-year nursing students’ common perception of being supervised by third-year students for one week of inspiration practice at nursing homes. During the interviews, the first-year students mentioned several times that they perceived third-year students as their mentors. To differentiate between first-year students and those in their third year, the third-year students will be referred to as ‘mentors’ throughout the manuscript.

Two categories—(i) ‘Closeness to the mentor’ and (ii) ‘Confidence in mentors’ professional knowledge and teaching and supervision methods’—were interpreted as the drivers enabling first-year students to learn more about nurses’ roles and responsibilities in nursing homes. Each category is supported by several subcategories.

In the following section, the findings are presented with excerpts from the participants’ statements. The statements end with a number representing the code each participant (i.e., P1) and focus group (i.e., FG2) were given before conducting the focus group interviews, meaning participant 1 in focus group 2.

Closeness to the mentor

This category was supported by four subcategories: spending time with mentors, perceiving mentors as role models, feelings of insecurity and mutual learning– learning from each other.

Spending time with mentors

The first subcategory was related to the time first-year students spent with their mentors. Because the mentors could allocate more time to spending with the first-year students, this time allowed mentors to share formal and informal knowledge and create learning opportunities for first-year students. Being close to the mentor and spending time together was decisive for several first-year students to experience a positive relationship with their mentor. This positive mentor-first-year student relationship was highlighted as one of the participants’ positive experiences in the inspiration practice. They experienced that their mentors were aware of their own roles and responsibilities and encouraged first-year students to follow them everywhere to gain insights into how it is to be a nurse employed at a nursing home. One of the participants said the following:

We were following the mentors everywhere… They explained us everything… However, we were only six students at that nursing home, so we get one mentor each… and I followed my mentor all the time, and she explained me a lot about how to help the resident with personal hygiene or how to use a Hoyer lift to help the resident to move from bed to wheelchair. I feel that I learned a lot.… (P4, FG1).

Other first-year students were grateful that, by being with mentors, they had the opportunity to be introduced to more complicated procedures, such as changing a stoma bag or measurements of vital signs or even weighing the residents. One participant shared her experience:

Yes, we have experienced a lot! We contributed to making breakfast and served it, we helped residents with personal hygiene… we weighed the residents and documented in their journal, and we learned how to document everything we did to or with a resident, in generally… However, I learned a new word: stoma and… [stoma bag]. I observed how my mentor changed the stoma bag to a resident. You know, I get the opportunity to meet the residents face-to-face and the life at that ward. (P1, FG3)

The first-year students stated that, with this type of supervision, they would be much more likely to reach their learning outcomes for the inspiration practice. One of the participants stated the following:

I feel that, for me, everything was good. They [mentors] showed us that they have knowledge… they were very open and receptive if we had some questions: ‘Just ask me!’ and they were honest if they could not provide the answer. It wasn’t like at school: ‘Use the contact form’ [laughter]… we got the answer at once, so this was OK. They were also very creative. They made cases about things we already had knowledge about, and I learned to use several measurement instruments, such as QSOFA [Quick Sepsis Related Organ Failure Assessment] and this kind of thing.… (P1, FG8).

Perceiving mentors as role models

The second subcategory was related to first-year students perceiving the mentors as role models. Being close to the mentor, the first-year students could engage in informal discussions, hence finding that mentors were people who had been in their shoes, who had journeyed close to where they wanted to be and who had made their own mistakes in their learning but also gained practical knowledge. They perceived mentors as someone who was close enough to them, willing to share their wisdom and experience, and could help them avoid certain pitfalls. These perceptions contributed to developing a positive relationship with the mentors, which positively influenced their learning. One of the participants said the following:

I am happy that my first encounter with practice was through third-year students. It is not a long time since they were in our situation, so they know how it feels. They explain in an easier way… and you get a kind of insider information… yes, they provide us with information that nurses don’t say because they believe that we already know things… I think that because they were in this situation, they explain or teach us things in the same way they wish they have been told… They have established good routines for learning to achieve learning outcomes.… (P3, FG5).

Feelings of insecurity

The third subcategory was related to feelings of insecurity among first-year students. Several first-year students asserted that they were not confident when they had to help the residents with their fundamental needs, such as toileting, changing diapers, personal hygiene or eating and drinking. One of the participants shared her experience:

I have never assisted someone with personal hygiene before… It was quite an experience…I felt hesitant, but I had to manage somehow… (P4, FG2).

