NCLEX-RN® diabetes questions should be a top area of focus. Review the ins and outs of diabetes, then consider five questions that could come up on exam day. Programs like Slone NCLEX provide these questions and more to help you succeed. One of the most complicated areas of nursing is endocrine. More specifically, diabetes. There...
Daily NCLEX® prep is one of the best ways to make you’re ready come exam day. There are 15 to 20 question types you could see on test day and you should try to test from all of them. Slone NCLEX suggests reviewing 200 to 400 questions across topic areas on a daily basis. Just...
Knowing how you best absorb information is key to creating the best NCLEX® study plan to ensure a passing exam score.
The four most-common learning styles are visual, auditory, read/write, and kinesthetic.
While focusing on the style that fits you best, don’t rule out coming together with your fellow nursing students for some friendly study-based competition.
The concept of learning styles dates back decades and has been a topic of debate among psychologists since its inception. But knowing how you best absorb information will be key in creating the best NCLEX® study plan to ensure a passing exam score.
What are the Learning Styles?
The four most-common learning styles are visual, auditory, read/write, and kinesthetic, known colloquially as “VARK.”
Visual learners prefer information displayed in charts, diagrams, or videos, among other devices. Auditory learners do best with information that’s spoken aloud and gives them something to ... Read more
NCLEX-RN® diabetes questions should be a top area of focus.
Review the ins and outs of diabetes, then consider five questions that could come up on exam day.
Programs like Slone NCLEX provide these questions and more to help you succeed.
One of the most complicated areas of nursing is endocrine. More specifically, diabetes. There seem to be so many ins and outs of diabetes that it’s easy to get lost and get the information twisted, while not missing the key need-to-know information missed. A few things to remember. Diabetes is a disease of blood sugar. When being tested over diabetes, you will get questions about safe medication administration, safe blood sugar ranges, patient assessments, symptoms, and interventions for hyper/hypoglycemia and DKA and HHS. Key things to remember when giving any medication or performing any intervention always ASSESS your patient first and then intervene/give the medication and then REASSESS. This tells you if it is SAFE to perform that intervention/give that medication, and then you REASSESS to make sure your intervention worked/was effective, or if it worked too well. So, in diabetes, the big assessment is going to be blood sugar. Make sure you are assessing that blood sugar BEFORE any medication administration and then reassessing that blood sugar, especially if the client is showing signs of high or low blood sugars. Memory trick to remember hypoglycemia: TIRED – Tachycardia, Irritability, Restlessness, Excessively hungry, Diaphoresis – Think Hangry!Memory trick to remember hyperglycemia: 3 P’s, polydipsia (excessive thirst), polyphagia (excessive hunger), polyuria (excessive urination).So today we are going to refresh you on the need-to-know terms related to diabetes and give you five examples of what NCLEX-RN® diabetes questions could look like.
Key Terms for NCLEX-RN® Diabetes Questions
Diabetes Mellitus: A complex, chronic, and common disease of impaired nutrient metabolism, especially glucose, affecting the function of all body systems.Diabetic Ketoacidosis (DKA): A life-threatening diabetes complication, more commonly known as Type 1 diabetes mellitus, that is manifested by uncontrolled hyperglycemia, increased ketone production, and metabolic acidosis.Diabetic Peripheral Neuropathy: Progressive nerve function deterioration that causes loss of sensory perception, most commonly starting in the toes and feet of a diabetic patient.Gastroparesis: A chronic disease that causes delayed stomach emptying and can occur in people with diabetes when high blood sugar damages nerves in the stomach, slowing or stopping digestion. It's a complication seen with long-term Type 1 and Type 2 diabetes.Glucagon: A hormone that helps regulate blood sugar levels. It is produced by the pancreas and released into the bloodstream when blood glucose levels fall. Glucagon is important for maintaining a stable blood sugar level, which is vital for the body to function. When blood sugar levels are low, glucagon raises the blood sugar.Gluconeogenesis: The process of creating glucose from non-carbohydrate precursors, such as lactate, pyruvate, amino acids, and glycerol. It's a metabolic