ATI Topics to Review —
How to Approach Each Active Learning Template
Your ATI report flagged six topics across Management of Care, Reduction of Risk Potential, and Clinical Judgment. Each one maps to a specific Active Learning Template type — Basic Concept, Nursing Skill, or Therapeutic Procedure. This guide tells you what each template type requires, how to think through the clinical content for each flagged topic, and what separates a complete ALT from one that earns partial credit — without completing them for you.
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Your report identifies six specific items across three NCLEX content categories: Management of Care flags client rights (priority action when a client refuses treatment) and ethical practice (identifying the principle of veracity). Reduction of Risk Potential flags one nursing skill — inserting an NG tube for stomach decompression. Clinical Judgment flags three items — caring for a client with extended constipation, interventions for a client with cough and night sweats, and evaluating the care of a client undergoing negative pressure wound therapy. Each item corresponds to a specific Active Learning Template type that determines exactly which sections you must complete.
An ATI Topics to Review report is not a grade penalty — it is a targeted remediation map. ATI generates it by identifying which test items you answered incorrectly or which content areas fell below the proficiency benchmark, then linking each gap to a specific learning resource. Every item listed is something you are expected to remediate by completing the corresponding Active Learning Template using your ATI textbooks, course materials, and clinical reasoning.
The three NCLEX categories your report covers — Management of Care, Reduction of Risk Potential, and Clinical Judgment — are not arbitrary groupings. They reflect the NCLEX-RN test plan structure, and your performance in each category directly predicts your readiness for licensure. Management of Care items test your understanding of legal, ethical, and organizational dimensions of nursing practice. Reduction of Risk Potential items test your knowledge of how clinical procedures and diagnostic interventions can cause harm, and how to prevent or respond to that harm. Clinical Judgment items test your ability to synthesize assessment data and select the correct nursing action — which is the highest-order skill the NCLEX evaluates.
Open Your ATI Textbook Before Your ATI App
When completing remediation templates, students frequently go to the ATI Skills Module or the online ALT form first and try to complete it from memory or general internet searches. This produces vague, inaccurate content that earns minimal credit. The correct sequence is: open the ATI textbook chapter corresponding to the flagged topic, read the relevant section in full, identify the key clinical points the section covers, and then transfer that knowledge into the template sections with clinical precision. The textbook is the source of record for ATI assessments — it is written to match the terminology, framework, and clinical standards used in ATI questions.
The Three Active Learning Template Types — What Each One Requires
Your six flagged topics map to three different ALT types. Understanding what each type requires before you open a single template saves time and prevents the most common structural errors. Students who treat all templates as the same format consistently underpopulate the sections that differ between types — particularly the nursing skill steps and the therapeutic procedure nursing responsibilities sections.
ALT Type Requirements — What Goes in Each Section by Template Type
Your flagged topics use Basic Concept (4 items), Nursing Skill (1 item), and Therapeutic Procedure (1 item) templates. The sections differ significantly between types.
