12 interactive questions with step-by-step test-taking strategy for each

Before you start: the universal 4-step attack for ANY delegation question

Find the stability words. Scan the stem for stable, chronic, predictable, expected (safe to move down the ladder) vs. new, first, unstable, changed, post-op day 0 (stays with the RN).
Find the judgment words. Assess, evaluate, teach, plan, first = RN only. Reinforce, monitor stable, focused data = LPN. Routine, ADLs, judgment-free = UAP.
Eliminate scope violations first. Any option crossing a legal line is wrong no matter how short-staffed the scenario sounds.
Prefer the option that closes the loop. If two options delegate correctly, the one with specific parameters and follow-up/evaluation wins.

Open the "How to attack this question" box on each card before answering — that's the coaching. Then answer and read the rationales.

Your score:

Start Over[tcb-script]const QUESTIONS = [{ type:"mc", badge:"Multiple Choice · Assignment to LPN", stem:"The charge nurse on a medical unit is making assignments. Which client is <b>most appropriate</b> to assign to the LPN/LVN?", strategy:"This is a 'give it to the LPN' question, so you are hunting for ONE thing: the <b>stable patient with a predictable outcome</b> whose care is task-based. Cross out anything containing a destabilizer: <i>new, first, post-op day 0, changed, requires teaching/evaluation</i>. Difficulty of the task does NOT matter — sterile procedures are fine for LPNs. Stability + judgment are the only filters.", options:[ {t:"A client admitted 2 hours ago with new-onset atrial fibrillation", correct:false, r:"'Admitted 2 hours ago' + 'new-onset' = new admission AND unstable rhythm. Both keywords send this client to the RN for assessment."}, {t:"A client 1 day post-op abdominal surgery requiring a dressing change and IM pain medication", correct:true, r:"Post-op day 1 (not day 0), needs are procedure-based (sterile dressing change) and medication routes (IM) squarely within LPN scope. Predictable, skilled, directed care — this is the LPN's patient."}, {t:"A client with heart failure who developed crackles and dyspnea this morning", correct:false, r:"'Developed... this morning' = changed condition. A previously stable patient who changes becomes an RN patient — the circumstance revoked the assignment."}, {t:"A client newly diagnosed with diabetes who needs insulin teaching", correct:false, r:"'Newly diagnosed' + 'teaching' — initial teaching is RN-only. The LPN may only reinforce teaching the RN has already begun."} ], pearl:"One destabilizing word in an option ('new,' 'developed,' 'first') revokes LPN eligibility — even if the rest of the option sounds routine."},{ type:"sata", badge:"Select All That Apply · UAP Tasks", stem:"The RN is caring for a group of stable clients with a UAP. Which tasks are appropriate to delegate to the UAP? <b>Select all that apply.</b>", strategy:"SATA strategy: judge each option as its own true/false question — do NOT compare options to each other. For each one ask two questions: (1) Is this task routine and judgment-free? (2) Is the patient stable with nothing in the wording that requires assessment? Watch for hidden assessment verbs: 'describe,' 'determine,' 'evaluate,' 'check whether' often smuggle judgment into a routine-sounding task.", options:[ {t:"Ambulate a client who is 3 days post-op hip replacement and has walked twice today", correct:true, r:"Established, routine ambulation on a stable patient — classic UAP task. Note the wording: this is NOT the first ambulation."}, {t:"Obtain vital signs on a client 30 minutes into a blood transfusion", correct:false, r:"Right task, WRONG circumstance. Vitals during a transfusion are part of monitoring for a transfusion reaction — nursing assessment. The nurse takes these."}, {t:"Record intake and output on a client with heart failure", correct:true, r:"Measuring and recording I&O is data collection without interpretation — UAP appropriate. The NURSE evaluates what the totals mean."