SATA

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Jon Haws
BS, BSN,RN,CCRN Alumnus
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Outline

UPDATE: 12/14/2017

NCSBN now allows for ONE, SOME, or ALL SATA questions to be correct.  Read more here: https://www.ncsbn.org/9010.htm

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Transcript

So, the first strategy we’re gonna talk about here and possibly one of the most important ones for you to understand is that of SATA questions or Select All That Applied. So, a lot of times, you’re gonna hear people will refer to these as SATA questions. And that means, it’s really those questions that you get where, you know, it’s saying, of all these options, which ones would you select? So, you’ll have anywhere from 4 to 6 or possibly even more answer options. And what you have to do is you have to select which ones are the correct answers, okay. So, these are generally every nursing students least favorite kind of NCLEX question. But as we talked about before, it’s really important to understand these because according to Bloom’s Taxonomy, these are generally those application questions. These are generally the more difficult questions and these are generally the ones, where you know, if you’re getting a lot of these, you’re probably doing pretty well because a lot of students struggle with these.
So, let’s talk about how you can do better with these kinds of questions. Now, I wanna give to you guys what I call the SATA Success Pyramid and there’s 3 levels to this pyramid. There’s 3 things that you need to do in order to find success with SATA kinds of questions. The first thing that I want you to do when you’re presented with one of these questions is I want you to cover all the options. Whether there’s 4 options or 6 options, 8 options, it doesn’t matter. Cover all the options and read the question. Okay, then what you need to do is I want you to evaluate each question or each option individually, okay. Don’t try to bunch them all together. That’s where a lot of students struggle is they say, “Okay, A is right, but A is kinda like B. So A and B must be right ‘cause they kinda always go together.” Never do that. I want you to evaluate each one individually to determine if it’s correct or incorrect. Then, what I want you to do is I want you to turn the question into a True/False statement. Okay, and then answer each, use each option, determine if each option is true and not true false statement. Alright, let’s do an example of this really quick. So, this is what I call a SATA success pyramid. I want you to apply these 3 pillars or these 3 levels of this pyramid to every select all that applied question that you get. Now, while we talk about how strategies are helpful and stuff but knowledge is king. With SATA questions, I want you to always use this strategy because these are the most difficult kinds of questions you’re gonna get. It’s very easy to get yourself running down dungeons or going in directions that you shouldn’t be going and this pyramid, this paradigm for working through these questions is really gonna help keep you on track and keep you doing exactly what you need to do to answer these questions appropriately.
So, let’s do an example and we’ll kinda walk through this. So, the question is, A nurse is caring for a patient who was admitted to the hospital for dehydration. The provider has ordered laboratory testing of blood values. Which of the following lab results would the nurse most likely see in a dehydrated patient? Select all that applied. Alright, so, we read the question, now, let’s follow the steps. That’s the first step we need to do. The first thing we need to do is we need to cover all the options, okay, because we don’t wanna start running down different rabbit holes trying to determine if different options go together. So, we’ve covered all the options, then we’re going to read just the first one and evaluate each option individually. But before we do that, we need to reword the question as a True False statement. So, you can see we went from that huge question and all we really need to do is just determine what exactly is being asked here. So, what we’re being asked, is we’re saying, in a patient that has dehydration, what lab results are we gonna see in this dehydrated patient? Okay, so we have a dehydrated patient. What lab results are we gonna see in a dehydrated patient? Select all that applied. So, in order to word that as a True False statement, all we need to say is, “True or False: a dehydrated patient will experience…blank.” So, to do the first one, true or false? A dehydrated patient will experienced increased hematocrit. Alright, so, if we go back to our Anat and Phys, we go back to some of our basic nursing sciences, if we’re losing more plasma, we’re losing more fluid, okay. We’re in this dehydrated state, are we gonna see an elevated hematocrit? So, will the percentage of red blood cells be higher in our blood if we’re losing some of our fluid, alright? That’s all we’re really asking. So, we’ve lost our fluid, is the percentage of red blood cells higher in that state? Well, we know that that is true statement. So, then what we do is we go in and we do the next one. So, true or false? A dehydrated patient will experience elevated BUN. Again, going back to our basic renal anatomy, going back to the functions of our kidneys, in our liver and our kidneys to breakdown proteins and everything. If we have a lower fluid, okay, the amount of this urea, the amount of this byproduct of protein metabolism is going to be higher in relation to the amount of fluid that we have. So, yes, we’re going to see elevated BUN. Alright, so we just keep doing this, we just keep working through this. True of false, a dehydrated patients will experience decreased sodium levels. So, in a sample of blood, alright, if we have less fluid in there, will our sodium levels also decrease in relation to that fluid? Okay, well, we know that’s not true. And again, we’re not evaluating these with each other. We say, well we had elevated BUN, so we also gonna have decreased sodium. No, it doesn’t matter, we’re not reading these together or evaluating each option individually. So, then, we read through it again, finish up the question, increased creatinine levels, doing the same thing, okay. And then, we also, you know, again, for the last one, decreased glucose levels. So, this is really kind of an easier one but obviously you knowing what we know of Anatomy and Physiology, working through the question individually, evaluating each option individually, setting it as a true false statement allows us to really answer this question. And of course, patient who’s dehydrated has decreased amounts of fluid in their blood stream and may likely have alterations in laboratory values. The patient may demonstrate increased amount of hematocrit from concentrated blood, elevated BUN and creatinine, if kidneys are not well perfused, an elevated glucose can lead to dehydration and dehydration can further elevate glucose levels. So, just working through our basic Anat and Phys, working through what we understand about the patient, we can answer this question. But using this strategy, using this pyramid for answering this is really the best way to work through this, you know. Covering all your options first when you start out, and then, evaluating each option individually, and setting it as a true false statement. That’s what I want you to really do every time you see a SATA question, is think through this, the 3 things you need to do, SATA success pyramid, and you’re gonna have much greater success on these types of questions, select all that applied questions, then, you would have otherwise. Alright guys, now, good luck!