Four of Your Six Topics Use This Format
- Description / underlying principles: define the concept clearly and clinically, not in layperson terms
- Therapeutic use / relevance to nursing practice: why does this concept matter at the bedside
- Nursing interventions: what specific actions does the nurse take based on this concept
- Complications or nursing considerations: what can go wrong, or what requires extra clinical judgment
- Client education: what does the client need to know and in what format
- Used for: client rights (refuses treatment), veracity, constipation, and cough/night sweats
NG Tube for Stomach Decompression Uses This Format
- Description: purpose of the skill and clinical indications — why is an NG tube placed for decompression specifically
- Equipment: list what is gathered before beginning the procedure
- Steps of the skill: written in sequence, using clinical precision — not vague action verbs
- Safety considerations: position, placement verification, patient assessment, contraindications
- Complications: what adverse events can occur during or after the skill
- Post-procedure care: ongoing monitoring, output documentation, client communication
Negative Pressure Wound Therapy Uses This Format
- Description: what the therapy is and what clinical problem it addresses
- Indications: which wound types and clinical situations warrant this therapy
- Nursing responsibilities before the procedure: assessment, consent, preparation
- Nursing responsibilities during: monitoring, dressing application, device settings
- Nursing responsibilities after: documentation, reassessment, client response evaluation
- Potential complications and the nurse’s role in identifying and managing them
- Client/family teaching: what the client needs to understand about the therapy and what to report
Identify the Template Type Before You Read the Chapter
Check the template type label on each flagged item — it is listed in parentheses after the topic title in your ATI report. This tells you which sections to look for as you read. If you are completing a Nursing Skill ALT on NG tube insertion, you are reading for equipment, sequence, and safety — not for pathophysiology mechanisms or pharmacology. If you are completing a Basic Concept ALT on veracity, you are reading for the principle’s definition, nursing implications, and the ethical reasoning behind it — not for procedural steps. Matching your reading focus to your template type before you open the chapter makes the reading faster and the template more complete.
Management of Care Topics — Client Rights and Ethical Practice
Management of Care is the largest NCLEX category and the one most closely tied to legal liability, professional scope, and ethical obligation. Both of your flagged Management of Care topics — a client who refuses treatment and the principle of veracity — test whether you understand the nurse’s legal and ethical role when clinical values collide. These are not content areas where you can rely on general common sense. Each one has a defined legal framework and a specific nursing priority that the NCLEX holds you to.
Topic 1: Priority Action to Take for a Client Who Refuses Treatment
This Basic Concept ALT asks you to address what the nurse does first — and what the nurse does next — when a client refuses a treatment, medication, or procedure. The word “priority” in the topic title signals that this is a sequencing question: not just what must happen, but what must happen first, and in what order. Several distinct concepts are embedded in this topic that your ALT must address separately.
| Concept to Address | What Your ALT Needs to Cover | Where Students Go Wrong |
|---|---|---|
| Informed consent and the right to refuse | The legal basis for a competent adult’s right to refuse any treatment, including life-sustaining care — and the nurse’s obligation to acknowledge that right rather than override it | Students conflate competence with agreement — assuming a client who refuses treatment must be confused or incompetent. The ALT must address competent refusal as a legal right, not a clinical problem to be corrected. |
| The nurse’s first action | Acknowledge the refusal, ensure the client has received sufficient information to make an informed decision, and assess the client’s understanding — before any other action is taken | Students skip directly to “notify the physician” without addressing the assessment and information-verification steps that must come first. Notifying the physician is a later step, not the priority. |
| Documentation requirements | The nurse must document the refusal, the information provided, the client’s stated reasons if shared, and the notification of the provider — in that sequence | Students either omit documentation entirely or list it as the first action. Documentation is essential but follows the assessment and notification sequence. |
| Advance directives and legal considerations | Whether an existing advance directive governs the refusal, and whether the refusal raises questions about decision-making capacity that require further evaluation | Students conflate advance directives with refusal of treatment — they are related but not identical. Your ALT must distinguish between a client with an existing directive and a client making a real-time refusal. |
| Client education dimension | What the nurse explains to the client — including the potential consequences of refusing and the client’s continued right to change the decision — without coercion | Students write education sections that sound like persuasion rather than information. Explaining consequences is appropriate; pressuring the client into compliance is not and must not appear in your ALT. |
Topic 2: Identifying the Principle of Veracity
This Basic Concept ALT asks you to define veracity as an ethical nursing principle and apply it to clinical situations. Veracity is one of the core principles in nursing ethics — alongside autonomy, beneficence, nonmaleficence, and justice — and it is the one most directly tested in scenarios involving difficult conversations: delivering a poor prognosis, communicating a medication error, or correcting a client’s misunderstanding of their diagnosis.
