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Ebook Lippincott Q A Review For Nclex RN 11E Revised 11Th Edition Lippincott Williams Wilkins Lippincott Online PDF All Chapter
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Lippincott Q&A Review for
NCLEX-RN®
ELEVENTH EDITION
Lippincott Q&A Review for
NCLEX-RN®
ELEVENTH EDITION
Copyright © 2014, 2011 by Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright © 2008, 2005, 2002 by Lippincott
Williams & Wilkins. Copyright © 1998 by Lippincott-Raven Publishers. All rights reserved. This book is protected by copyright. No part
of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic
copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief
quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties
as U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Lippincott
Williams & Wilkins at Two Commerce Square, 2001 Market Street, Philadelphia, PA 19103, via email at permissions@lww.com, or via
our website at lww.com (products and services).
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Printed in China
Care has been taken to confirm the accuracy of the information presented and to describe generally accepted practices. However, the
authors editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in
this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the
publication. Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical
treatments described and recommended may not be considered absolute and universal recommendations.
The authors, editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in
accordance with the current recommendations and practice at the time of publication. However, in view of ongoing research, changes in
government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the
package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly
important when the recommended agent is a new or infrequently employed drug.
Some drugs and medical devices presented in this publication have Food and Drug Administration (FDA) clearance for limited use in
restricted research settings. It is the responsibility of the health care provider to ascertain the FDA status of each drug or device planned
for use in his or her clinical practice.
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Contributors
Patricia Allen, MSN, RN
Nursing Simulation Faculty
Paradise Valley Community College
Phoenix, Arizona
Diane Billings, EdD, RN, FAAN
Chancellor's Professor Emeritus
Indiana University School of Nursing
Indianapolis, Indiana
Amy Brauner, RN, MN
Clinical Assistant Professor
Boise State University School of Nursing
Boise, Idaho
Ann Butt, MS, RN
Clinical Assistant Professor
Boise State University School of Nursing
Boise, Idaho
Kelley Connor, RN, MSN, CNE
Assistant Professor of Nursing
Boise State University School of Nursing
Boise, Idaho
Debi Drake, MSN, RN
Boise State University School of Nursing
Boise, Idaho
Desiree Hensel, PhD, RNC-NIC, CNE
Assistant Professor
Indiana University School of Nursing
Bloomington, Indiana
Margie Hull, MEd., MSN, ACNS-BC, RN, CDE
Diabetes Clinical Nurse Specialist
Wishard Health Services
Diabetes Education Office
Indianapolis, Indiana
Patricia Lazare, MSN, RNC
Assistant Professor of Nursing
Boise State University School of Nursing
Boise, Idaho
Valerie N. Markley, MSN, PMHCNS-BC
U.S. Army Nurse Corps, LTC (ret)
Assistant Professor Emerita
Indiana University School of Nursing
Bloomington, Indiana
Adjunct Faculty
Indiana Wesleyan University
Marion, Indiana
Havoi Patel, MBBS, MS
Associate Professor
Department of Nursing
Oakwood University
Huntsville, Alabama
Julie Poore, RN, MSN
Clinical Assistant Professor
Indiana University School of Nursing
Indianapolis, Indiana
Lee Schwecke, EdD, RN
Associate Professor Emerita
Indiana University School of Nursing
Indianapolis, Indiana
Evelyn Stephenson, MSN, RNC-NIC, NNP-BC
Coordinator Neonatal Nurse Practitioner Major
Clinical Assistant Professor
Indiana University School of Nursing
Indianapolis, Indiana
Sharon Vinten, MSN, WHNP, CNE
Assistant Professor Emerita
Indiana University School of Nursing
Indianapolis, Indiana
Staff Nurse, Reproductive Endocrinology
Carolinas Health Care System
Charlotte, North Carolina
Sandra Wood, MSN, RN
Assistant Professor Emerita
Indiana University School of Nursing
Indianapolis, Indiana
Contributors to the Previous Edition
Karen Bawel-Brinkley, RN, MS, MSN, PhD
Carol Bostrom, RN, MSN, APRN-BC
Judith A. Halstead, RN, DNS
Desiree Hensel, RNC-CNE, PhD, CNE
Margie Hull, MED, MSN, APRN-BC, CDE-RN
