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2 example pdf are provided for the same class so follow same format and write on the given word doc and make sure to include the peds ati book as reference and absolutely no plagiarism 6 topics to do
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lOMoARcPSD|13444472
3 Critical Points PEDS – Peds Remediations
Pediatrics (West Coast University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
“3 Critical Points”
Identify the 3 critical (most important) points for every NCLEX Client Need Category below 76%. Use whatever reliable evidence-based resources
necessary to remediate each topic (ATI Focused Review, ATI eBook, Course textbook per syllabus). Cite your sources (APA formatting not required).
Include the following reflection with each of your topics
How do the 3 critical (Most Important) points that you learned help you understand the following 6 Cognitive Functions (which follows the Nursing Process):
o Recognize Cues (Assessment) – Filter information from different sources (i.e., signs, symptoms, health history, environment).
o Analyze Cues (Analysis) – Link recognized cues to a client’s clinical presentation and establishing probable client needs, concerns, or problems.
o Prioritize Hypotheses (Analysis) – Establish priorities of care based on the client’s health problems (i.e. environmental factors, risk assessment, urgency,
signs/ symptoms, diagnostic test, lab values, etc.)
o Generate Solutions (Planning) – Identify expected outcomes and related nursing interventions to ensure clients’ needs are met.
o Take Actions (Implementation) – Implement appropriate interventions based on nursing knowledge, priorities of care, and planned outcomes to
promote, maintain, or restore a client’s health.
o Evaluate Outcomes (Evaluation) – Evaluate a client’s response to nursing interventions and reach a nursing judgment regarding the extent to which
outcomes have been met.
o
Date
Student Name
Instructor Name
Assessment Name
# of incorrect topics
09/22/2023
Cassandra Stager
NCLEX Client Need Category
Topic
3 critical points
Topics to review (for
each sub-category)—
indicate # of topics to
review
3 new concepts you learned/now
understand about this topic
Dr. Alkhatib
RN Nursing Care of Children Online Practice 2019 A
21
Reflection on critical points using the
6 Cognitive Functions
Content Area
Sub-categories (under
Content Area)—indicate #
of categories to review
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Utilizing at least one of the 6
cognitive functions listed above),
reflect on your 3 critical points
lOMoARcPSD|13444472
Safety and Infection Control (4 items)
Accident/error/injury
prevention (2 items)
Head Injury: Planning
care for an Infant who
has an Epidural
Hematoma
1. I now understand that the need
to explain to the client actions
being made and why even when
there is a potential decrease in
the level of consciousness.
(Hearing is the last sense
affected by a head injury).
2. I learned that the biggest
precaution to take with a head
injury patient is to maintain
safety and seizure
3. I learned that the presence of
petechiae requires immediate
medical attention
Pediatric Emergencies:
Planning interventions
for Lead Exposure
1. I learned that there are three
types of lead exposures starting
with low-dose, then high-dose,
but other manifestations can
occur as well.
2. I now understand that low dose
exposure will cause symptoms
such as distractibility,
impulsiveness, hyperactivity,
hearing impairment, and mild
intellectual difficulty. High dose
exposure creates cognitive
delays varying in severity,
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Take Actions:
I need more practice on
identifying priority findings. I
often read the questions to fast
and thus think it’s asking me
what are symptoms of the
disease and not what the priority
intervention should be.
Analyze Cues:
I missed understanding the
significance of assessment
findings. I need to relearn the
times for routine screenings of
pediatric patients to ensure
those screenings and
immunizations are taking place at
the times they need to.
lOMoARcPSD|13444472
blindness, paralysis, coma,
seizures, and death.
3. I learned that nursing actions
include educating parents on
the routine screenings that
need to take place for lead
levels at 1,2, and 3 years of age.
Standard Precautions/
Transmission-based
Precautions/ Surgical
Asepsis (2)
Communicable
diseases: Isolation
Precautions for a child
who has Pertussis
1. I learned what Pertussis is
known as the whooping cough.
I had not refreshed myself
about this disease.
2. I now understand that Pertussis
is spread through direct
contact, droplet, or indirect
contact with freshly
contaminated articles.