What Veracity Is — and Is Not
Veracity is the obligation to tell the truth — to clients, families, and colleagues. Your ALT must define it precisely, not generically. It is distinct from full disclosure (which involves sharing all information), and it intersects with confidentiality and therapeutic communication. The definition section of your Basic Concept ALT needs a clinical definition, not a dictionary one.
When Veracity Creates Clinical Tension
The NCLEX tests veracity in scenarios where honesty conflicts with beneficence or family wishes — a family asking the nurse not to tell a client their diagnosis, a client asking for false reassurance, or a situation where a nurse made an error. Your ALT must address how the nurse navigates these tensions without defaulting to dishonesty, even with good intentions.
Veracity and Legal Accountability
Veracity intersects with mandatory reporting, medication error disclosure, and documentation accuracy. Your ALT must connect the ethical principle to the concrete nursing obligations that flow from it — particularly the obligation to report errors and to document honestly, even when honesty is uncomfortable. This is where the principle becomes directly testable on the NCLEX.
Do Not Conflate Veracity With Full Disclosure or Honesty in General
Students frequently write veracity ALTs that describe honesty as a general value rather than a specific ethical principle with clinical implications. The distinction matters: veracity as an ethical principle comes with obligations, limits, and tensions that a general discussion of “being honest” does not capture. Your ATI textbook’s chapter on ethical practice will define veracity in the specific language ATI uses on its assessments — that is the language your ALT should reflect, not a paraphrased version from a general ethics website.
Reduction of Risk Potential — Inserting an NG Tube for Stomach Decompression
This is your only Nursing Skill ALT, and it has a more procedural structure than the Basic Concept templates. The topic is specifically framed as NG tube insertion for stomach decompression — not feeding, and not general NG tube use. That distinction matters because the clinical indication, the expected output, and the monitoring priorities differ depending on why the NG tube is placed. Your ALT must reflect the decompression-specific context throughout.
The Nursing Skill ALT is not a skills checklist. It requires clinical reasoning at every section — not just a list of steps, but an understanding of why each step exists and what happens if it is skipped or performed incorrectly.
— What separates a complete Nursing Skill ALT from a step-listDefine what stomach decompression means clinically — removing air and gastric contents to relieve pressure, prevent aspiration, or allow the GI tract to rest. Identify the clinical conditions that indicate this use: bowel obstruction, postoperative ileus, gastric bleeding, and conditions where gastric contents must be evacuated to prevent complications. This section must be decompression-specific, not a generic NG tube description.
List the equipment required — the tube type and size, water-soluble lubricant, suction source, pH strips or capnography for placement confirmation, tape, and drainage collection. Address pre-procedure nursing actions: explain the procedure to the client, position in high-Fowler’s, assess for nasal septal deviation or nasal trauma, and confirm provider order and consent. Equipment and preparation errors are where complications often begin.
Address the insertion technique — measuring the correct length, positioning the client during insertion, managing the gag reflex, and instructing the client to swallow. Then address placement verification: the current evidence-based standard is pH testing of aspirated gastric contents and/or X-ray confirmation. Your ALT must reflect the current standard — auscultation alone is not considered reliable evidence of correct placement and should not be listed as the primary verification method.
Cover the major complications: inadvertent pulmonary placement, sinusitis, mucosal erosion, and aspiration. Address how each is recognized and what the nurse does. Pulmonary misplacement is the highest-acuity complication — your ALT must address how to recognize it and why using an unverified tube before X-ray confirmation is a serious patient safety error. Connecting each complication to a nursing response is what distinguishes a complete ALT from a list of risks.
Address ongoing nursing responsibilities after placement: connecting to suction at the ordered setting, documenting output characteristics (color, consistency, amount), monitoring tube patency, assessing client comfort, and providing nasal and oral hygiene. For decompression specifically, address what the output should look like and what changes in output character or amount signal a problem that requires provider notification.