Lesley Milgrom, RN, MSN
Colleen M. O'Leary-Kelley, PhD, RN
Virginia Richardson, RN, DNS, CPNP
Gayle Roux, PhD, RN, NP-C
Lee W. Schwecke, RN, MSN, EdD
Evelyn Stephenson, MSN, RNC
Pat Twedt, RN, MS
Sharon Vinton, MSN, RNC, WNP, CNE
Mary Ann Wehmer, RN, MSN, CNOR
Sandra Wood, MSN, APRN-BC
Reviewers
OB AND PEDS REVIEWERS
Desiree Hensel, PhD, RNC-NIC, CNE has 10 years of experience teaching undergraduate nursing
students and helping them prepare for taking the licensing exam. She is a certified nurse educator and
also is certified in her area of expertise in maternal-child nursing. Dr. Hensel is a nationally
recognized test-item writer and is the author of multiple publications related to nursing education and
active teaching strategies including simulation and reflective practices. She is a Health Information
Technology Scholar, implementing the Quality and Safety Education for Nurses competencies with a
special emphasis on teamwork and evidence-based practice.
Contents
CHAPTER 1
The NCLEX-RN® Licensing Examination
CHAPTER 2
NCLEX-RN® Test Questions and Strategies for Answering Them
CHAPTER 3
How to Prepare for and Take the NCLEX-RN® and Other Nursing Exams
CHAPTER 1
The Nursing Care of the Childbearing Family
Test 1: Antepartal Care
Test 2: Complications of Pregnancy
Test 3: The Birth Experience
Test 4: Postpartal Care
Test 5: The Neonatal Client
CHAPTER 2
The Nursing Care of Children
Test 1: Health Promotion
Test 2: The Child with Respiratory Health Problems
Test 3: The Child with Cardiovascular and Hematologic Health Problems
Test 4: The Child with Health Problems of the Upper Gastrointestinal Tract
Test 5: The Child with Health Problems Involving Ingestion, Nutrition, or Diet
Test 6: The Child with Health Problems of the Urinary System
Test 7: The Child with Neurologic Health Problems
Test 8: The Child with Musculoskeletal Health Problems
Test 9: The Child with Dermatologic and Endocrine Health Problems
CHAPTER 3
The Nursing Care of Adults with Medical and Surgical Health Problems
Test 1: The Client with Cardiac Health Problems
Test 2: The Client with Vascular Disease
Test 3: The Client with Hematologic Health Problems
Test 4: The Client with Respiratory Health Problems
Test 5: The Client with Upper Gastrointestinal Tract Health Problems
Test 6: The Client with Lower Gastrointestinal Tract Health Problems
Test 7: The Client with Biliary Tract Disorders
Test 8: The Client with Endocrine Health Problems
Test 9: The Client with Urinary Tract Health Problems
Test 10: The Client with Reproductive Health Problems
Test 11: The Client with Neurologic Health Problems
Test 12: The Client with Musculoskeletal Health Problems
Test 13: The Client with Cancer
Test 14: The Client Having Surgery
Test 15: The Client with Health Problems of the Eyes, Ears, Nose, and Throat
Test 16: The Client with Health Problems of the Integumentary System
Test 17: Responding to Emergencies, Mass Casualties, and Disasters
CHAPTER 4
The Nursing Care of Clients with Psychiatric Disorders and Mental Health Problems
Test 1: Mood Disorders
Test 2: Schizophrenia, Other Psychoses, and Cognitive Disorders
Test 3: Personality Disorders, Substance-Related Disorders, Anxiety Disorders, and Anxiety-
Related Disorders
Test 4: Stress, Crisis, Anger, and Violence
Test 5: Abuse and Mental Health Problems of Children, Adolescents, and Families
Comprehensive Test 1
Comprehensive Test 2
Comprehensive Test 3
Comprehensive Test 4
Comprehensive Test 5
Comprehensive Test 6
Appendices
PART 1
Introduction to the NCLEX-RN® Licensing
Examination and Preparation for Test Taking
1 The NCLEX-RN® Licensing Examination
Overview
The National Council Licensure Examination for Registered Nurses (NCLEX-RNs® ) is administered
to graduates of nursing schools to test the knowledge, abilities, and skills necessary for entry-level
safe and effective nursing practice. The examination is developed by the National Council of State
Boards of Nursing, Inc. (NCSBN; ncsbn.org), an organization with representation from all state
boards of nursing. The same examination is used in all 50 states, the District of Columbia, and United
States possessions. Starting in 2015, the same examination is used throughout Canada. The exam is
also administered at international test centers worldwide (National Council of State Boards of
Nursing, Inc., 2012a). Students who have graduated from baccalaureate, diploma, and associate-
degree programs in nursing must pass this examination to meet licensing requirements in the United
States and Canada.