3. I learned that incubation
includes 6 to 20 days, but
usually 7 to 10 days and the
communicability is greatest
during catarrhal stage before
onset of paroxysmal stage.
Take Actions:
Infection Control:
Nursing action for an
infant who has
respiratory syncytial
virus
1. I learned that pediatric patients
with rsv should be placed under
contact precautions.
2. I now understand that contact
precautions are to protect
visitors and caregivers when
they are within 3 ft of the client
Take Actions:
Downloaded by marina saroyan (marina.saroyann@gmail.com)
I read the question to fast and
did not understand that I need to
focus on isolation precautions. If
I slow down then I would have
been able to understand what
the question was asking.
I need to practice what types of
diseases require specific
precautions. I missed this
question because I was not able
to know what diseases need
lOMoARcPSD|13444472
against direct client and
certain precautions.
environmental infections.
3. I learned that contact
precautions require a private
room or a room with other
patients with the same
infection. Care teams should
wear gloves and gowns as well
as any visitors. Disposal of
infections dressing material into
a single, nonporous bag without
touching the outside of the bag.
Health Promotion and Maintenance (2 items)
Developmental Stages and
Transitions (1)
Health Promotion of
1. I learned that preschoolers have
Preschoolers (3-6
improvements on their fine
years) Developmental
motor skills for example things
Milestones of a 4-yearsuch as copying figures on
old child
paper and dressing
independently.
2. I understand now that
preschoolers age 3 should be
able to ride a tricycle, jump off
the bottom step, and stand on
one foot for a few seconds. A
four year old should be able to
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Analyze Cues:
I misread the question and
wasn’t focusing on the correct
age group. I need to review the
milestones for each age group as
categorized by Erikson and Piget.
lOMoARcPSD|13444472
skip and hop on one foot, throw
a ball overhead, and catch balls
reliably.
3. I learned that 5-year-old
preschoolers should be able to
jump ropes, walk backwards
with heel to tow, and throw and
catch a ball with ease.
Health Screening (1)
Musculoskeletal
congenital disorders:
Scoliosis assessment
1. I learned that Scoliosis is a
complex deformity of the spine
that also affects the ribs. It is
characterized by a lateral
curvature of the spine and
spinal rotation that causes rib
asymmetry.
2. I understand the risk factors for
Scoliosis are genetic tendency,
being female, and there is a
higher incidence between the
ages 8 to 15 years of age.
3.
Psychosocial Integrity (1 items)
Abuse/neglect (2 items)
Psychosocial issues of
infants, children, and
adolescents:
Identifying possible
indications of physical
abuse
1. xxx
2. xxx
3. xxx
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
Reduction of Risk Potential (4 items)
System Specific
Assessments (1)
Antibiotics Affecting
Protein Syntheses:
Identifying risk factors
for hearing Loss
Therapeutic Procedures (3) Discharge teaching for
a child who has major
burns
Musculoskeletal
congenital disorders:
Evaluating
understanding of Pavlik
Harness Use
Postoperative care for
a child following a skin
graft
1. xxx
2. xxx
3. xxx
1. xxx
2. xxx
3. xxx
1. xxx
2. xxx
3. xxx
1. xxx
2. xxx
3. xxx
Physiological Adaptation
Alterations in Body
systems (1)
Provider Prescriptions
to anticipate for a child
who has major burns
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Recognize Cues:
I misunderstood the question
asking for priority findings. I
thought the question was asking
for signs/symptoms. I will read
the question slower next time so
I can pay attention to the priority.