Clinical Judgment Topics — Constipation, Cough and Night Sweats, and Negative Pressure Wound Therapy
Clinical Judgment is the highest-order NCLEX category and the one where remediation requires more than memorization. The three items in your report span two different analytical tasks: Take Actions (constipation and cough/night sweats) and Evaluate Outcomes (negative pressure wound therapy). These sub-categories reflect distinct Clinical Judgment Model skills — selecting and implementing nursing interventions versus determining whether a client’s response to a treatment reflects expected progress or a complication requiring escalation.
Topic 3: Caring for a Client Who Reports an Extended Period of Constipation
This Basic Concept ALT sits under Take Actions, meaning the priority is on what the nurse does — not just what the nurse knows. The word “extended” in the topic title is clinically significant: it shifts the question from routine constipation management to the assessment and intervention priorities for a client who has not had a bowel movement for a period beyond what is normal for that client. Your ALT must reflect that distinction.
What Your Assessment Section Must Cover
- Establishing baseline: when the client last had a bowel movement and what is normal for this client specifically
- Abdominal assessment: auscultate bowel sounds in all four quadrants, palpate for distension or masses, percuss for tympany
- Contributing factors: medications (opioids, anticholinergics, iron), fluid and fiber intake, activity level, and underlying conditions
- Red-flag symptoms that elevate urgency: absence of bowel sounds, abdominal rigidity, severe pain, fever — signals that require immediate provider notification
- Client history: previous bowel patterns, laxative use, recent dietary or mobility changes
What Your Interventions Section Must Cover
- Non-pharmacological first-line actions: increase fluid intake, encourage ambulation, increase dietary fiber if appropriate — these are nursing actions that do not require a provider order
- Pharmacological interventions: the hierarchy of laxative types and their mechanisms — bulk-forming, osmotic, stimulant, stool softeners — and when each is appropriate
- Position and privacy: nursing actions that support defecation reflex and client dignity
- Provider notification criteria: when the situation moves beyond nursing management to requiring a provider order or urgent evaluation
- Client education: long-term prevention, adequate hydration, fiber, and activity — not just immediate management
Topic 4: Interventions for a Client Who Has a Cough and Night Sweats
This Basic Concept ALT under Take Actions is more diagnostically complex than it appears. Cough and night sweats together are classic symptom clusters — they point toward a specific differential that the NCLEX expects you to recognize and prioritize. Your ALT must address both the assessment framework for this symptom cluster and the nursing interventions, but it must also signal clinical awareness of what this combination often indicates.
The Clinical Significance of Cough + Night Sweats Together
Cough and night sweats as a symptom pair carry a specific differential diagnosis pattern that NCLEX item writers use intentionally. Your ALT does not require you to diagnose — but it does require you to demonstrate awareness of why this combination matters clinically: the assessment priorities differ from a client with a cough alone, and the precaution and transmission-based considerations the nurse must address depend on recognizing the significance of the pairing. Your ATI textbook’s respiratory and infection control chapters are the correct source for the assessment and intervention content your ALT needs. Do not complete this template as though it is a routine respiratory assessment — the symptom pairing has clinical weight that must be reflected in what you write.