The Test Plan
The NCSBN prepares the test plan used to develop the licensing examination. The test plan is based on
an analysis of current nursing practice and the skills, abilities, and processes nurses use to provide
nursing care.
Practice Analysis: The Foundation of the Test Plan
The NCLEX-RN test plan is based on the results of a practice analysis conducted every 3 years of the
entry-level performance of newly licensed registered nurses and on expert judgment provided by
members of the National Council's Examination Committee as well as a Job Analysis Panel of
Experts. The job analysis asks newly graduated nurses to rank the nursing activities that they perform
on a regular basis. The questions used on the test plan, therefore, include those activities that nurses
commonly perform. For example, the 2011 RN practice analysis revealed that nursing practice
commonly involved activities such as performing procedures necessary to safely admit, transfer, or
discharge a client; providing and receiving report on assigned clients; and assigning and supervising
care provided by others (LPN, assistive personnel, other RNs) (National Council of State Boards of
Nursing, Inc., 2012b).
Less commonly performed activities included managing care of a client requiring hemodialysis;
managing care for a client with a pacing device; or implementing and monitoring phototherapy.
The NCSBN also used the findings from the Practice Analysis activity statements to generate
knowledge statements, the knowledge needed by newly licensed nurses to provide safe care (National
Council of State Boards of Nursing, Inc., 2012b). The findings of this second report are used to
inform item development for the NCLEX-RN examination.
Test Item Writers
Nurse clinicians and nurse educators nominated by the Council of State Boards of Nursing to serve as
item writers write the test questions on the NCLEX-RN exam. The item writers come from a variety
of geographical areas and practice settings, so that the test items reflect the diversity of nursing
practice.
Test Plan Details
Test plans, or test blueprints, are developed to indicate the components and the relative weights of the
components that will be tested on an exam. Because exams test both content (knowledge) and process
(critical thinking, synthesis of information, clinical decision-making), test plans usually have two or
three dimensions. The test plan for the NCLEX-RN addresses two components of nursing care: (1)
client needs categories and (2) integrated processes, such as the nursing process, caring,
communication and documentation, and teaching/learning (see Table 1.1). Representative items test
knowledge of these components as they relate to specific health care situations in all of the four
major areas of client needs. The questions developed for the test plan are written to test nursing
knowledge and the ability to apply nursing knowledge to client situations.
Copyright by the National Council of State Boards of Nursing, Inc. All rights reserved.
Client Needs
The health needs of clients are grouped under four broad categories: (1) safe, effective care
environment, (2) health promotion and maintenance, (3) psychosocial integrity, and (4) physiologic
integrity. Two of these categories include subcategories of related and specified needs (see Table 1.2).
The percentage of test items in each subcategory on the NCLEX-RN examination is shown in Figure
1.1. Understanding the category of client needs is key ( ) to recognizing the types of questions
that are found on the licensing exam and the relative emphasis given to the category based on the
percentage of questions from that category on the exam.