}, {t:"Feed a client admitted yesterday with a stroke who has not yet had a swallow evaluation", correct:false, r:"No swallow evaluation = aspiration risk is an open question = feeding requires clinical judgment. Not delegable until swallowing is cleared."}, {t:"Determine whether a client's pain has improved after medication", correct:false, r:"'Determine whether... improved' = evaluation. UAP may report what a patient SAYS; only the nurse evaluates the response to an intervention."}, {t:"Assist a stable client with a bed bath and oral care", correct:true, r:"ADLs on a stable patient — the core of the UAP role."} ], pearl:"In SATA delegation items, the trap options are usually 'right task, wrong circumstance' (transfusion vitals) or hidden evaluation verbs ('determine,' 'assess whether')."},{ type:"mc", badge:"Multiple Choice · Right Directions & Communication", stem:"The RN delegates ambulation of a post-op client to the UAP. Which instruction <b>best</b> demonstrates the right directions and communication?", strategy:"When every option delegates the same task, the question is testing HOW it is communicated. The winning option has three ingredients: (1) a <b>specific task</b> (what, how far, how often), (2) <b>objective reporting parameters</b> (numbers or observable signs), and (3) a <b>timeframe for reporting</b>. Eliminate anything vague ('let me know if anything seems off') — vague vigilance requests delegate judgment, which is never allowed.", options:[ {t:"“Walk Mr. Lopez today and let me know how it goes.”", correct:false, r:"No distance, no frequency, no parameters, no timeframe. 'How it goes' asks the UAP to decide what matters — delegated judgment."}, {t:"“Ambulate Mr. Lopez 100 feet with his walker twice this shift. Stop and report to me immediately if he becomes short of breath, dizzy, or reports pain above 4.”", correct:true, r:"Specific task (100 ft, walker, twice), objective stop-and-report triggers, and an explicit timeframe ('immediately'). All three ingredients of right communication."}, {t:"“Keep an eye on Mr. Lopez when he walks and use your judgment about how far he can go.”", correct:false, r:"'Use your judgment' is the classic wrong answer — judgment is the one thing that can never be delegated."}, {t:"“Ambulate Mr. Lopez and document the distance in the chart before you leave.”", correct:false, r:"Documentation instruction is fine, but there are no safety parameters and no reporting triggers. Better than A, still incomplete — and NCLEX wants the BEST option."} ], pearl:"The signature of a correct communication option is a NUMBER: a distance, a vital sign threshold, a pain score. Numbers = parameters; adjectives = judgment."},{ type:"mc", badge:"Multiple Choice · Float Nurse Assignment", stem:"An experienced ICU nurse is floated to the oncology unit for the shift. Which client should the charge nurse assign to the float nurse?", strategy:"Float questions have a counterintuitive rule that NCLEX loves: the float nurse gets the <b>most stable, most generic</b> patient — NOT the sickest — because competence is unit-specific. Ignore how impressive the floater's home unit is. Hunt for the patient whose care would look the same on almost any unit, and eliminate anything requiring specialty skills (chemo administration, neutropenic protocols, unit-specific devices).", options:[ {t:"A client receiving their first chemotherapy infusion this morning", correct:false, r:"Chemotherapy administration is a validated specialty competency the ICU nurse doesn't hold — and 'first' infusion adds reaction risk. Double disqualifier."}, {t:"A neutropenic client on protective isolation with a fever of 101.8°F", correct:false, r:"Neutropenic fever is an oncologic emergency requiring unit-specific protocols and rapid specialty judgment. Goes to an experienced oncology RN."}, {t:"A client 2 days post-mastectomy who is stable and awaiting discharge teaching tomorrow", correct:true, r:"Stable post-surgical care — wound checks, pain management, mobility — is generic med-surg nursing the ICU nurse is fully competent in. Most stable + most transferable skills = float nurse's patient."