process that occurs mainly in the liver and kidneys and is essential to maintain stable blood sugar levels.Glucose Regulation: Process maintaining the blood glucose levels within a stable range, despite changes in glucose intake and energy use.Glycogenesis: Process of converting glucose into glycogen to be stored in the body.Glycogenolysis: Process of breaking down glycogen into glucose to produce energy.Glycosylated hemoglobin (A1C): a standardized lab test that measures long-term blood sugar control. Normal is below 5.7%, prediabetes is 5.7%-6.4%, diabetes is 6.5% or higher.Hyperglycemia: Blood glucose above the normal range of 100.Hyperglycemic-Hyperosmolar State (HHS): A life-threatening complication of diabetes, most commonly Type 2 DM, that occurs when blood glucose levels remain too high for a long time. HHS is characterized by severe dehydration, hyperglycemia, and hyperosmolality, without significant ketoacidosis, which is seen in diabetic ketoacidosis.Hypoglycemia: Blood glucose lower than the normal range of 70.Hyperinsulinemia: A chronic condition where the amount of insulin in the blood is higher than normal. Insulin is a hormone produced by the pancreas that helps regulate blood sugar.Ketogenesis: A metabolic process that converts the body’s fats to acid products (ketones), which are an alternative energy source for the body.Ketones: Abnormal acidic breakdown products that accumulate in the blood when insulin is unavailable, causing an acid-base imbalance leading to metabolic acidosis.Kussmaul Respirations: Rapid, deep breathing patterns occur as the body responds to metabolic acidosis, often caused by diabetic ketoacidosis (DKA). The body tries to expel excess carbon dioxide through fast, deep breaths to correct the blood pH level.Lipolysis: A metabolic process that breaks down body fat to turn into glycerol and fatty acids.Metabolic Syndrome: A simultaneous presence of multiple health conditions including hypertension, hyperglycemia, excess abdominal fat, and hyperlipidemia. When present together, they significantly increase the risk of developing heart disease, stroke, and Type 2 diabetes. Metabolic syndrome is linked to obesity and inactivity, and is characterized by insulin resistance where the body doesn't use insulin effectively.Proliferative Diabetic Retinopathy: A complication of diabetic retinopathy (DR) that occurs when new, abnormal blood vessels grow in the retina. These vessels are fragile and bleed easily causing the vision to be obscured.Proteolysis: Process of breaking down proteins into amino acids.
Sample NCLEX-RN® Diabetes Questions
Now that we have covered the basics, let's bring it all together to see how it could be represented on your NCLEX® exam. 1. The nurse is preparing to administer rapid-acting insulin to a client with diabetes mellitus type 1. Which of the following actions by the nurse is the priority?
Assessing the blood sugar.
Checking the client’s vital signs.
Getting a second nurse to check the insulin dose.
Rotating injection sites.
2. The nurse recognizes that which of the following symptoms indicates the client’s blood sugar may be low?
Heart rate of 58.
Increased urine output.
The client is diaphoretic.
The client’s skin is dry and flushed.
3. The nurse is assessing a client who presents to the emergency room with a blood glucose of 451; urine is positive for ketones, leukocytes, and protein; client has rapid deep respirations. The nurse anticipates the physician ordering which of the following order sets?
Hyperglycemic-hyperosmolar state treatment order set.
Hypoglycemia protocol order set.
Hyperglycemia protocol order set.
Diabetic ketoacidosis treatment order set.
4. The nurse is providing education to a client newly diagnosed with diabetes type 2 who asks, “My doctor says I have metabolic syndrome and diabetes. What does that mean?” Which response by the nurse is appropriate?
“Having metabolic syndrome and diabetes places you at higher risk for cardiovascular disease and you will need to have good control of your blood sugar, blood pressure, and cholesterol to prevent complications.”
“It means that your body has a harder time eliminating drugs from the body so you will need to take lower doses of medication to prevent toxicities.”
“This means you will likely need insulin to manage your diabetes rather than oral antidiabetics.”
“Metabolic syndrome will help your body’s cells absorb insulin better to provide good blood glucose control.”
5. The nurse educates the client on the manifestations of hyperglycemia. Which symptoms does the nurse include in their teaching? (Select all that apply)
Headache.
Increased urine output.
Tachycardia.
Increased thirst.
Diaphoresis.
Increased hunger.