lOMoARcPSD|13444472
Illness Management (7)
Anticipating provider
prescriptions for a
child who has major
burns
Assessment Findings
requiring immediate
follow-up
Diabetes Mellitus:
Client teaching
Evaluating
effectiveness of
discharge teaching for
a child who has Atopic
Dermatitis
Identifying findings to
report to the provider
for a child who has
asthma
Identifying potential
complications for a
preschooler who has
an infectious disease
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Analyze Cues:
I missed understanding the
significance of assessment
findings. I read the question too
fast and missed the priority
finding for the patient
lOMoARcPSD|13444472
Pathophysiology (1)
Unexpected response to
therapies (1)
Prioritizing care for a
child who has major
burns
Gastrointestinal
structural and
inflammatory
disorders: identifying
the location of
McBurney’s point
Blood and blood
products: identifying
manifestations of
blood transfusion
reactions
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
3 Critical Points PEDS – Peds Remediations
Pediatrics (West Coast University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
“3 Critical Points”
Identify the 3 critical (most important) points for every NCLEX Client Need Category below 76%. Use whatever reliable evidence-based resources
necessary to remediate each topic (ATI Focused Review, ATI eBook, Course textbook per syllabus). Cite your sources (APA formatting not required).
Include the following reflection with each of your topics
How do the 3 critical (Most Important) points that you learned help you understand the following 6 Cognitive Functions (which follows the Nursing Process):
o Recognize Cues (Assessment) – Filter information from different sources (i.e., signs, symptoms, health history, environment).
o Analyze Cues (Analysis) – Link recognized cues to a client’s clinical presentation and establishing probable client needs, concerns, or problems.
o Prioritize Hypotheses (Analysis) – Establish priorities of care based on the client’s health problems (i.e. environmental factors, risk assessment, urgency,
signs/ symptoms, diagnostic test, lab values, etc.)
o Generate Solutions (Planning) – Identify expected outcomes and related nursing interventions to ensure clients’ needs are met.
o Take Actions (Implementation) – Implement appropriate interventions based on nursing knowledge, priorities of care, and planned outcomes to
promote, maintain, or restore a client’s health.
o Evaluate Outcomes (Evaluation) – Evaluate a client’s response to nursing interventions and reach a nursing judgment regarding the extent to which
outcomes have been met.
o
Date
Student Name
Instructor Name
Assessment Name
# of incorrect topics
09/22/2023
Cassandra Stager
NCLEX Client Need Category
Topic
3 critical points
Topics to review (for
each sub-category)—
indicate # of topics to
review
3 new concepts you learned/now
understand about this topic
Dr. Alkhatib
RN Nursing Care of Children Online Practice 2019 A
21
Reflection on critical points using the
6 Cognitive Functions
Content Area
Sub-categories (under
Content Area)—indicate #
of categories to review
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Utilizing at least one of the 6
cognitive functions listed above),
reflect on your 3 critical points
lOMoARcPSD|13444472
Safety and Infection Control (4 items)
Accident/error/injury
prevention (2 items)
Head Injury: Planning
care for an Infant who
has an Epidural
Hematoma
1. I now understand that the need
to explain to the client actions
being made and why even when
there is a potential decrease in
the level of consciousness.
(Hearing is the last sense
affected by a head injury).
2. I learned that the biggest
precaution to take with a head
injury patient is to maintain
safety and seizure
3. I learned that the presence of
petechiae requires immediate
medical attention
Pediatric Emergencies:
Planning interventions
for Lead Exposure
1. I learned that there are three
types of lead exposures starting
with low-dose, then high-dose,
but other manifestations can
occur as well.
2. I now understand that low dose
exposure will cause symptoms
such as distractibility,
impulsiveness, hyperactivity,
hearing impairment, and mild
intellectual difficulty. High dose
exposure creates cognitive
delays varying in severity,
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Take Actions:
I need more practice on
identifying priority findings. I
often read the questions to fast
and thus think it’s asking me
what are symptoms of the
disease and not what the priority
intervention should be.
Analyze Cues:
I missed understanding the
significance of assessment
findings. I need to relearn the
times for routine screenings of
pediatric patients to ensure
those screenings and
immunizations are taking place at
the times they need to.
lOMoARcPSD|13444472
blindness, paralysis, coma,
seizures, and death.
3. I learned that nursing actions
include educating parents on
the routine screenings that
need to take place for lead
levels at 1,2, and 3 years of age.
Standard Precautions/
Transmission-based
Precautions/ Surgical
Asepsis (2)
Communicable
diseases: Isolation
Precautions for a child
who has Pertussis
1. I learned what Pertussis is
known as the whooping cough.