}, {t:"A client with new-onset tumor lysis syndrome requiring frequent labs", correct:false, r:"'New-onset' + a specialty complication = unstable AND unit-specific. The strongest home-unit RN takes this patient."} ], pearl:"Float nurse = most STABLE patient, never the sickest. An ICU pedigree doesn't transfer to specialty patients on an unfamiliar unit."},{ type:"mc", badge:"Multiple Choice · Acting on UAP Data", stem:"The UAP reports to the RN that a client's blood pressure is 84/50 mm Hg, adding, “he says he feels fine.” What is the RN's <b>priority</b> action?", strategy:"Any stem where the UAP reports abnormal data is testing ONE principle: UAP data <b>triggers</b> nursing assessment — it never <b>replaces</b> it. The priority answer is almost always 'assess the client personally.' Eliminate options that (1) act on unverified data (calling the provider first), (2) re-delegate the follow-up (send the UAP back to recheck), or (3) dismiss the finding because the patient 'feels fine.'", options:[ {t:"Ask the UAP to recheck the blood pressure in 15 minutes", correct:false, r:"Re-delegating the follow-up of an ABNORMAL finding leaves an unstable-possible patient unassessed. The circumstance just changed — it's the nurse's patient now."}, {t:"Notify the health care provider of the reading", correct:false, r:"Calling the provider before assessing means reporting unverified, contextless data. Assess first — the provider's first question will be 'what did YOU find?'"}, {t:"Assess the client immediately, including repeating the blood pressure", correct:true, r:"Abnormal delegated data = the nurse assesses personally, now. Verify the value, evaluate perfusion, THEN decide about the provider. Assessment before action."}, {t:"Document the value and continue with medication administration", correct:false, r:"'He feels fine' is a distractor — hypotension can precede decompensation. Documenting without assessing ignores a red-flag value."} ], pearl:"When delegated data is abnormal, the credited answer contains the word ASSESS and the word the nurse — never 'recheck' by the UAP, never 'notify' before evaluating."},{ type:"order", badge:"Ordered Response · After a Delegation Error", stem:"The RN learns the UAP fed breakfast to a client who was NPO for a swallow study. Place the RN's actions in <b>priority order</b> (first to last). Use the arrows to arrange, then submit.", strategy:"Error-response sequencing follows one unbreakable rule: <b>the patient always comes first, the paperwork second, the person third, the system last.</b> So: (1) assess/protect the patient, (2) notify the provider, (3) document + occurrence report, (4) private feedback to the delegatee, (5) review your own delegation decision (was the NPO status communicated clearly?). Any sequence that starts with correcting the UAP is automatically wrong.", options:[ {t:"Assess the client for signs of aspiration", correct:0, r:"Patient first, always. The immediate physiologic risk (aspiration) is assessed before anything else."}, {t:"Notify the provider that the client ate and the study may need rescheduling", correct:1, r:"Once the patient is assessed, the provider needs the information to adjust the plan (cancel/reschedule the study, new orders)."}, {t:"Document the event and complete an occurrence report", correct:2, r:"Factual documentation and the facility reporting process come after patient safety and provider notification."}, {t:"Meet privately with the UAP to review the NPO communication", correct:3, r:"Feedback is essential — private, prompt, specific — but it never precedes patient care."}, {t:"Evaluate whether the delegation instructions clearly included the NPO status", correct:4, r:"The final step is self-evaluation of the delegation loop: was this a 'right directions' failure? This prevents recurrence."} ], pearl:"Priority order after any delegated-care error: Patient → Provider → Paper → Person → Process. Teaching the delegatee first is always the trap."},{ type:"sata", badge:"Select All That Apply · LPN Scope", stem:"The RN is working with an LPN on a subacute unit. Which activities can the RN appropriately assign to the LPN? <b>Select all that apply.