Being close to the mentor offered opportunities to seek support. They appreciated that mentors accepted their insecurity, lack of experience and theoretical knowledge limitations. One of the participants said the following:

Going together with my mentor, I felt safe to fail… [laughter]. I am happy that I gained the opportunity to try and experience the challenges that came with… They asked questions and they sensed that we were not sure about the answer, but we gradually became confident when they ‘pushed’ us to try it on our own.… (P3, FG6).

Mutual learning– learning from each other

The last subcategory was related to the learning process as a mutual process. Some of the first-year students had clinical experience in healthcare services as healthcare assistants. This placed expectations on the inspiration practice period, and although these students knew the field very well, they were impressed by the amount of practical knowledge they gained during this week. However, being close to the mentor offered opportunities to learn from each other. When the mentors could not answer their questions, they experienced that they searched for knowledge and together agreed about the correct answer for the given situation. The participants experienced that learning was a mutual process, and it did not happen only from mentors to them but also vice versa, as one of the participants said:

Yes, we had a positive dialogue about knowledge… sometimes it was funny to see… I think that it was a positive experience for both of us [to share knowledge], that when we asked questions, they had to search for the answer… and figure it out together… This would not happen with a nurse that has 20 years’ experience that knows the answer: ‘that is it!’… (P1, FG4).

Confidence in mentors’ professional knowledge and teaching and supervision methods

This category was supported by two subcategories: mentors’ theoretical and practical knowledge and skills, and mentors’ ability to apply diversity in didactical and pedagogical methods.

Mentors’ theoretical and practical knowledge

The first subcategory relates to the first-year students’ perceptions of mentors’ professional competence, which can be defined in theoretical knowledge, skills and general competence. The first-year students were positively surprised about their mentors’ amount of theoretical and practical knowledge. This contributed to motivating first-year students to be curious and wanting to learn more. Several first-year students asserted that their expectations for the inspiration practice week were fulfilled because of the supervision they gained from mentors, hence assessing mentors as ‘competent’, meaning ‘knowledgeable and skilled’. One of the participants said the following:

I was quite content with my mentor… She [the mentor] had so much knowledge… it seemed that she worked there [at nursing home] for 10 years… I was motivated by that because I noticed how much they [mentors] have learned during these three years.… (P3, FG6).

Other first-year students reported that they got answers no matter what they asked. They were surprised by the mentors’ theoretical knowledge and how they could provide them with examples of the application of theory in real patient situations. This contributed to an increase in first-year students’ self-confidence. One of the participants described his experience as follows:

Our mentors were very knowledgeable and skilled… They provide us with answers… I was surprised how much knowledge a third-year student could gain through education… As third-year students, they were so well prepared to work and to meet patients in the clinical field.… (P10, FG5).

Other participants were impressed by mentors using professional language during formal and informal conversations and by the clinical gaze they developed. One participant stated the following:

… and they communicate with us by using professional terms… such as… I don’t remember all of them now, but they [mentors] mentioned frontal lobe, and other [laughter]… and yes, ‘she’s got Alzheimer’s [referring to a nursing home resident]… it’s only a name for me… but, you know, Alzheimer’s means that the woman has dementia… (P5, FG7).

The mentors’ practical skills were also praiseworthy among first-year students. They observed and learned from mentors how to use different medical instruments and measure vital signs/National Early Warning Score (NEWS) or the level of haemoglobin or insulin on real patients and then documenting the results. One participant said the following:

I could see that they [the mentors] were knowledgeable and skilled… when they presented and demonstrated for us, they knew what they were doing and talking about… They taught us and demonstrated different measures, and when we asked them, they answered us… yes, they were professional.… (P2, FG7).

A skill that first-year students could easily perceive as a challenge was communication with residents who had a cognitive impairment. However, several first-year students were impressed by the mentors’ communication skills. Many were surprised by the ethical challenges imposed by communication with people with dementia. Others noticed how respectful mentors were when asking the residents for permission to bring into the resident’s room another person who would assist the resident with personal hygiene or toileting. One of the participants expressed this as follows:

He [the mentor] I had was very good at communicating with the residents… he always asked them if we could enter the room to observe or help with the provision of personal hygiene.… (P2, FG8).