| Assessment Focus | What the Nurse Evaluates | Intervention Priority |
|---|---|---|
| Cough characteristics | Duration, productive vs. dry, characteristics of any sputum (color, amount, consistency, presence of blood) | Sputum collection for culture if ordered; respiratory precautions if indicated; provider notification for hemoptysis |
| Night sweats pattern | Duration, severity, associated fever, weight loss — night sweats plus weight loss plus cough represents a critical assessment cluster | Document and report the full symptom cluster; assess vital signs including temperature; obtain weight if not recently recorded |
| Respiratory assessment | Lung sounds in all fields, oxygen saturation, respiratory rate and quality, use of accessory muscles | Supplemental oxygen if SpO2 is below threshold; positioning to maximize respiratory excursion; provider notification for adventitious sounds or desaturation |
| Transmission considerations | Whether isolation precautions are indicated based on clinical presentation and suspected etiology | Implementing appropriate precautions before the diagnosis is confirmed if clinical presentation warrants — the nurse does not wait for a diagnosis before protecting other clients and staff |
| Client education | What the client currently understands about the symptoms, any home remedies being used, smoking history | Respiratory hygiene education; explanation of any tests or precautions being implemented and why; instruction on what to report |
Topic 5: Evaluating the Care of a Client Undergoing Negative Pressure Wound Therapy
This Therapeutic Procedure ALT sits under Evaluate Outcomes — which means your primary task is not to describe the therapy but to determine whether the client’s response to it reflects expected progress or a complication that requires intervention. This is the highest-order task in your report and requires a two-layer understanding: what normal NPWT management looks like, and what findings signal that something has gone wrong.
Nursing Responsibilities Pre-NPWT
Your ALT must address what the nurse assesses and prepares before NPWT begins: wound assessment (size, depth, tissue type, periwound skin condition), client understanding and consent, allergy screening for dressing materials, pain management planning, and baseline documentation of wound characteristics that will be used for comparison during evaluation. Pre-procedure responsibilities establish the baseline that makes outcome evaluation possible.
Monitoring While NPWT Is Active
Address the nurse’s monitoring role during active NPWT: verifying device settings match the order, confirming dressing seal integrity, monitoring drainage for expected characteristics (amount, color, odor), assessing client pain level, and identifying alarm conditions. The device settings — pressure level, mode — are ordered by the provider; the nurse’s role is to verify they are correct and report deviations, not to adjust settings independently.
What Expected Progress Looks Like — and What Does Not
This is the Evaluate Outcomes core. Expected outcomes include: wound bed becoming more granular over time, wound dimensions decreasing with successive dressing changes, drainage volume decreasing as the wound heals, no signs of infection or periwound breakdown. Findings that require escalation: increased or malodorous drainage, wound deterioration, periwound maceration, bleeding into the canister, pain that is disproportionate to the wound, fever or systemic signs of infection. Your ALT must distinguish expected from unexpected findings explicitly.
The Evaluate Outcomes Sub-Category Changes What Your ALT Must Emphasize
Students completing the NPWT ALT frequently write it as a description of how NPWT works — the mechanism, the dressing technique, the device settings. That content is relevant, but it is not the primary focus when the Clinical Judgment sub-category is Evaluate Outcomes. Your ATL must weight the outcome evaluation section heavily: what does wound healing progress look like in measurable terms, what findings indicate the therapy is not working or has caused harm, and what nursing actions follow from each finding. A template that describes NPWT comprehensively but does not address how to evaluate whether it is working has not addressed the specific Clinical Judgment skill your report flagged.
How to Complete Your ATI Remediation Effectively — A Topic-by-Topic Sequence
Completing six ATI Active Learning Templates requires time and a sequencing strategy. Students who attempt to complete all six in one sitting typically produce shallow content across all of them — particularly in the later templates, where fatigue and time pressure drive increasingly generic responses. A better approach is to prioritize by category weight and then by your confidence level, so that your least-confident topics receive the most focused attention.
The NG tube insertion ALT is the most procedurally specific template in your set. Complete it first while your attention is highest — it requires sequential accuracy and safety detail that becomes harder to produce under time pressure. Use your ATI fundamentals textbook chapter on NG tube insertion. Do not rely on general nursing procedure references — ATI uses its own procedural standards, and your template must reflect ATI language to match the assessment items.
The NPWT template is the highest-order item in your report — it sits under Evaluate Outcomes in Clinical Judgment. Complete it second while you can still give it full attention. Use your ATI medical-surgical textbook’s wound care chapter. Map each template section explicitly to whether it addresses pre-procedure, during, or post-procedure nursing responsibilities — this structure makes the Evaluate Outcomes section easier to complete because the outcome comparison requires having documented baseline data first.