</b>", strategy:"LPN SATA items test whether you know BOTH edges of the scope: students under-trust the LPN on skilled tasks (sterile procedures ARE in scope) and over-trust them on judgment (teaching, planning, evaluating are NOT). For each option, ask: is this a skilled TASK on a stable patient (yes → LPN), or is it a nursing-process FUNCTION — assess, plan, teach, evaluate (no → RN)? Also flag national no-gos: IV push, blood initiation, titration.", options:[ {t:"Insert an indwelling urinary catheter for a stable client", correct:true, r:"Sterile procedure on a stable patient — squarely within LPN scope. Task difficulty is not the limiting factor; judgment is."}, {t:"Complete the admission assessment for a client arriving from the ED", correct:false, r:"Initial/admission assessment is RN-only — it establishes the baseline every later judgment depends on."}, {t:"Reinforce teaching about warfarin that the RN provided yesterday", correct:true, r:"'Reinforce' + 'the RN provided' = exactly the LPN teaching role. The RN initiated; the LPN reinforces."}, {t:"Administer an IV push dose of furosemide", correct:false, r:"IV push is outside the national LPN standard (state exceptions exist, but NCLEX tests the conservative national scope)."}, {t:"Perform a focused respiratory assessment on a stable COPD client", correct:true, r:"FOCUSED data collection on a STABLE chronic patient is LPN-appropriate — findings are reported to the RN, who interprets trends."}, {t:"Develop the plan of care for a newly admitted client", correct:false, r:"Care plan development is an RN nursing-process function. The LPN contributes data and implements the plan."} ], pearl:"LPN edge-check: skilled hands YES (catheters, wounds, trachs), judgment functions NO (assess-initial, plan, teach-initial, evaluate), and nationally NO IV push/blood/titration."},{ type:"mc", badge:"Multiple Choice · New Graduate Assignment", stem:"The charge nurse is assigning clients to a new graduate RN in her second week of orientation. Which client is <b>most appropriate</b>?", strategy:"New-grad questions use the same logic as float questions: match to the <b>lowest-judgment, most stable</b> patient — challenging enough to learn from, but never one requiring expert pattern recognition. Eliminate: actively deteriorating patients, complex family/ethical communication, and anything 'new-onset.' The new grad has a full license (so scope isn't the issue) — EXPERIENCE is the filter.", options:[ {t:"A client with pneumonia on day 3 of IV antibiotics whose oxygen requirement is decreasing", correct:true, r:"Improving, predictable trajectory, standard care. Real nursing work with a safety margin — the ideal orientation assignment."}, {t:"A client with new-onset confusion and a fluctuating blood pressure", correct:false, r:"New-onset change with instability demands experienced rapid assessment and pattern recognition — exactly what a second-week grad hasn't built yet."}, {t:"A client 4 hours post-op whose urine output has dropped to 20 mL/hr", correct:false, r:"Post-op day 0 with a deteriorating cue (oliguria) — this patient may be bleeding. Experienced RN, now."}, {t:"A client transitioning to comfort care whose family is in conflict about the decision", correct:false, r:"Not physiologically unstable, but ethically and emotionally complex — advanced communication that the preceptor or an experienced nurse should lead."} ], pearl:"For new grads and floats alike: stable + predictable + standard. The license is full; the experience isn't — assign to the experience."},{ type:"mc", badge:"Multiple Choice · Right Circumstance", stem:"A UAP is assigned to obtain vital signs on four clients. For which client should the <b>nurse</b> obtain the vital signs instead?", strategy:"This is a pure 'right circumstance' question: the TASK (vitals) is delegable for all four, so the answer hides in the PATIENT CONTEXT. Scan each option for a circumstance where the vitals themselves are part of active nursing assessment: transfusions (first 15 min), immediately post-op, first dose of a high-risk drug, or a previously abnormal value being rechecked. That's the one the nurse keeps.", options:[ {t:"A client 3 days post-op with stable vital signs all shift", correct:false, r:"Stable, routine, trending normal — exactly the vitals UAP exist to take."