Mentors’ ability to apply diversity in didactical and pedagogical methods

The second subcategory was related to first-year students’ perceptions of the mentors’ ability to teach and supervise them and the diversity in didactical and pedagogical methods employed. The participants were content with the mentors’ explanations and demonstrations of all the work tasks a nurse has during a working day at a nursing home. Because the first-year students were not aware of what they should ask about, they particularly liked when their mentors provided them with knowledge without being asked for it or just demonstrated how the medical instruments or personal lift-assist device functioned. For most of them, this was perceived as the most appreciated first-hand knowledge, which mentors ‘just shared’ with them. They were also encouraged to ask questions and eventually provided additional answers if they could. One of the participants explained this as follows:

When we asked the mentors ‘Why are doing in this way and not in another…’, they always had good answers grounded in theory or in their prior clinical experiences… They acted very confident, so we also felt confident in what we were doing.… (P5, FG1).

Most of the participants were content with mentors’ methods of teaching or supervising them and giving feedback. They appreciated when mentors supported and encouraged them to learn things and become independent, but also to try new things and teach them how to do it. They appreciated being told what and how to help the resident prior to entering the resident’s room, not just being told what they had to do while the resident observed and listened, thus making them uncomfortable (i.e., during the provision of personal hygiene for a resident). One participant shared his less positive experience with providing personal hygiene to a female resident:

I had to ask my mentor how I should wash her body, and when I came to her breasts, I became very uncomfortable, but the mentor said to me, ‘Just lift her breasts and wash under and dry gently… it is OK’, and then I did it, but it was a strange experience.… (P3, FG7).

Another participant gladly shared her positive experience of being taught different procedures and routines regarding hygiene routines:

We had an interesting overview of hygiene routines at the ward, and then, we went through infection control equipment, and we had to take on and off, to learn these routines… We also learned how many times, how and when we had to use disinfecting alcohol on our hands and the order of taking on and off all that infection control equipment… a kind of ‘learning by doing’… (P1, FG2).

Another learning method that was much appreciated by first-year students was mentors asking questions during a procedure that engaged first-year students to reflect on knowledge before answering. One participant said the following:

When we got out of the resident’s room, they [mentors] asked us if we would do anything different.… (P3, FG7).

Because of the limited number of nursing homes that could have both first- and third-year students at the same time in the clinical field, a few of the first-year students had to complete their inspiration practice week by being two or three days at school or/and the department’s simulation learning environment and only one or two days in the nursing home. Although these students expressed that they learned a lot from their mentors, their expectations for inspiration practice week were not as positive as they expected to be. Some asserted that they got limited or almost no insights into the nurse’s role and responsibilities in the nursing home. One of the participants revealed her experiences in the department’s simulation learning environment:

Together with a few other students from my group, we were at the school’s simulation environment… They [mentors] had a good plan for us. The first day began with measuring vital signs on each other. and we could do it many times. They created several patient cases where we could measure and document NEWS for each case… Then, we learned to change the sheets on the bed while a ‘patient’ was lying there… I felt that I learned a lot, and I am content with how mentors taught us different procedures; however, I wish I could have been at a nursing home because, personally, I have no clinical experience; it would have been useful to get insights into the nurse’s role and responsibilities at nursing home before we start the clinical period at nursing home.… (P3, FG6).

During the focus group interviews, those first-year students who completed the inspiration practice week at the school’s simulation learning environment revealed some learning and teaching methods employed by their mentors, asserted as being very creative. The mentors could not offer learning activities regarding some procedures that could be done in real life (i.e., changing wound dressing on a resident’s leg ulcer); therefore, they had to think outside the box and create situations that could contribute to learning. One of the participants explained this as follows:

They [mentors] drew a ‘wound’ on their own leg and, by following the procedure, they changed the wound dressing on each other to demonstrate us how to change a leg ulcer dressing. I have to say that I learned a lot, although the wound was ‘fake’… [laughter]. (P2, FG7)

The aim of the present study was to explore first-year nursing students’ perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing homes. The analysis of the empirical data revealed that first-year students were inspired by their mentors, an inspiration that contributed to their learning progression.

As the findings have revealed, as a learning process, peer mentoring facilitates the transfer of learning by mentors designing instructional activities, thus encouraging first-year students to make connections between the theoretical knowledge they gained at school and the simulation learning environment and practical knowledge within new and real patient situations.

The findings from the current study have revealed first-year students’ descriptions of how mentors provided them with explicit instructions on how to apply knowledge or skills, thus engaging them in problem-solving activities that required learning transfer. Through these instructions, the mentors transferred learning over to first-year students, hence enabling their reflective thinking within the context of a nursing home. Moreover, acting as role models, being available and allocating time to be together with first-year students, the mentors were perceived as knowledgeable and skilled, features that contributed to enhancing first-year students’ motivation to search for new and more knowledge and, thus, to achieve learning outcomes. These features can be understood as person-related factors, which Wahlgren and Aarkrog [ 37 ] described as one of the factors facilitating learning transfer. Moreover, a person-related transfer factor was positively related to those participants who had previous clinical experience. As the findings have revealed, if the mentors could not answer the questions, the experienced participants, based on their previous clinical experience, suggested solutions; thus, learning was transferred the other way around, from the first-year students to mentors, with learning perceived as a mutual process [ 48 ].