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Concepts Covered:

  • Cardiac Disorders
  • Musculoskeletal Trauma
  • Integumentary Disorders
  • Neurologic and Cognitive Disorders
  • Oncology Disorders
  • EENT Disorders
  • Respiratory Disorders
  • Gastrointestinal Disorders
  • Hematologic Disorders
  • Communication
  • Test Taking Strategies
  • Pregnancy Risks
  • Fundamentals of Emergency Nursing
  • Concepts of Mental Health
  • Basics of NCLEX
  • Prioritization
  • Emotions and Motivation
  • Tissues and Glands
  • Skeletal System
  • Muscular System
  • Nervous System
  • Sensory System
  • Circulatory System
  • Hematologic System
  • Respiratory System
  • Digestive System
  • Urinary System
  • Endocrine System
  • Reproductive System
  • Labor Complications
  • Disorders of Pancreas
  • Eating Disorders
  • Neurological Emergencies
  • Noninfectious Respiratory Disorder
  • Vascular Disorders
  • Upper GI Disorders
  • Lower GI Disorders
  • Liver & Gallbladder Disorders
  • Urinary Disorders
  • Sexually Transmitted Infections
  • Female Reproductive Disorders
  • Renal Disorders
  • Integumentary Disorders
  • Integumentary Important Points
  • Immunological Disorders
  • Shock
  • Endocrine and Metabolic Disorders
  • Musculoskeletal Disorders
  • Musculoskeletal Disorders
  • Neurological Trauma
  • Central Nervous System Disorders – Brain
  • Central Nervous System Disorders – Spinal Cord
  • Peripheral Nervous System Disorders
  • Emergency Care of the Neurological Patient
  • Respiratory Emergencies
  • Infectious Respiratory Disorder
  • Oncologic Disorders
  • Studying
  • Cardiovascular Disorders
  • Basic
  • Adult
  • Pediatric
  • Neonatal
  • Emergency Care of the Trauma Patient
  • Emergency Care of the Cardiac Patient
  • Emergency Care of the Respiratory Patient

