NCLEX-RN-LPN and Nursing School Tutoring Expert-NCLEX prep and tutoring

Example

Sample item (Prioritization): You are the RN receiving four morning reports. Who do you see first? A) 72-year-old with COPD, SpO₂ 90% on 2 L NC, no dyspnea. B) 26-year-old with anaphylaxis yesterday, requests discharge instructions. C) 58-year-old post-thyroidectomy now hoarse with mild stridor. D) 45-year-old with DKA whose anion gap closed overnight. Correct: C. Rationale: Airway threat (ABCs); post-thyroidectomy stridor suggests laryngeal edema → immediate assessment and possible airway intervention. Sara then links this to CJMM (recognize cue: stridor; analyze: airway swelling; prioritize: airway risk > education > chronic baseline).

Scenario

Two weeks before your NCLEX date, you schedule daily 15-minute bursts: 8–10 mixed items, each followed by a rationales debrief and a 60-second ‘why the distractor is tempting’ breakdown. Sara tracks your error themes within the session (e.g., prematurely choosing education tasks over unstable airways) and immediately serves one targeted reinforcement item.

Example

From a 40-slide endocrine deck, Sara produces: (1) a 1-page ‘Addisonian crisis’ rapid guide (patho → cues → priority actions → meds → monitoring), (2) a side-by-side table—Cushing vs. Addison (hallmark findings, labs, nursing care), and (3) 15 flashcards (front: ‘Fludrocortisone—monitoring?’ back: ‘BP, weight/edema, Na⁺/K⁺; watch for hypertension/hypokalemia’).

Scenario

During pediatrics week you’re overwhelmed by congenital heart defects. You paste your notes; Sara delivers a shunt-direction table, a mnemonic for increased vs. decreased pulmonary blood flow, and 10 labeled flashcards. If visuals would help (e.g., fetal circulation flow), Sara supplies a clean outline and links to reputable diagrams for further study.

Example

Dosage calc walk-through: Order: Dopamine 5 mcg/kg/min, patient 82 kg; bag 400 mg in 250 mL. Sara shows factor-label setup to mL/hr, highlights common traps (mixing mcg vs mg), and finishes with a ‘reasonability check.’ Delegation mini-case: Which task to assign to an LPN vs. UAP on a post-op unit? Sara applies the ‘Right Task/Right Circumstance/Right Person/Right Direction/Right Supervision’ framework and explains, for example, why initial education or unstable assessments remain with the RN.

Scenario

On a night before clinical, you message: ‘I mix up mcg/kg/min problems and delegation choices.’ Sara alternates 3 dopamine/norepinephrine drips with 4 scope-of-practice items, then summarizes rules of thumb (e.g., ‘teaching, assessment, evaluation = RN; stable dressing changes, PO meds = often LPN; ADLs/vitals on stable patients = UAP’) with brief justifications.