I had not refreshed myself
about this disease.
2. I now understand that Pertussis
is spread through direct
contact, droplet, or indirect
contact with freshly
contaminated articles.
3. I learned that incubation
includes 6 to 20 days, but
usually 7 to 10 days and the
communicability is greatest
during catarrhal stage before
onset of paroxysmal stage.
Take Actions:
Infection Control:
Nursing action for an
infant who has
respiratory syncytial
virus
1. I learned that pediatric patients
with rsv should be placed under
contact precautions.
2. I now understand that contact
precautions are to protect
visitors and caregivers when
they are within 3 ft of the client
Take Actions:
Downloaded by marina saroyan (marina.saroyann@gmail.com)
I read the question to fast and
did not understand that I need to
focus on isolation precautions. If
I slow down then I would have
been able to understand what
the question was asking.
I need to practice what types of
diseases require specific
precautions. I missed this
question because I was not able
to know what diseases need
lOMoARcPSD|13444472
against direct client and
certain precautions.
environmental infections.
3. I learned that contact
precautions require a private
room or a room with other
patients with the same
infection. Care teams should
wear gloves and gowns as well
as any visitors. Disposal of
infections dressing material into
a single, nonporous bag without
touching the outside of the bag.
Health Promotion and Maintenance (2 items)
Developmental Stages and
Transitions (1)
Health Promotion of
1. I learned that preschoolers have
Preschoolers (3-6
improvements on their fine
years) Developmental
motor skills for example things
Milestones of a 4-yearsuch as copying figures on
old child
paper and dressing
independently.
2. I understand now that
preschoolers age 3 should be
able to ride a tricycle, jump off
the bottom step, and stand on
one foot for a few seconds. A
four year old should be able to
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Analyze Cues:
I misread the question and
wasn’t focusing on the correct
age group. I need to review the
milestones for each age group as
categorized by Erikson and Piget.
lOMoARcPSD|13444472
skip and hop on one foot, throw
a ball overhead, and catch balls
reliably.
3. I learned that 5-year-old
preschoolers should be able to
jump ropes, walk backwards
with heel to tow, and throw and
catch a ball with ease.
Health Screening (1)
Musculoskeletal
congenital disorders:
Scoliosis assessment
1. I learned that Scoliosis is a
complex deformity of the spine
that also affects the ribs. It is
characterized by a lateral
curvature of the spine and
spinal rotation that causes rib
asymmetry.
2. I understand the risk factors for
Scoliosis are genetic tendency,
being female, and there is a
higher incidence between the
ages 8 to 15 years of age.
3.
Psychosocial Integrity (1 items)
Abuse/neglect (2 items)
Psychosocial issues of
infants, children, and
adolescents:
Identifying possible
indications of physical
abuse
1. xxx
2. xxx
3. xxx
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
Reduction of Risk Potential (4 items)
System Specific
Assessments (1)
Antibiotics Affecting
Protein Syntheses:
Identifying risk factors
for hearing Loss
Therapeutic Procedures (3) Discharge teaching for
a child who has major
burns
Musculoskeletal
congenital disorders:
Evaluating
understanding of Pavlik
Harness Use
Postoperative care for
a child following a skin
graft
1. xxx
2. xxx
3. xxx
1. xxx
2. xxx
3. xxx
1. xxx
2. xxx
3. xxx
1. xxx
2. xxx
3. xxx
Physiological Adaptation
Alterations in Body
systems (1)
Provider Prescriptions
to anticipate for a child
who has major burns
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Recognize Cues:
I misunderstood the question
asking for priority findings. I
thought the question was asking
for signs/symptoms. I will read
the question slower next time so
I can pay attention to the priority.