The client rights and veracity templates draw from your ATI leadership and management textbook, or from the ethics and legal chapter in your fundamentals text. Complete them together because they share a conceptual framework — both involve the nurse’s legal and ethical obligations, and studying them together reinforces the distinctions between them. The client rights template is more actionable; the veracity template is more conceptual. Draft the veracity template’s definition section first, then build from it.
This is the most diagnostically complex of the Basic Concept templates because the symptom cluster is clinically significant beyond the individual symptoms. Use your ATI medical-surgical respiratory chapter and your infection control chapter together. The intervention section must include transmission precaution considerations — do not treat this as a simple respiratory assessment template. The clinical significance of the pairing must be reflected in what the nurse assesses and what the nurse reports.
The constipation template is the most procedurally familiar content in your set — most nursing students have studied basic GI management in fundamentals. Complete it last because it is the least likely to require extensive reading before you can produce accurate content. However, the distinction between routine constipation and extended constipation — and the red-flag symptoms that require urgent escalation — must appear in the template. Do not complete this as a generic bowel management summary.
Strong vs. Weak ALT Responses — What the Difference Looks Like on Paper
The difference is not length — it is clinical specificity and reasoning. The strong response identifies specific medications by class, sequences interventions by the correct clinical order (non-pharmacological before pharmacological), and provides explicit escalation criteria tied to specific assessment findings. The weak response uses the same general verbs — assess, encourage, monitor, report, educate — without connecting them to any specific clinical content. On an ATI rubric that evaluates whether the student applied course knowledge to the template, the weak response earns points only for demonstrating that the student knows the template exists.
The Most Common ALT Errors on These Six Topics — and How to Avoid Them
| # | The Error | Why It Costs Marks | The Fix |
|---|---|---|---|
| 1 | Treating auscultation as the primary verification method for NG tube placement | The evidence-based standard for NG tube placement verification has moved away from auscultation (the “whoosh” test) as a reliable primary method. ATI assessments reflect current evidence-based practice. A Nursing Skill ALT that lists auscultation as the confirmation method demonstrates outdated practice knowledge and will be marked incorrect on any item that tests current standards. | Use your ATI fundamentals or skills textbook — not general nursing websites — to identify the current evidence-based placement verification protocol. pH testing of gastric aspirate and radiographic confirmation are the standards ATI references. Your ALT must reflect those standards. |
| 2 | Completing the NPWT ALT as a description of the therapy rather than an evaluation of outcomes | The Evaluate Outcomes Clinical Judgment sub-category specifically tests whether you can distinguish expected from unexpected client responses. An ALT that describes NPWT thoroughly but does not address what wound healing progress looks like in measurable terms, or what findings require escalation, has not addressed the skill being remediated. | After completing the description and pre/during/after sections of the Therapeutic Procedure ALT, add an explicit outcomes evaluation section: list expected findings at each dressing change, then list the specific findings that indicate complications. Map each complication finding to a nursing response. This is the content the Evaluate Outcomes sub-category is testing. |
| 3 | Writing the client refusal ALT as though notifying the physician is the first action | Priority-action questions on the NCLEX follow a specific sequencing logic: assess before acting, educate before escalating, document throughout. The first action when a client refuses treatment is to assess the client’s understanding and ensure the refusal is informed — not to immediately notify the provider. An ALT that leads with provider notification skips the required assessment and education steps and will produce an incorrect answer on NCLEX items that test this sequence. | Map the client refusal sequence explicitly in your ALT: (1) acknowledge and assess the refusal, (2) verify informed consent — that the client has sufficient information to make the decision, (3) explore the client’s reasons without coercion, (4) notify the provider, (5) document all of the above. This is the sequence your ATI textbook’s client rights section will outline. |