In the present study, the first-year students showed receptiveness to acquiring knowledge and were concerned with making the most of the inspiration practice week. Their interest in learning was strengthened by mentors’ knowledge and abilities in providing instructions. This finding is similar to and supports the findings from previous studies demonstrating that peer mentoring contributes to students’ engagement and increases their cognitive skills, self-confidence, autonomy, clinical skills and reasoning [ 22 , 49 , 50 ].

The mentors’ specific knowledge about nurses’ roles and responsibilities in nursing homes, different procedures and communication challenges with people with cognitive impairment enhanced trust and the credibility of mentors’ preparedness for inspiration practice week. This led to first-year students’ trust in mentors’ ability to transfer learning. The participants’ curiosity and desire to gain insights into real-life patient situations have enabled their willingness to engage in learning activities. In the current study, the mentors adopted an active role when teaching and supervising first-year students. As the participants described, the mentors gladly shared their knowledge, demonstrated how to perform procedures and had informal and formal discussions about how first-year students could implement theory into practice. Similar to previous studies, which have demonstrated that learning with an equal peer facilitates making friends and developing relationships [ 25 ], hence reducing nursing student anxiety in the clinical setting [ 29 ] and promoting learning, the findings from the current study have revealed that the participants leaned on their mentors and felt safe and could trust their mentors. Although a few felt uncomfortable being exposed to new challenges (i.e., providing personal hygiene or helping residents with toileting), most of the participants stated that the mentors’ feedback given both during and postprocedure performance contributed to increasing their self-confidence when performing measures of vital signs or other procedures. These features resonate with Wahlgren and Aarkrogs’ [ 37 ] teacher-related transfer factor which emphasises the mentor’s ability to organise learning situations by including demonstrations, providing examples from theory and practice and reflecting on possible applications in real-life patient situations.

As suggested above, although person- and teacher-related transfer factors facilitated transfer learning, the situation-related factor raised some challenges. Despite the results from one study [ 51 ] demonstrating that nursing homes as a clinical placement will not add something new to students’ skills and competencies required for their future practice, other studies [ 35 , 52 ] have demonstrated that, in general, learning in a clinical context can affect nursing students’ learning outcomes and satisfaction, as well as influence their choice of future career. Although simulation may prepare students for clinical learning environments, there is no comparison to the learning that comes from nursing patients in a real clinical context and from a simulation learning environment at school [ 53 ].

The findings from the current study revealed that not all the students were content with the learning context during their inspiration practice week. Some first-year students, together with their mentors, used the department’s simulation learning environment and even classrooms as a learning context for two or three days or even for the entire week. In this situation, it is reasonable to think that situation-related transfer factors [ 37 ] posed some challenges, and they were not related only to mentors’ pedagogical methods, but also to the programme’s readiness to inspiration practice week and the leadership of the related factors of the nursing home (i.e., not being able to provide enough placements). If the first-year students and their mentors had the necessary theoretical knowledge but could not apply it in a real-life patient situation, the person-related transfer factors could also be challenged. Although none of the participants expressed that using the department’s simulation learning environment as a learning environment was worthless, some hinted at their disappointment. The lack of situational transfer factors seemed to negatively affect the participants’ motivation to gain knowledge. However, as the participants asserted, their mentors’ creativity contributed to creating potential patient situations similar to those in real life. They also encouraged first-year students to simulate different patient conditions and perform different procedures, thus creating opportunities for first-year students to apply theoretical knowledge and improve their skills. This supports the idea that, despite a lack of situational transfer factors, the transfer of learning was supported by mentors’ teacher-related transfer factors rather than situational transfer factors.

Finally, being a first-year student supervised by knowledgeable and skilled third-year students can contribute to first-year students mirroring themselves and their knowledge with their peers. Thus, first-year students can become more aware of themselves as professionals and develop an understanding of the nurse’s role and responsibilities in the nursing home. Consistent with results from previous studies, the results of the present study suggest that peer mentoring facilitates the development of self-understanding in students [ 25 , 26 , 32 , 36 ], which is essential for first-year students to gain a positive attitude towards nursing older people. The findings from the present study have suggested the use of peer mentoring in nursing education with structured training and supervision. Moreover, as the findings have indicated, peer mentoring facilitates learning transfer from mentors to mentees and provides valuable leadership experience for third-year students as mentors. In addition, mentoring may enhance a first-year student’s opportunity to be mentored and provide mentoring in the future.