lOMoARcPSD|13444472
Illness Management (7)
Anticipating provider
prescriptions for a
child who has major
burns
Assessment Findings
requiring immediate
follow-up
Diabetes Mellitus:
Client teaching
Evaluating
effectiveness of
discharge teaching for
a child who has Atopic
Dermatitis
Identifying findings to
report to the provider
for a child who has
asthma
Identifying potential
complications for a
preschooler who has
an infectious disease
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Analyze Cues:
I missed understanding the
significance of assessment
findings. I read the question too
fast and missed the priority
finding for the patient
lOMoARcPSD|13444472
Pathophysiology (1)
Unexpected response to
therapies (1)
Prioritizing care for a
child who has major
burns
Gastrointestinal
structural and
inflammatory
disorders: identifying
the location of
McBurney’s point
Blood and blood
products: identifying
manifestations of
blood transfusion
reactions
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
3 Critical Points (ATI Remediation)
Pediatrics (West Coast University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by marina saroyan (marina.saroyann@gmail.com)
lOMoARcPSD|13444472
“3 Critical Points”
Identify the 3 critical (most important) points for every NCLEX Client Need Category below 76%. Use whatever reliable evidence-based resources
necessary to remediate each topic (ATI Focused Review, ATI eBook, Course textbook per syllabus). Cite your sources (APA formatting not required).
Include the following reflection with each of your topics
How do the 3 critical (Most Important) points that you learned help you understand the following 6 Cognitive Functions (which follows the Nursing Process):
o Recognize Cues (Assessment) – Filter information from different sources (i.e., signs, symptoms, health history, environment).
o Analyze Cues (Analysis) – Link recognized cues to a client’s clinical presentation and establishing probable client needs, concerns, or problems.
o Prioritize Hypotheses (Analysis) – Establish priorities of care based on the client’s health problems (i.e. environmental factors, risk assessment, urgency,
signs/ symptoms, diagnostic test, lab values, etc.)
o Generate Solutions (Planning) – Identify expected outcomes and related nursing interventions to ensure clients’ needs are met.
o Take Actions (Implementation) – Implement appropriate interventions based on nursing knowledge, priorities of care, and planned outcomes to
promote, maintain, or restore a client’s health.
o Evaluate Outcomes (Evaluation) – Evaluate a client’s response to nursing interventions and reach a nursing judgment regarding the extent to which
outcomes have been met.
o
Date
Student Name
Instructor Name
Assessment Name
# of incorrect topics
03/05/2023
Caryl Jeune Nolasco
Christine Dyer
NCLEX Client Need Category
Topic
3 critical points
Identifying Conditions
Based on Findings in
the Electronic Medical
Record
1. An expected finding in
nephrotic syndrome is the
blood pressure would be in
expected range or slightly
below (ATI book).
2. Hyperlipidemia would be
present in nephrotic syndrome
RN Nursing Care of Children Online Practice 2019 B
Reflection on critical points using the
6 Cognitive Functions
Physiological Adaptation (3)
Alterations in Body
Systems (2 items)
Downloaded by marina saroyan (marina.saroyann@gmail.com)
Recognizing cues:
The questions are usually about
signs and symptoms which are
usually a select all that apply
question. I need to memorize
and differentiate signs and
lOMoARcPSD|13444472
Physical Assessment
Findings: Identifying
Adventitious Lung
Sounds
Illness Management (1
item)
Anticipating Actions to
Take for an Adolescent
Who Is Experiencing a
Pneumothorax
(ATI book).
3. Expected findings in hemolytic
uremic syndrome are irritability,
lethargy, hallucinations, and
edema (ATI book).
1. Wheeze is a high-pitched
whistling, musical sound as air
passes through narrowed or
obstructed airways (ATI book).
2. Wheeze is usually louder on
expiration (ATI book).
3. Rhonchi is a course, loud, lowpitched rumbling sounds during
either inspiration or expiration
resulting from fluid or mucus
(ATI book).
1. First intervention for
pneumothorax is to administer
oxygen therapy (ATI book).
2. Chest tube insertion on pleural
space to drain fluid, blood, or
air, re-establish a negative air
pressure, and facilitate lung
function (ATI book).
3. Respiratory failure is when
there is inadequate gas
exchange due to lung collapse
(ATI book).
Downloaded by marina saroyan (marina.saroyann@gmail.com)
symptoms in order to answer
questions properly.