The correct answers to these questions are as follows:
(A) Assessing the client’s blood sugar.The priority action by the nurse is to assess the client’s blood sugar. This determines if it is safe to administer the insulin to the client and is the highest priority to prevent harm. The other actions may be completed by the nurse, but they are not the priority.
(C) The client is diaphoretic. Symptoms of hypoglycemia include tachycardia, irritability, restlessness, excessive hunger, and diaphoresis (remember TIRED). The other options are not correct and are not symptoms of hypoglycemia.
(D) Diabetic ketoacidosis treatment order set. The client has symptoms indicating diabetic ketoacidosis, which includes hyperglycemia, metabolic acidosis, and increased production of ketones causing ketones in the urine. The other options are not correct. The client has ketones in the urine representing DKA, not HHS. Additionally, the client has high, not low, blood sugar, but the hyperglycemia protocol is not adequate to treat this client.
(A) “Having metabolic syndrome and diabetes places you at higher risk for cardiovascular disease and you will need to have good control of your blood sugar, blood pressure, and cholesterol to prevent complications.” The correct teaching by the nurse would state that metabolic syndrome with diabetes increases the client’s risk for cardiovascular disease so the client will need to have good glucose, blood pressure, and cholesterol control. The other options are incorrect and not accurate teaching.
(B,D,F) Increased urine output, increased thirst, and increased hunger.The signs and symptoms of hyperglycemia are the 3 P’s polydipsia (increased thirst), polyphagia (increased hunger), and polyuria (increased urine output).
The Bottom Line
Now that you have successfully read through and answered all of these questions, you are that much closer and that much more prepared to take and pass the NCLEX®! Know that you’ve got this and that we’ve got you!
Daily NCLEX® prep is one of the best ways to make you’re ready come exam day.
There are 15 to 20 question types you could see on test day and you should try to test from all of them.
Slone NCLEX suggests reviewing 200 to 400 questions across topic areas on a daily basis.
Just as some believe daily meditation is good for the soul, others believe daily NCLEX® prep is good for the brain.
Slone NCLEX Professor Tanya Killian, RN, BSN, MSN-Ed, recently suggested reviewing 200 to 400 questions daily until test day.
“Remember, nursing questions are all about critical thinking and ensuring patient safety, so get into the habit of answering NCLEX®-style questions and maintain that habit until exam day,” she wrote.
The year-to-date pass rate for RN candidates is nearly 77%, according to the most recent National Council of State Boards of Nursing (NCSBN) data. Of those, more than 80% passed on the first attempt. With daily NCLEX® prep, we can help you land among those one-and-done test takers.
NCLEX® prep and Question Variety
Dedicating time each day to NCLEX® prep gives you the ability to review not only the different types of questions but also the myriad topics you’re expected to know. With so much information to retain and be a near-expert on, daily reinforcement will only help. Even if it’s just sitting down with a handful of questions while you sip on your morning cup of coffee.
Here are a few question types you’ll want to include in your study plans:
Multiple choice
Fill in the blank
Select all that apply
Drag and drop
Hot spot
There are 15 to 20 question types you could see on test day and you should try to test from all of them. A good way to do that is to include each question type for all focus areas.
Testing yourself on the same information in various formats will help you retain the details. For example, a question on the correct dosage of medication based on a patient’s vital signs can be reviewed as a multiple choice, drag and drop, or fill in the blank. That way, you’re thinking through every approach to the scenario.
What the Studies Show
One study found a positive correlation between the amount of time spent studying and better grades. However, the researchers noted that the focus shouldn’t be on “length of time learning,” but rather on the quality of time spent learning.
When it comes to research on “test-enhanced learning” — such as, “Do practice tests really help?” — studies within the nursing education field provided conflicting results. However, the goal of prep programs like Slone NCLEX isn’t necessarily to encourage a full-length test every day, but rather to give you the flexibility of studying a batch of questions each day at your own pace.
That’s why we set the goal of reviewing 200 to 400 questions per day, knowing the ultimate goal is to take at least 2,500 before exam day. Slone NCLEX offers more than 3,000 questions, including more than 500 next-generation NCLEX® item types, to prepare you for success.
The Bottom Line
NCLEX® prep should occur daily to give yourself the best chance for success on your first attempt at the exam. A little bit of studying goes a long way in helping you retain key information not only to pass the NCLEX®, but to use as you progress in your nursing career. And Slone NCLEX is here to help.