Study Plan Lessons

The 5-Minute Assessment (Physical assessment)
General Assessment (Physical assessment)
Integumentary (Skin) Assessment
Neuro Assessment
Head/Neck Assessment
EENT Assessment
Heart (Cardiac) and Great Vessels Assessment
Thorax and Lungs Assessment
Abdomen (Abdominal) Assessment
Lymphatic Assessment
Peripheral Vascular Assessment
Musculoskeletal Assessment
Genitourinary (GU) Assessment
Communicating with Patients
SATA
Absolute Words
Nursing Process
What do you want me to know?
Duplicate Facts
Repeating Words
Denying Feelings
NCLEX® Question Traps
Opposites
Same
Priority
Acute vs Chronic
Hierarchy of O2 Delivery
Nutrition Assessments
Abuse
Therapeutic Communication
Nurse-Patient Relationship
Thinking Like a Nurse
Critical Thinking
Prioritization
Triage
Maslow’s Hierarchy of Needs in Nursing
Overview of the Nursing Process
Skin Structure & Function
Skeletal Anatomy
Bone Structure
Development of Bones
Joints
Muscle Anatomy (anatomy and physiology)
Muscle Cytology
Skeletal Muscle
Muscle Contraction
Muscle Physiology
Nervous System Anatomy
Membrane Potentials
Nerve Transmission
Autonomic Nervous System (ANS)
Spinal Cord
Cranial Nerves
Sensory Basics
Intro to Circulatory System
The Heart
Cardiac Cycle
Electrical Activity in the Heart
Cardiac (Heart) Physiology
Blood Vessels
Blood Pressure (BP) Control
Blood Plasma
Blood Grouping
Vessels & Fluid
Respiratory Structure & Function
Breathing Movements
Breathing Control
Respiratory Functions of Blood
Digestive System Anatomy
Mouth & Oropharynx
Esophagus
Stomach Video
Small Intestine
Large Intestine
Liver & Gallbladder
Urinary System Anatomy (Anatomy and Physiology)
Renal (Kidney) Structure & Function
Renin Angiotensin Aldosterone System (RAAS)
Formation & Excretion of Urine
Renal (Kidney) Fluid & Electrolyte Balance
Renal (Kidney) Acid-Base Balance
Pituitary Gland
Thyroid Gland
Adrenal Gland
Pancreas
Male Reproductive Anatomy (Anatomy and Physiology)
Female Reproductive Anatomy (Anatomy and Physiology)
Epithelial (Skin) Tissues
Types of Epithelial (Skin) Tissue
Glands
Connective Tissues
Membranes
Fluid Compartments
Fluid Pressures
Fluid Shifts (Ascites) (Pleural Effusion)
Isotonic Solutions (IV solutions)
Hypotonic Solutions (IV solutions)
Hypertonic Solutions (IV solutions)
Potassium-K (Hyperkalemia, Hypokalemia)
Sodium-Na (Hypernatremia, Hyponatremia)
Calcium-Ca (Hypercalcemia, Hypocalcemia)
Chloride-Cl (Hyperchloremia, Hypochloremia)
Magnesium-Mg (Hypomagnesemia, Hypermagnesemia)
Phosphorus-Phos
Heart (Cardiac) Sound Locations and Auscultation
Nursing Care and Pathophysiology for Heart Failure (CHF)
Nursing Care and Pathophysiology of Myocardial Infarction (MI)
Nursing Care and Pathophysiology of Diabetes Mellitus (DM)
Nursing Care and Pathophysiology for Hemorrhagic Stroke (CVA)
Nursing Care and Pathophysiology of COPD (Chronic Obstructive Pulmonary Disease)
Nursing Care and Pathophysiology for Arterial Disorders
Nursing Care and Pathophysiology for Aortic Aneurysm
Venous Disorders (Chronic venous insufficiency, Deep venous thrombosis/DVT)
Nursing Care and Pathophysiology of Coronary Artery Disease (CAD)
GERD (Gastroesophageal Reflux Disease)
Nursing Care and Pathophysiology for Pancreatitis
Nursing Care and Pathophysiology for Diverticulosis – Diverticulitis
Nursing Care and Pathophysiology for Hemorrhoids
Nursing Care and Pathophysiology for Appendicitis
Nursing Care and Pathophysiology for Cholecystitis
Nursing Care and Pathophysiology for Hepatitis (Liver Disease)
Nursing Care and Pathophysiology for Cirrhosis (Liver Disease, Hepatic encephalopathy, Portal Hypertension, Esophageal Varices)
Nursing Care and Pathophysiology of Urinary Tract Infection (UTI)
Nursing Care and Pathophysiology of BPH (Benign Prostatic Hyperplasia)
Nursing Care and Pathophysiology for Syphilis (STI)
Nursing Care and Pathophysiology for Herpes Simplex (HSV, STI)
Nursing Care and Pathophysiology for Menopause
Nursing Care and Pathophysiology of Glomerulonephritis
Pressure Ulcers/Pressure injuries (Braden scale)
Nursing Care and Pathophysiology for Herpes Zoster – Shingles
Skin Cancer
Integumentary (Skin) Important Points
Nursing Care and Pathophysiology for Anaphylaxis