Recognizing cues:
There are a lot of questions
regarding the respiratory tract
and I need to recognize which
problem should be recognized
first and which intervention
should be done first to answer
the question properly
Recognizing cues:
The interventions for
pneumothorax can be
complicated but it is important to
facilitate ABC when choosing an
intervention for this question.
“3 Critical Concepts – Remediation Document”
Upon completion of the required Practice Assessment, conduct a focused review by downloading the “ATI Individual Performance Profile” Report.
Complete the “3 Critical Concepts – Remediation Document” by using each NCLEX Client Need Category, listed under the “Topics to Review
Section” in the report to identify 3 Critical Concepts learned and or understand better about the concept. Use reliable evidence-based resources
to remediate each topic (ATI Focused Review, ATI eBook, Course textbook per Syllabus). Cite your sources (APA formatting not required).
8 NCLEX Client Need Categories
1) Management of Care, 2) Safety and Infection Control, 3) Basic Care and comfort, 4) Health Promotion and Maintenance, 5) Psychosocial Integrity, 6)
Pharmacological and Parenteral Therapies, 7) Reduction of Risk Potential, and 8) Physiological Adaptation
Reflection Section – include one of the 6 Cognitive Functions
•
Reflect on how the 3 critical concepts you learned, helped you gain a better understanding of the 6 Cognitive Functions of the National Council for State
Boards of Nursing (NCSBN) – Clinical Judgement Measurement Model (NCJMM) – which follows the Nursing Process:
o Recognize Cues (Assessment) – Filter information from different sources (i.e., signs, symptoms, health history, environment).
o Analyze Cues (Analysis) – Link recognized cues to a client’s clinical presentation and establishing probable client needs, concerns, or problems.
o Prioritize Hypotheses (Analysis) – Establish priorities of care based on the client’s health problems (i.e. environmental factors, risk assessment,
urgency, signs/ symptoms, diagnostic test, lab values, etc.)
o Generate Solutions (Planning) – Identify expected outcomes and related nursing interventions to ensure clients’ needs are met.
o Take Actions (Implementation) – Implement appropriate interventions based on nursing knowledge, priorities of care, and planned outcomes to
promote, maintain, or restore a client’s health.
o Evaluate Outcomes (Evaluation) – Evaluate a client’s response to nursing interventions and reach a nursing judgment regarding the extent to which
outcomes have been met.
Topics To Review – F y h t y r om y o u r j oj g o 5 j o r j o t r6 5 h y 5 oj 5 o6
List the NCLEX Client Need Categories, Topics, and Concepts to review from your report here – as shown in the example provided.
NCLEX Client Need Category Topic Concept
Safety and Infection Control (1 item)
Reporting of Incident/Event/Irregular Occurrence/Variance (1 item)
Safe Medication Administration and Error Reduction: Priority Action Following a Medication Error
Remove the 5 lines above, add information from your report before submission.
Date
Student Name
Instructor Name
Assessment Name
# of Topics to Review
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Reflection – Address 1 of the 6 Cognitive
Functions
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Reflection – Address 1 of the 6 Cognitive
Functions
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
3 Critical Concepts (I learned, and/or,
Reflection – Address 1 of the 6 Cognitive
understand better about this topic)
Functions
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Reflection – Address 1 of the 6 Cognitive
Functions
Add your NCLEX Client Need Category here
Add or delete rows below according to the number of items – Remove this line before submitting your work.
Topic
Concept
3 Critical Concepts (I learned, and/or,
understand better about this topic)
Reflection – Address 1 of the 6 Cognitive
Functions
References:
Include your references here. Below is an example – delete this line and the examples below and add the references you used.
Halter, M. J. (2022). Varcarolis’ Foundations of Psychiatric Mental Health Nursing 9th ed. Publisher: Saunders/Elsevier. St. Louis, Missouri.
ATI Content Mastery Series Review Module: RN Mental Health 11.0 ed.
McCuistion, L.E., DiMaggio, K., Winton, M.B., & Yeager (2023). Pharmacology: A Patient-Centered Nursing Process Approach. 11th. Ed. Publisher: Elsevier.
ATI Content Mastery Series Review Module: RN Pharmacology 11.0 ed.
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