| 4 | Completing the cough and night sweats ALT without addressing transmission precautions | Cough and night sweats together represent a symptom cluster with specific infection control implications. An ALT that addresses these symptoms as a general respiratory assessment without any discussion of whether transmission-based precautions are indicated demonstrates that the student did not recognize the clinical significance of the symptom pairing — which is precisely what the Clinical Judgment category tests. | Include a section in your interventions that addresses the nurse’s responsibility to implement appropriate precautions before a diagnosis is confirmed when clinical presentation warrants them. Your ATI infection control chapter addresses the principle that precautions follow clinical judgment, not diagnostic confirmation. Apply that principle explicitly in this template. |
| 5 | Writing a veracity ALT that only defines the principle without addressing the clinical scenarios where it creates tension | NCLEX items on veracity are almost always presented as scenarios where telling the truth conflicts with something — family wishes, the client’s emotional state, the nurse’s own discomfort, or institutional pressure. An ALT that defines veracity as “being honest” without addressing these tensions does not demonstrate that the student can apply the principle when it is difficult, which is what the NCLEX tests. | After defining the principle, include at least two clinical scenarios in which veracity creates ethical tension — and address how the nurse navigates each. Your ATI ethics chapter will provide the framework for navigating these tensions without abandoning the principle. The medication error scenario and the family-withheld diagnosis scenario are the two most frequently tested on ATI assessments. |
| 6 | Using generic internet sources instead of ATI textbooks to complete the templates | ATI assessments use ATI-specific terminology, frameworks, and clinical standards. Templates completed from general nursing websites or non-ATI references frequently use slightly different terminology, different assessment sequences, or different prioritization frameworks than ATI does — and those differences show up as incorrect answers on subsequent assessments. The remediation process is designed to build knowledge that maps directly back to ATI’s assessment structure. | Every ATI Active Learning Template should be completed using the corresponding ATI textbook chapter as the primary source. The chapter number and title will often be listed in the ATI Skills Module or the assignment instructions. If you cannot locate the ATI source, use your course textbooks — not internet searches — as the next best alternative. |
Pre-Submission Checklist for Your Six ATI Templates
- Each template reflects the correct ALT type — Basic Concept, Nursing Skill, or Therapeutic Procedure — and includes all required sections for that type
- NG tube ALT uses current evidence-based placement verification (pH testing / X-ray), not auscultation alone
- Client refusal ALT sequences the nursing actions correctly — assessment and education before provider notification
- Veracity ALT addresses at least one clinical scenario where the principle creates ethical tension, not just a definition
- Cough and night sweats ALT addresses transmission precautions and the significance of the symptom cluster
- Constipation ALT distinguishes extended constipation from routine management and includes escalation criteria
- NPWT ALT includes an explicit evaluation of expected vs. unexpected outcomes, not just a description of the therapy
- All templates use ATI textbook content as the primary source, not general internet references
- Each nursing interventions section includes specific clinical actions, not generic verbs (assess, monitor, educate) without content
- Client education sections address what the client specifically needs to know — not a restatement of the nursing interventions section
FAQs: ATI Topics to Review and Active Learning Templates
What Your Instructor Expects From ATI Remediation — and What It Actually Prepares You For
Your ATI Topics to Review report is a map to the specific clinical knowledge gaps that will cost you points on the NCLEX if they remain unaddressed. The six topics on your report span legal and ethical nursing obligations, a procedural skill with significant patient safety implications, and three clinical judgment scenarios that require you to synthesize assessment data and select or evaluate nursing actions. None of them are minor content areas — each one tests a category of clinical reasoning that the NCLEX samples consistently.
Completing Active Learning Templates at the level of specificity this guide describes is not about the templates themselves. It is about building the mental structures that let you recognize the correct answer on a future ATI or NCLEX item — because you worked through the clinical reasoning in detail, not because you memorized a definition. The students who benefit most from ATI remediation are the ones who treat the templates as thinking tools rather than submission requirements.
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