Implications for nursing education and clinical practice

Peer mentoring, as a teaching and learning method, can be applied to enhance nursing curricula and clinical practice in several ways. Firstly, incorporating successful peer mentoring strategies into the curriculum can foster a collaborative and supportive learning environment among nursing students. The perceived closeness between mentors and first-year students suggests that fostering strong mentor– first year student relationships can serve as a driver for effective learning in the context of nursing homes. This closeness may create an environment that facilitates open communication, trust, and a sense of support, which are essential elements in the field of nursing. Additionally, the confidence instilled in first year students regarding their mentors’ professional knowledge and teaching and supervision methods can directly impact the students’ understanding of nurses’ roles and responsibilities in nursing homes. In clinical practice, the findings from the study can be used to promote mentorship programs that facilitate knowledge transfer and skill development among nurses and among senior and novice students during their clinical periods. Lastly, the study highlights first-year students’ overall positive experiences with peer mentoring program. This positive experience can help change students’ attitudes towards nursing older people, making it an interesting aspect of their future careers.

Strengths and limitations

The present study has several limitations that must be considered when interpreting the findings. First, although many students were invited to participate, the study was limited by a relatively small sample size restricted to students from Oslo Metropolitan University, hence limiting the findings’ national and international transferability. However, one strength may be that the findings and issues raised are relevant for both national and international nursing education programmes that apply the peer mentoring teaching and learning model in clinical placements. Another limitation may be the sample size and data saturation. As a concept, data saturation in qualitative research has been subject to several discussions arising from a variety of conceptual understandings [ 54 ]. Although the sample size posed some limitations, the richness in the participants’ descriptions was a strength, thus contributing to enhancing the information power [ 55 ]. Another limitation may be related to the researchers not being able to conduct member checks to improve the credibility of the data. For practical reasons, it was impossible to gather the same sample of students to validate their statements. However, during the focus group interviews, the participants were asked to provide detailed answers and were given the necessary time to reflect and express their experiences, thus confirming and or disagreeing with each other’s perceptions. Furthermore, potential research biases should be acknowledged given that the data collection and analysis were conducted by all researchers who were nurse educators employed at the same university as the students, hence entailing a prior understanding of the research context. However, the researchers were not involved in the students’ inspiration practice period, which may have limited the research bias regarding data collection. Another limitation may be its specific theoretical framework [ 37 ]. We are aware that other researchers, by using another theoretical framework, would probably discuss the findings accordingly and, hence, interpret the findings differently.

To the best of the researchers’ knowledge, this is the first study exploring first-year nursing students’ experiences with one week of inspiration practice at a nursing home by employing peer mentoring as a teaching and learning method. The findings revealed that first-year students were inspired by their senior peers to keep learning and moving forward. By being close to their mentors and having confidence in their professional knowledge and teaching and supervision methods’, learning was easily transferred from the third-year students to first-year students. Moreover, person-related, teaching-related and situation-related factors were perceived as drivers that positively influenced students’ learning in nursing homes.

The findings have indicated that first-year students had both positive and less positive experiences with attending a one-week inspiration practice at nursing homes. The challenges with inspiration practice were related to situation-related learning transfer factors, such as clinical field not providing enough placements; therefore, the third-year students had to improvise and be creative. However, despite some challenges, mentorship during the one-week inspiration practice offered significant advantages to both mentors and mentees. To fully harness these advantages, we recommend that first-year educational programmes implement person-centred care for older people into the educational curriculum. This should include a one-week compulsory inspiration practice placement in settings exclusive to older people, such as nursing homes. Moreover, peer mentoring as a teaching and learning method, with themes especially designed to focus on nursing and caring for and with older people, offers first-year students insights into nurses’ roles and responsibilities at nursing homes. We believe that such a programme can prevent ‘reality shock’, reduce dropout rates, enhance academic achievements and cultivate personal and professional qualities in students at all levels of their education programmes. More research is needed to explore how peer mentoring is experienced by students enrolled at different levels of Bachelor of Nursing Education and may contribute to their preparation to care for older people in nursing homes.

Data availability

The datasets used and/or analysed during the current study are available from the corresponding author upon reasonable request.