}, {t:"A client scheduled for discharge this afternoon after a stable hospital course", correct:false, r:"Stable and heading home — routine vitals, fully UAP appropriate."}, {t:"A client with chronic hypertension whose morning reading was at their baseline", correct:false, r:"Chronic + at baseline = stable and predictable. UAP appropriate."}, {t:"A client receiving a blood transfusion that started 10 minutes ago", correct:true, r:"During the first 15 minutes of a transfusion, vital signs are reaction surveillance — nursing assessment, not routine measurement. The nurse stays with the patient and takes these personally. Right task (vitals), wrong circumstance (active transfusion) — the circumstance revokes the delegation."} ], pearl:"'Vitals' stop being routine the moment they become surveillance: first 15 transfusion minutes, fresh post-op, first dose. Same task, different circumstance, different person."},{ type:"mc", badge:"Multiple Choice · Supervision & Evaluation", stem:"The RN delegated hourly vital signs and I&O to a UAP at 0700 for four stable clients. At 1100, the UAP has reported nothing. What is the RN's <b>best</b> action?", strategy:"Silence questions test the fifth right: supervision means <b>actively obtaining and reviewing results</b> — silence is never evidence that all is well. Eliminate options that (1) assume no news is good news, (2) wait for the end of shift, or (3) merely remind the UAP to report 'if' something is abnormal (parameters without follow-up). The credited answer has the nurse going and getting the data now.", options:[ {t:"Assume the clients are stable since nothing was reported", correct:false, r:"Silence is not evaluation. An abnormal value may be sitting unreported — this is the classic 'delegate and disappear' failure."}, {t:"Locate the UAP and review all vital signs and I&O values obtained so far", correct:true, r:"Active supervision: the nurse retrieves and personally reviews the delegated data mid-shift. This is how the buried 86/48 gets found at 1100 instead of 1900."}, {t:"Wait until end-of-shift report to review the documented values", correct:false, r:"Eight hours of unreviewed data on four patients = evaluation deferred until it's too late to act. Supervision has checkpoints, not just a finish line."}, {t:"Remind the UAP to report any abnormal findings immediately", correct:false, r:"Parameters were (presumably) set at 0700; repeating them doesn't close the loop. The nurse still hasn't SEEN any data — reminding is not reviewing."} ], pearl:"Supervision verbs that win on NCLEX: review, verify, obtain, assess. Verbs that lose: assume, wait, remind, instruct-and-walk-away."},{ type:"mc", badge:"Multiple Choice · Unsafe Assignment", stem:"An RN arrives for a night shift and receives an assignment of nine clients, two of whom are unstable. The RN believes the assignment is unsafe. What should the RN do <b>first</b>?", strategy:"Unsafe-assignment questions have two trap doors: <b>refusal/leaving</b> (abandonment once care is accepted) and <b>silent acceptance</b> (accountability transfers to you). The tested behavior is always the middle path: voice the concern <b>through the chain of command</b>, starting with the most immediate person (charge nurse), while continuing to provide prioritized safe care. 'First' = the lowest rung of the chain, not the CEO and not the union.", options:[ {t:"Refuse the assignment and leave the unit until staffing improves", correct:false, r:"Leaving after the shift has begun risks client abandonment — a licensure-level violation. Refusal-and-walk-out is never the credited answer."}, {t:"Accept the assignment without comment and do the best she can", correct:false, r:"Silent acceptance transfers accountability for the unsafe workload to the accepting nurse. The exam expects advocacy, not martyrdom."