Knowing how you best absorb information is key to creating the best NCLEX® study plan to ensure a passing exam score.
The four most-common learning styles are visual, auditory, read/write, and kinesthetic.
While focusing on the style that fits you best, don’t rule out coming together with your fellow nursing students for some friendly study-based competition.
The concept of learning styles dates back decades and has been a topic of debate among psychologists since its inception. But knowing how you best absorb information will be key in creating the best NCLEX® study plan to ensure a passing exam score.
What are the Learning Styles?
The four most-common learning styles are visual, auditory, read/write, and kinesthetic, known colloquially as "VARK."
Visual learners prefer information displayed in charts, diagrams, or videos, among other devices. Auditory learners do best with information that’s spoken aloud and gives them something to listen to — think an education podcast, a lecture, or a video.
Read/write learners, as inferred, prefer to read the material and write down the details themselves to retain it. Kinesthetic learners have a more tactile approach. They learn by doing.
If you’re not sure what your learning style is, a quick search online will produce several quizzes to help you figure that out.
Finding Your Unique NCLEX Study Plan
Many NCLEX® preparation programs, like Slone NCLEX, provide a variety of question types and visuals to help any learner succeed. From TikToks and study guides to video resources and standard written practice questions, there’s something for everyone.
For kinesthetic learners, the physical act of logging into the program, taking the practice tests, and seeing the rationales all factor into their educational approach.
Students also like to use an NCLEX-RN® cram sheet, especially as test day inches closer. The cram sheet is most ideal for visual and read/write learners.
Visual learners can create tables or charts to help them retain key information on vital sign details or patient safety protocols, while the simple act of writing the information down in a list format could be enough to trigger knowledge retention for read/write learners.
Auditory learners can turn the concept of a cram sheet into a voice note they record themselves or that a friend records while they listen in. That reinforcement then benefits both of you. You could also listen to an NCLEX®-prep episode of a nursing podcast, or let TikTok videos, like those that Slone NCLEX produces, play in the background while you’re doing chores or running errands.
Combine Learning Styles into a Group NCLEX® Study Plan
Sometimes the best way to learn, regardless of your style preference, is through a little friendly competition. You can combine learning styles to create an interactive study experience, almost like a game show. Teachers have used this approach for years.
We all remember splitting into teams for a final study day before a big test, huddling together to talk through the question and “buzz in” with the answer before the other team. Or racing to write the correct answer on the chalkboard before our classmates. Or replicating a practice, procedure, or experiment in hopes of winning that coveted pizza party or candy for your team.
Bring that element to your NCLEX® study plan. Nobody said studying had to be boring!
The Bottom Line
Create an NCLEX® study plan that works for you. Maybe your best friend in nursing school is an auditory learner, while you lean more toward visual. That’s OK! While studying separately will help, you can still study together, balancing each other’s learning styles and coming out strong in the end with a passing NCLEX® score.
[post_title] => How to Create an NCLEX® Study Plan for Your Learning Style
[post_excerpt] =>
[post_status] => publish
[comment_status] => open
[ping_status] => open
[post_password] =>
[post_name] => nclex-study-plan-learning-style
[to_ping] =>
[pinged] =>
[post_modified] => 2024-12-17 14:58:34
[post_modified_gmt] => 2024-12-17 14:58:34
[post_content_filtered] =>
[post_parent] => 0
[guid] => https://nclex-review.com/?p=738
[menu_order] => 0
[post_type] => post
[post_mime_type] =>
[comment_count] => 0
[filter] => raw
)
)
[post_count] => 3
[current_post] => -1
[before_loop] =>
[in_the_loop] =>
[post] => WP_Post Object
(
[ID] => 769
[post_author] => 3
[post_date] => 2024-12-11 06:45:34
[post_date_gmt] => 2024-12-11 06:45:34
[post_content] =>
NCLEX-RN® diabetes questions should be a top area of focus.
Review the ins and outs of diabetes, then consider five questions that could come up on exam day.
Programs like Slone NCLEX provide these questions and more to help you succeed.