Abbreviations

Participant (followed by a number indicating the number of participants in the focus group)

Focus Group (followed by a number indicating the number of the focus group)

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Acknowledgements

We would like to thank all the students who participated in the focus group interviews, thus contributing to data collection. We further thank the Department of Nursing and Health Promotion at Oslo Metropolitan University and the University Library for giving their approval and for supporting the publication fee of this article.

This study received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

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D.L. contributed to study conception, data collection, analysis and wrote the main manuscript text; H.K., K.L., T.N.F., K.K., & E.H. contributed to data collection and analysis. All authors reviewed the manuscript.

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The study was approved by the Norwegian Agency for Shared Services in Education and Research (Sikt/Ref. number 334855) and by the leader of the Department of Nursing and Health Promotion at Oslo Metropolitan University. This study does not aim to gain insights into participants’ health status, sexuality, ethnicity and political affiliation (sensitive information); therefore, the study is exempted from ethical approval from the Norwegian Regional Committees for Medical and Health Research Ethics because no health information or patient data are registered. This study was performed according to principles outlined in the Declaration of Helsinki and in accordance with Oslo Metropolitan University’s guidelines and regulations. The data were kept confidential and used only for this research purpose. To protect the anonymity of the participants, participant characteristics are not elaborated upon in the paper. The researchers provided verbal and written information about the study. Written voluntary informed consent was obtained from all participants prior to data collection.

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Lillekroken, D., Kvalvaag, H.M., Lindeflaten, K. et al. Educating the nurses of tomorrow: exploring first-year nursing students’ reflections on a one-week senior peer-mentor supervised inspiration practice in nursing homes. BMC Nurs 23 , 132 (2024). https://doi.org/10.1186/s12912-024-01768-5

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Driving change: a case study of a dnp leader in residence program in a gerontological center of excellence.

View as pdf A later version of this article appeared in Nurse Leader , Volume 21, Issue 6 , December 2023 . 

The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify systemic issues, and facilitate organizational changes. 1 In 2021, AACN updated the curriculum by issuing The Essentials: Core Competencies for Professional Nursing Education to guide the development of competency-based education for nursing students. 1 In addition to AACN’s competency-based approach to curriculum, in 2015 the American Organization of Nurse Leaders (AONL) released Nurse Leader Core Competencies (updated in 2023) to help provide a competency based model to follow in developing nurse leaders. 2

Despite AACN and AONL competency-based curriculum and model, it is still common for nurse leaders to be promoted to management positions based solely on their work experience or exceptional clinical skills, rather than demonstration of management and leadership competencies. 3 The importance of identifying, training, and assessing executive leaders through formal leadership development programs, within supportive organizational cultures has been discussed by national leaders. As well as the need for nurturing emerging leaders through fostering interprofessional collaboration, mentorship, and continuous development of leadership skills has been identified. 4 As Doctor of Nursing Practice (DNP) nurse leaders assume executive roles within healthcare organizations, they play a vital role within complex systems. Demonstration of leadership competence and participation in formal leadership development programs has become imperative for their success. However, models of competency-based executive leadership development programs can be hard to find, particularly programs outside of health care systems.

The implementation of a DNP Leader in Residence program, such as the one designed for The Barbara and Richard Csomay Center for Gerontological Excellence, addresses many of the challenges facing new DNP leaders and ensures mastery of executive leadership competencies and readiness to practice through exposure to varied experiences and close mentoring. The Csomay Center , based at The University of Iowa, was established in 2000 as one of the five original Hartford Centers of Geriatric Nursing Excellence in the country. Later funding by the Csomay family established an endowment that supports the Center's ongoing work. The current Csomay Center strategic plan and mission aims to develop future healthcare leaders while promoting optimal aging and quality of life for older adults. The Csomay Center Director created the innovative DNP Leader in Residence program to foster the growth of future nurse leaders in non-healthcare systems. The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.

Development of the DNP Leader in Residence Program

The Plan-Do-Study-Act (PDSA) cycle has garnered substantial recognition as a valuable tool for fostering development and driving improvement initiatives. 5 The PDSA cycle can function as an independent methodology and as an integral component of broader quality enhancement approaches with notable efficacy in its ability to facilitate the rapid creation, testing, and evaluation of transformative interventions within healthcare. 6 Consequently, the PDSA cycle model was deemed fitting to guide the development and implementation of the DNP Leader in Residence Program at the Csomay Center.