}, {t:"Discuss the safety concern with the charge nurse and request the assignment be adjusted", correct:true, r:"'First' = the immediate chain of command. Voice the specific concern, propose adjustment, and escalate to the supervisor if unresolved — while caring for clients safely in the interim."}, {t:"File a formal complaint with the state board of nursing", correct:false, r:"External reporting skips every internal step. The chain of command starts at the charge nurse, not the regulator."} ], pearl:"Unsafe assignment sequence: charge nurse → supervisor → written objection form (per policy) — all while continuing prioritized safe care. Never leave; never stay silent."},{ type:"mc", badge:"Multiple Choice · UAP Statement Requiring Intervention", stem:"The RN overhears a UAP talking with clients during morning care. Which UAP statement requires the RN to <b>intervene</b>?", strategy:"'Requires intervention' flips the question: you're hunting for the WRONG behavior — the statement that crosses from the UAP role (doing, observing, reporting, reminding) into the nursing role (assessing, teaching, evaluating, advising). Test each statement against one filter: does it interpret, educate, or evaluate? Reminding a patient of the nurse's prior instructions is fine; explaining WHY, or judging progress, is not.", options:[ {t:"“Remember, the nurse said to call before you get out of bed.”", correct:false, r:"Reminding a client of instructions the nurse already gave is within the UAP role — reinforcement of a safety instruction, not teaching."}, {t:"“I'll let the nurse know you said your pain is a 7 right now.”", correct:false, r:"Reporting the client's exact words/rating to the nurse is precisely correct UAP behavior — data relayed, not interpreted."}, {t:"“Your swelling looks much better, so the new heart medication must be working.”", correct:true, r:"Two violations in one sentence: evaluating a clinical finding ('looks much better') and interpreting medication effectiveness ('must be working'). Evaluation of treatment response is exclusively a nursing function — and it may also be wrong, falsely reassuring the client."}, {t:"“I recorded that you drank 240 mL of juice with breakfast.”", correct:false, r:"Measuring and recording intake is core UAP data collection."} ], pearl:"UAP verbs that are safe: remind, report, record, assist. UAP verbs that require intervention: evaluate, explain, teach, interpret, reassure-about-treatment."}];const quiz = document.getElementById('quiz');let answered = 0, correctCount = 0;QUESTIONS.forEach((q, qi) => { const card = document.createElement('div'); card.className = 'card' + (q.type === 'order' ? ' ordered' : ''); let letters = 'ABCDEF'; let optsHtml = ''; if (q.type === 'order') { q.options.forEach((o, oi) => { optsHtml += `<div data-i="${oi}"> <span>${oi+1}</span><span>${o.t}</span> <span><button onclick="moveOpt(${qi},${oi},-1)" title="Move up">▲</button><button onclick="moveOpt(${qi},${oi},1)" title="Move down">▼</button></span> </div>`; }); } else { q.options.forEach((o, oi) => { optsHtml += `<div data-i="${oi}" onclick="pick(${qi},${oi})"> <span>${letters[oi]}.</span><span>${o.t}</span> </div>`; }); } card.innerHTML = ` <div><span>Question ${qi+1} of ${QUESTIONS.length}</span><span>${q.badge}</span></div> <div>${q.stem}</div> <details><summary> How to attack this question (read me first)</summary><div>${q.strategy}</div></details> <div id="opts-${qi}">${optsHtml}</div> <div><button id="btn-${qi}" onclick="submitQ(${qi})">Submit Answer</button></div> <div id="res-${qi}"></div> <div id="rat-${qi}"></div>`; quiz.appendChild(card);});const selections = QUESTIONS.map(q => q.type === 'sata' ? new Set() : (q.type === 'order' ? null : -1));function pick(qi, oi){ const q = QUESTIONS[qi]; if (document.getElementById('btn-'+qi).disabled) return; const opts = document.querySelectorAll('#opts-'+qi+' .opt'); if (q.type === 'sata'){ const s = selections[qi]; s.has(oi) ? s.delete(oi) : s.add(oi); opts[oi].classList.toggle('selected'); } else { selections[qi] = oi; opts.forEach(o => o.classList.remove('selected')); opts[oi].classList.add('selected'); }}function moveOpt(qi, visIndex, dir){ if (document.getElementById('btn-'+qi).disabled) return; const container = document.getElementById('opts-'+qi); const items = Array.from(container.children); const target = visIndex + dir; if (target < 0 || target >= items.length) return; const el = items[visIndex]; if (dir === -1) container.insertBefore(el, items[target]); else container.insertBefore(items[target], el); Array.from(container.children).forEach((c, i) => c.querySelector('.num').textContent = i+1); // rebind move buttons to new visual positions Array.from(container.children).forEach((c, i) => { const btns = c.querySelectorAll('.movebtns button'); btns[0].setAttribute('onclick', `moveOpt(${qi},${i},-1)`); btns[1].setAttribute('onclick', `moveOpt(${qi},${i},1)`); });}function submitQ(qi){ const q = QUESTIONS[qi]; const btn = document.getElementById('btn-'+qi); const res = document.getElementById('res-'+qi); const rat = document.getElementById('rat-'+qi); const container = document.getElementById('opts-'+qi); const opts = Array.from(container.children); let isCorrect = false; const letters = 'ABCDEF'; if (q.type === 'mc'){ if (selections[qi] === -1){ alert('Select an answer first.'); return; } const correctIdx = q.options.findIndex(o => o.correct); isCorrect = selections[qi] === correctIdx; opts.forEach((el) => { const i = +el.dataset.i; if (q.options[i].correct) el.classList.add('correct'); else if (i === selections[qi]) el.classList.add('incorrect'); }); } else if (q.type === 'sata'){ if (selections[qi].size === 0){ alert('Select at least one option.'); return; } const correctSet = new Set(q.options.map((o,i)=>o.correct?i:-1).filter(i=>i>=0)); isCorrect = selections[qi].size === correctSet.size && [...selections[qi]].every(i => correctSet.has(i)); opts.forEach((el) => { const i = +el.dataset.i; if (q.options[i].correct) el.classList.add('correct'); else if (selections[qi].has(i)) el.classList.add('incorrect'); }); } else if (q.type === 'order'){ const currentOrder = opts.map(el => +el.dataset.i); isCorrect = currentOrder.every((origIdx, pos) => q.options[origIdx].correct === pos); opts.forEach((el, pos) => { const origIdx = +el.dataset.i; el.classList.add(q.options[origIdx].correct === pos ? 'correct' : 'incorrect'); el.querySelector('.movebtns').style.display='none'; }); } btn.disabled = true; answered++; if (isCorrect){ correctCount++; res.className = 'result good'; res.textContent = '✓ Correct!'; } else { res.className = 'result bad'; res.textContent = '✗ Not quite — read the rationales below.'; } let ratHtml = '<h4>Rationales</h4>'; if (q.type === 'order'){ q.options.forEach((o) => { ratHtml += `<p><span>STEP ${o.correct+1}</span>${o.t} — ${o.r}</p>`; }); } else { q.options.forEach((o, i) => { ratHtml += `<p><span>${o.correct?'CORRECT':'WRONG'}</span><b>${letters[i]}.</b> ${o.r}</p>`; }); } ratHtml += `<div> <b>Clinical Pearl:</b> ${q.pearl}</div>`; rat.innerHTML = ratHtml; rat.classList.add('show'); if (answered === QUESTIONS.length){ const sb = document.getElementById('scorebox'); document.getElementById('scoretext').textContent = `${correctCount} / ${QUESTIONS.length} (${Math.round(correctCount/QUESTIONS.length*100)}%)`; sb.style.display = 'block'; sb.scrollIntoView({behavior:'smooth'}); }}[/tcb-script]

Delegation Practice Questions

You must be logged in to access this course

Welcome & Getting Started

Launch RN Simulator

Wellness Center

Nursing Foundations

Fundamentals & Safety

Pharmacology

Dosage Calculations

Leadership, Management & Delegation

Medical-Surgical Body Systems

Neurological System

Sensory System

Endocrine System

Respiratory System

Cardiovascular System

Hematologic/Immune/Lymphatic System

Gastrointestinal (GI) System

Renal & Genitourinary

Reproductive System

Musculoskeletal System

Integumentary System

Specialty Areas

Maternity

Infectious Diseases

Pediatrics

Mental Health

NCLEX Success Center

Clinical Judgment Practice

Prioritization Practice

Delegation Practice

Lab Values

Final Review