One of the most complicated areas of nursing is endocrine. More specifically, diabetes. There seem to be so many ins and outs of diabetes that it’s easy to get lost and get the information twisted, while not missing the key need-to-know information missed. A few things to remember. Diabetes is a disease of blood sugar. When being tested over diabetes, you will get questions about safe medication administration, safe blood sugar ranges, patient assessments, symptoms, and interventions for hyper/hypoglycemia and DKA and HHS. Key things to remember when giving any medication or performing any intervention always ASSESS your patient first and then intervene/give the medication and then REASSESS. This tells you if it is SAFE to perform that intervention/give that medication, and then you REASSESS to make sure your intervention worked/was effective, or if it worked too well. So, in diabetes, the big assessment is going to be blood sugar. Make sure you are assessing that blood sugar BEFORE any medication administration and then reassessing that blood sugar, especially if the client is showing signs of high or low blood sugars. Memory trick to remember hypoglycemia: TIRED – Tachycardia, Irritability, Restlessness, Excessively hungry, Diaphoresis – Think Hangry!Memory trick to remember hyperglycemia: 3 P’s, polydipsia (excessive thirst), polyphagia (excessive hunger), polyuria (excessive urination).So today we are going to refresh you on the need-to-know terms related to diabetes and give you five examples of what NCLEX-RN® diabetes questions could look like.
Key Terms for NCLEX-RN® Diabetes Questions
Diabetes Mellitus: A complex, chronic, and common disease of impaired nutrient metabolism, especially glucose, affecting the function of all body systems.Diabetic Ketoacidosis (DKA): A life-threatening diabetes complication, more commonly known as Type 1 diabetes mellitus, that is manifested by uncontrolled hyperglycemia, increased ketone production, and metabolic acidosis.Diabetic Peripheral Neuropathy: Progressive nerve function deterioration that causes loss of sensory perception, most commonly starting in the toes and feet of a diabetic patient.Gastroparesis: A chronic disease that causes delayed stomach emptying and can occur in people with diabetes when high blood sugar damages nerves in the stomach, slowing or stopping digestion. It's a complication seen with long-term Type 1 and Type 2 diabetes.Glucagon: A hormone that helps regulate blood sugar levels. It is produced by the pancreas and released into the bloodstream when blood glucose levels fall. Glucagon is important for maintaining a stable blood sugar level, which is vital for the body to function. When blood sugar levels are low, glucagon raises the blood sugar.Gluconeogenesis: The process of creating glucose from non-carbohydrate precursors, such as lactate, pyruvate, amino acids, and glycerol. It's a metabolic process that occurs mainly in the liver and kidneys and is essential to maintain stable blood sugar levels.Glucose Regulation: Process maintaining the blood glucose levels within a stable range, despite changes in glucose intake and energy use.Glycogenesis: Process of converting glucose into glycogen to be stored in the body.Glycogenolysis: Process of breaking down glycogen into glucose to produce energy.Glycosylated hemoglobin (A1C): a standardized lab test that measures long-term blood sugar control. Normal is below 5.7%, prediabetes is 5.7%-6.4%, diabetes is 6.5% or higher.Hyperglycemia: Blood glucose above the normal range of 100.Hyperglycemic-Hyperosmolar State (HHS): A life-threatening complication of diabetes, most commonly Type 2 DM, that occurs when blood glucose levels remain too high for a long time. HHS is characterized by severe dehydration, hyperglycemia, and hyperosmolality, without significant ketoacidosis, which is seen in diabetic ketoacidosis.Hypoglycemia: Blood glucose lower than the normal range of 70.Hyperinsulinemia: A chronic condition where the amount of insulin in the blood is higher than normal. Insulin is a hormone produced by the pancreas that helps regulate blood sugar.Ketogenesis: A metabolic process that converts the body’s fats to acid products (ketones), which are an alternative energy source for the body.Ketones: Abnormal acidic breakdown products that accumulate in the blood when insulin is unavailable, causing an acid-base imbalance leading to metabolic acidosis.Kussmaul Respirations: Rapid, deep breathing patterns occur as the body responds to metabolic acidosis, often caused by diabetic ketoacidosis (DKA). The body tries to expel excess carbon dioxide through fast, deep breaths to correct the blood pH level.Lipolysis: A metabolic process that breaks down body fat to turn into glycerol and fatty acids.Metabolic Syndrome: A simultaneous presence of multiple health conditions including hypertension, hyperglycemia, excess abdominal fat, and hyperlipidemia. When present together, they significantly increase the risk of developing heart disease, stroke, and Type 2 diabetes. Metabolic syndrome is linked to obesity and inactivity, and is characterized by insulin resistance where the body doesn't use insulin effectively.Proliferative Diabetic Retinopathy: A complication of diabetic retinopathy (DR) that occurs when new, abnormal blood vessels grow in the retina. These vessels are fragile and bleed easily causing the vision to be obscured.Proteolysis: Process of breaking down proteins into amino acids.