PDSA Cycle: Plan

Existing resources. The DNP Health Systems: Administration/Executive Leadership Program offered by the University of Iowa is comprised of comprehensive nursing administration and leadership curriculum, led by distinguished faculty composed of national leaders in the realms of innovation, health policy, leadership, clinical education, and evidence-based practice. The curriculum is designed to cultivate the next generation of nursing executive leaders, with emphasis on personalized career planning and tailored practicum placements. The DNP Health Systems: Administration/Executive Leadership curriculum includes a range of courses focused on leadership and management with diverse topics such as policy an law, infrastructure and informatics, finance and economics, marketing and communication, quality and safety, evidence-based practice, and social determinants of health. The curriculum is complemented by an extensive practicum component and culminates in a DNP project with additional hours of practicum.

New program. The DNP Leader in Residence program at the Csomay Center is designed to encompass communication and relationship building, systems thinking, change management, transformation and innovation, knowledge of clinical principles in the community, professionalism, and business skills including financial, strategic, and human resource management. The program fully immerses students in the objectives of the DNP Health Systems: Administration/Executive Leadership curriculum and enables them to progressively demonstrate competencies outlined by AONL. The Leader in Residence program also includes career development coaching, reflective practice, and personal and professional accountability. The program is integrated throughout the entire duration of the Leader in Residence’s coursework, fulfilling the required practicum hours for both the DNP coursework and DNP project.

The DNP Leader in Residence program begins with the first semester of practicum being focused on completing an onboarding process to the Center including understanding the center's strategic plan, mission, vision, and history. Onboarding for the Leader in Residence provides access to all relevant Center information and resources and integration into the leadership team, community partnerships, and other University of Iowa College of Nursing Centers associated with the Csomay Center. During this first semester, observation and identification of the Csomay Center Director's various roles including being a leader, manager, innovator, socializer, and mentor is facilitated. In collaboration with the Center Director (a faculty position) and Center Coordinator (a staff position), specific competencies to be measured and mastered along with learning opportunities desired throughout the program are established to ensure a well-planned and thorough immersion experience.

Following the initial semester of practicum, the Leader in Residence has weekly check-ins with the Center Director and Center Coordinator to continue to identify learning opportunities and progression through executive leadership competencies to enrich the experience. The Leader in Residence also undertakes an administrative project for the Center this semester, while concurrently continuing observations of the Center Director's activities in local, regional, and national executive leadership settings. The student has ongoing participation and advancement in executive leadership roles and activities throughout the practicum, creating a well-prepared future nurse executive leader.

After completing practicum hours related to the Health Systems: Administration/Executive Leadership coursework, the Leader in Residence engages in dedicated residency hours to continue to experience domains within nursing leadership competencies like communication, professionalism, and relationship building. During residency hours, time is spent with the completion of a small quality improvement project for the Csomay Center, along with any other administrative projects identified by the Center Director and Center Coordinator. The Leader in Residence is fully integrated into the Csomay Center's Leadership Team during this phase, assisting the Center Coordinator in creating agendas and leading meetings. Additional participation includes active involvement in community engagement activities and presenting at or attending a national conference as a representative of the Csomay Center. The Leader in Residence must mentor a master’s in nursing student during the final year of the DNP Residency.

Implementation of the DNP Leader in Residence Program

PDSA Cycle: Do

Immersive experience. In this case study, the DNP Leader in Residence was fully immersed in a wide range of center activities, providing valuable opportunities to engage in administrative projects and observe executive leadership roles and skills during practicum hours spent at the Csomay Center. Throughout the program, the Leader in Residence observed and learned from multidisciplinary leaders at the national, regional, and university levels who engaged with the Center. By shadowing the Csomay Center Director, the Leader in Residence had the opportunity to observe executive leadership objectives such as fostering innovation, facilitating multidisciplinary collaboration, and nurturing meaningful relationships. The immersive experience within the center’s activities also allowed the Leader in Residence to gain a deep understanding of crucial facets such as philanthropy and community engagement. Active involvement in administrative processes such as strategic planning, budgeting, human resources management, and the development of standard operating procedures provided valuable exposure to strategies that are needed to be an effective nurse leader in the future.