Nursing Care and Pathophysiology for Acquired Immune Deficiency Syndrome (AIDS)
Breast Cancer
Diabetes Management
Nursing Care and Pathophysiology for Sepsis
Fluid Volume Deficit
Fluid Volume Overload
Nursing Care and Pathophysiology for Rheumatoid Arthritis (RA)
Nursing Care and Pathophysiology of Osteoarthritis (OA)
Nursing Care and Pathophysiology of Osteoporosis
Nursing Care and Pathophysiology for Compartment Syndrome
Fractures
Casting & Splinting
Impulse Transmission
Cerebral Metabolism
Blood Brain Barrier (BBB)
Levels of Consciousness (LOC)
Routine Neuro Assessments
Adjunct Neuro Assessments
Brain Death v. Comatose
Intracranial Pressure ICP
Nursing Care and Pathophysiology for Multiple Sclerosis (MS)
Nursing Care and Pathophysiology for Myasthenia Gravis
Nursing Care and Pathophysiology for Parkinsons
Miscellaneous Nerve Disorders
Tension and Cluster Headaches
Migraines
Nursing Care and Pathophysiology for Ischemic Stroke (CVA)
Stroke Assessment (CVA)
Stroke Therapeutic Management (CVA)
Stroke Nursing Care (CVA)
Seizure Causes (Epilepsy, Generalized)
Seizure Assessment
Seizure Therapeutic Management
Nursing Care and Pathophysiology for Seizure
Neurological Fractures
Spinal Cord Injury
Nursing Care and Pathophysiology for Meningitis
Nursing Care and Pathophysiology for Asthma
Nursing Care and Pathophysiology of Acute Respiratory Distress Syndrome (ARDS)
Nursing Care and Pathophysiology for Pulmonary Edema
Nursing Care and Pathophysiology for Influenza (Flu)
Nursing Care and Pathophysiology for Tuberculosis (TB)
Nursing Care and Pathophysiology of Pneumonia
Isolation Precautions (MRSA, C. Difficile, Meningitis, Pertussis, Tuberculosis, Neutropenia)
Coronavirus (COVID-19) Nursing Care and General Information
Artificial Airways
Airway Suctioning
Nursing Care and Pathophysiology for Pneumothorax & Hemothorax
Nursing Care and Pathophysiology for Pulmonary Embolism
Lung Sounds
Alveoli & Atelectasis
Gas Exchange
Wound Care – Assessment
Aortic Aneurysm – Management Nursing Mnemonic (CRAM)
Aortic Aneurysm – Thoracic signs Nursing Mnemonic (PEE BADS)
Bacterial Endocarditis – Symptoms Nursing Mnemonic (Be Joan Of Arc)
Cardiac Valves Blood Flow Nursing Mnemonic (Toilet Paper my Ass)
Circulatory Checks (5 P’s) Nursing Mnemonic (The 5 P’s)
Coronary Arteries – Location Nursing Mnemonic (I have a RIGHT to CAMP if you LEFT off the AC)
Cor Pulmonale – Signs & Symptoms Nursing Mnemonic (Please Read His Text)
CHF Treatment Nursing Mnemonic (UNLOAD FAST)
Cyanotic Defects Nursing Mnemonic (The 4 T’s)
Heart Failure-Left-Sided Nursing Mnemonic (CHOP)
Heart Failure-Origin Nursing Mnemonic (Left – Lung|Right – Rest)
Heart Failure – Right Sided Nursing Mnemonic (HEAD)
Heart Sounds Nursing Mnemonic (APE To Man – All People Enjoy Time Magazine)
Hypertension- Complications Nursing Mnemonic (The 4 C’s)
Hypertension – Nursing care Nursing Mnemonic (DIURETIC)
Increase MAP Nursing Mnemonic (VAK)
Murmur locations Nursing Mnemonic (hARD ASS MRS. MSD)
Shock – Signs and symptoms Nursing Mnemonic (TV SPARC CUBE)
Vascular Disease – Deep Vein Thrombosis Nursing Mnemonic (HIS Leg Might Fall off)
Vascular disease – Raynaud’s symptoms Nursing Mnemonic (COLD HAND)
Digestion & Absorption
Nutrition-related Diseases
CPR-BLS (Basic Life Support)
Advanced Cardiovascular Life Support (ACLS)
Pediatric Advanced Life Support (PALS)
Neonatal Resuscitation Program (NRP)
Prioritizing Assessments
Triage in the ER
Critical Incident Management
Aggressive & Violent Patients
Legal & Ethical Issues in ER
EMTALA & Transfers
Trauma Survey
Blunt Thoracic Trauma
Penetrating Thoracic Trauma
Blunt Abdominal Trauma
Penetrating Abdominal Trauma
Crush Injuries
Head Trauma & Traumatic Brain Injury
Massive Transfusion Protocol
Acute Coronary Syndrome (ACS)
Aneurysm & Dissection
Cardiopulmonary Arrest
Dysrhythmia Emergencies
Heart (Heart) Failure Exacerbation
Hypertensive Emergency
Arterial Pressure Monitoring
Rapid Sequence Intubation
Pulmonary Embolism
Acute Respiratory Distress
Ventilator Settings
Acute Confusion
Intracranial Hemorrhage
Increased Intracranial Pressure
Stroke (CVA) Management in the ER
Seizure Management in the ER
Sodium and Potassium Imbalance for Certified Emergency Nursing (CEN)