Sample NCLEX-RN® Diabetes Questions
Now that we have covered the basics, let's bring it all together to see how it could be represented on your NCLEX® exam. 1. The nurse is preparing to administer rapid-acting insulin to a client with diabetes mellitus type 1. Which of the following actions by the nurse is the priority?
Assessing the blood sugar.
Checking the client’s vital signs.
Getting a second nurse to check the insulin dose.
Rotating injection sites.
2. The nurse recognizes that which of the following symptoms indicates the client’s blood sugar may be low?
Heart rate of 58.
Increased urine output.
The client is diaphoretic.
The client’s skin is dry and flushed.
3. The nurse is assessing a client who presents to the emergency room with a blood glucose of 451; urine is positive for ketones, leukocytes, and protein; client has rapid deep respirations. The nurse anticipates the physician ordering which of the following order sets?
Hyperglycemic-hyperosmolar state treatment order set.
Hypoglycemia protocol order set.
Hyperglycemia protocol order set.
Diabetic ketoacidosis treatment order set.
4. The nurse is providing education to a client newly diagnosed with diabetes type 2 who asks, “My doctor says I have metabolic syndrome and diabetes. What does that mean?” Which response by the nurse is appropriate?
“Having metabolic syndrome and diabetes places you at higher risk for cardiovascular disease and you will need to have good control of your blood sugar, blood pressure, and cholesterol to prevent complications.”
“It means that your body has a harder time eliminating drugs from the body so you will need to take lower doses of medication to prevent toxicities.”
“This means you will likely need insulin to manage your diabetes rather than oral antidiabetics.”
“Metabolic syndrome will help your body’s cells absorb insulin better to provide good blood glucose control.”
5. The nurse educates the client on the manifestations of hyperglycemia. Which symptoms does the nurse include in their teaching? (Select all that apply)
Headache.
Increased urine output.
Tachycardia.
Increased thirst.
Diaphoresis.
Increased hunger.
The correct answers to these questions are as follows:
(A) Assessing the client’s blood sugar.The priority action by the nurse is to assess the client’s blood sugar. This determines if it is safe to administer the insulin to the client and is the highest priority to prevent harm. The other actions may be completed by the nurse, but they are not the priority.
(C) The client is diaphoretic. Symptoms of hypoglycemia include tachycardia, irritability, restlessness, excessive hunger, and diaphoresis (remember TIRED). The other options are not correct and are not symptoms of hypoglycemia.
(D) Diabetic ketoacidosis treatment order set. The client has symptoms indicating diabetic ketoacidosis, which includes hyperglycemia, metabolic acidosis, and increased production of ketones causing ketones in the urine. The other options are not correct. The client has ketones in the urine representing DKA, not HHS. Additionally, the client has high, not low, blood sugar, but the hyperglycemia protocol is not adequate to treat this client.
(A) “Having metabolic syndrome and diabetes places you at higher risk for cardiovascular disease and you will need to have good control of your blood sugar, blood pressure, and cholesterol to prevent complications.” The correct teaching by the nurse would state that metabolic syndrome with diabetes increases the client’s risk for cardiovascular disease so the client will need to have good glucose, blood pressure, and cholesterol control. The other options are incorrect and not accurate teaching.
(B,D,F) Increased urine output, increased thirst, and increased hunger.The signs and symptoms of hyperglycemia are the 3 P’s polydipsia (increased thirst), polyphagia (increased hunger), and polyuria (increased urine output).
The Bottom Line
Now that you have successfully read through and answered all of these questions, you are that much closer and that much more prepared to take and pass the NCLEX®! Know that you’ve got this and that we’ve got you!