Active participation. The DNP Leader in Residence also played a key role in advancing specific actions outlined in the center's strategic plan during the program including: 1) the creation of a membership structure for the Csomay Center and 2) successfully completing a state Board of Regents application for official recognition as a distinguished center. The Csomay Center sponsored membership for the Leader in Residence in the Midwest Nurse Research Society (MNRS), which opened doors to attend the annual MNRS conference and engage with regional nursing leadership, while fostering socialization, promotion of the Csomay Center and Leader in Residence program, and observation of current nursing research. Furthermore, the Leader in Residence participated in the strategic planning committee and engagement subcommittee for MNRS, collaborating directly with the MNRS president. Additional active participation by the Leader in Residence included attendance in planning sessions and completion of the annual report for GeriatricPain.org , an initiative falling under the umbrella of the Csomay Center. Finally, the Leader in Residence was involved in archiving research and curriculum for distinguished nursing leader and researcher, Dr. Kitty Buckwalter, for the Benjamin Rose Institute on Aging, the University of Pennsylvania Barbara Bates Center for the Study of the History of Nursing, and the University of Iowa library archives.

Suggested Evaluation Strategies of the DNP Leader in Residence Program

PDSA Cycle: Study

Assessment and benchmarking. To effectively assess the outcomes and success of the DNP Leader in Residence Program, a comprehensive evaluation framework should be used throughout the program. Key measures should include the collection and review of executive leadership opportunities experienced, leadership roles observed, and competencies mastered. The Leader in Residence is responsible for maintaining detailed logs of their participation in center activities and initiatives on a semester basis. These logs serve to track the progression of mastery of AONL competencies by benchmarking activities and identifying areas for future growth for the Leader in Residence.

Evaluation. In addition to assessment and benchmarking, evaluations need to be completed by Csomay Center stakeholders (leadership, staff, and community partners involved) and the individual Leader in Residence both during and upon completion of the program. Feedback from stakeholders will identify the contributions made by the Leader in Residence and provide valuable insights into their growth. Self-reflection on experiences by the individual Leader in Residence throughout the program will serve as an important measure of personal successes and identify gaps in the program. Factors such as career advancement during the program, application of curriculum objectives in the workplace, and prospects for future career progression for the Leader in Residence should be considered as additional indicators of the success of the program.

The evaluation should also encompass a thorough review of the opportunities experienced during the residency, with the aim of identifying areas for potential expansion and enrichment of the DNP Leader in Residence program. By carefully examining the logs, reflecting on the acquired executive leadership competencies, and studying stakeholder evaluations, additional experiences and opportunities can be identified to further enhance the program's efficacy. The evaluation process should be utilized to identify specific executive leadership competencies that require further immersion and exploration throughout the program.

Future Innovation of DNP Leader in Residence Programs in Non-traditional Healthcare Settings

PDSA Cycle: Act

As subsequent residents complete the program and their experiences are thoroughly evaluated, it is essential to identify new opportunities for DNP Leader in Residence programs to be implemented in other non-health care system settings. When feasible, expansion into clinical healthcare settings, including long-term care and acute care environments, should be pursued. By leveraging the insights gained from previous Leaders in Residence and their respective experiences, the program can be refined to better align with desired outcomes and competencies. These expansions will broaden the scope and impact of the program and provide a wider array of experiences and challenges for future Leaders in Residency to navigate, enriching their development as dynamic nurse executive leaders within diverse healthcare landscapes.

This case study presented a comprehensive overview of the development and implementation of the DNP Leader in Residence program developed by the Barbara and Richard Csomay Center for Gerontological Excellence. The Leader in Residence program provided a transformative experience by integrating key curriculum objectives, competency-based learning, and mentorship by esteemed nursing leaders and researchers through successful integration into the Center. With ongoing innovation and application of the PDSA cycle, the DNP Leader in Residence program presented in this case study holds immense potential to help better prepare 21 st century nurse leaders capable of driving positive change within complex healthcare systems.

Acknowledgements

         The author would like to express gratitude to the Barbara and Richard Csomay Center for Gerontological Excellence for the fostering environment to provide an immersion experience and the ongoing support for development of the DNP Leader in Residence program. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

  • American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf . Accessed June 26, 2023.
  • American Organization for Nursing Leadership. Nurse leader core competencies. https://www.aonl.org/resources/nurse-leader-competencies . Accessed July 10, 2023.
  • Warshawsky, N, Cramer, E. Describing nurse manager role preparation and competency: findings from a national study. J Nurs Adm . 2019;49(5):249-255. DOI:  10.1097/NNA.0000000000000746
  • Van Diggel, C, Burgess, A, Roberts, C, Mellis, C. Leadership in healthcare education. BMC Med. Educ . 2020;20(465). doi: 10.1186/s12909-020-02288-x
  • Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. https://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx . Accessed July 4, 2023.
  • Taylor, M, McNicolas, C, Nicolay, C, Darzi, A, Bell, D, Reed, J. Systemic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety. 2014:23:290-298. doi: 10.1136/bmjqs-2013-002703

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