Integrated Processes
The NCLEX-RN test plan also is organized according to four integrated processes. These include the
nursing process, caring, communication and documentation, and teaching/learning (see Table 1.1 and
Fig. 1.1).
Assessment
Assessment involves establishing a database. The nurse gathers objective and subjective information
about the client, and then verifies the data and communicates information gained from the assessment.
Analysis
Analysis involves identifying actual or potential health care needs or problems based on assessment
data. The nurse interprets the data, collects additional data as indicated, and identifies and
communicates the client's nursing problem. The nurse also determines the congruency between the
client's needs and the ability of the health care team members to meet those needs.
Planning
Planning involves setting outcomes and goals for meeting the client's needs and designing strategies
to attain them. The nurse determines the goals of care, develops and modifies the plan, collaborates
with other health team members for delivery of the client's care, and formulates expected outcomes of
nursing interventions.
Implementation
Implementation involves initiating and completing actions necessary to accomplish the defined goals.
The nurse organizes and manages the client's care; performs or assists the client in performing
activities of daily living; counsels and teaches the client, significant others, and health care team
members; and provides care to attain the established client goals. The nurse also provides care to
optimize the achievement of the client's health care goals; supervises, coordinates, and evaluates
delivery of the client's care as provided by nursing staff; and records and exchanges information.
Evaluation
Evaluation determines goal achievement. The nurse compares actual with expected outcomes of
therapy, evaluates compliance with prescribed or proscribed therapy, and records and describes the
client's response to therapy or care. The nurse also modifies the plan, as indicated, and reorders
priorities.
The five phases of the nursing process are equally important. Therefore, each is represented by
an equal number of items on the NCLEX-RN and all are integrated throughout the exam. In this book,
you will have opportunities to respond to questions involving all five steps of the nursing process.
Caring
The caring process refers to interaction between the nurse, client, and family in a way that conveys
mutual respect and trust. The nurse offers encouragement and hope to clients and their families while
providing nursing care. Questions about the caring process are threaded throughout the licensing
exam to test the candidate's attitudes and values for caring for and about clients. In this book, you will
have the opportunity to respond to questions that test your ability to apply the caring process in a
variety of situations.
Teaching/Learning
An important aspect of nursing care is to teach clients and their families about managing their own
health status. Nurses also teach other members of the health care team. Questions in this book are
designed to assist you in answering questions about the teaching and learning process for a variety of
clients and health care team members.
Exam Administration
Computer Adaptive Testing
The NCLEX-RN is administered using computer adaptive testing (CAT) procedures. CAT uses the
memory and speed of the computer to administer a test individualized for each candidate. When the
examination begins, the computer randomly selects a question of medium difficulty. The next
question is based on the candidate's response to the previous question. If the question is answered
correctly, an item of similar or greater difficulty is generated; if it is answered incorrectly, a less-
difficult item is selected. Thus, the test is adapted for each candidate. Once competence has been
determined, the exam is completed at a passing level.
CAT has several advantages. For example, an exam can be given in less time because candidates
potentially have to answer fewer questions. CAT exams also can be administered frequently, allowing
a graduate of a nursing program to take the exam following graduation, receive the results quickly,
and enter the workforce as a registered nurse in less time than is possible with paper-and-pencil
exams. Study results also show that, because CAT is self-paced, candidates undergo less stress.
Each NCLEX-RN test is generated from a large pool of questions (a test item bank) based on the
NCLEX-RN test plan. The test item bank includes all types of questions, but an individual candidate
may or may not receive each type of question, depending on the questions generated from the item
bank for each candidate. The exams for all candidates are derived from the same large pool of test
items. They contain comparable questions for each component of the test plan. Although the questions
are not exactly the same, they test the same knowledge, skills, and abilities from the test plan. All
candidates must meet the requirements of the test plan and achieve the same passing score. Each
candidate, therefore, has the same opportunity to demonstrate competence. Although one candidate
may answer fewer questions, all candidates have the opportunity to answer a sufficient number of
questions to demonstrate competence until the stability of passing or failing is established or the time
limit expires.
All candidates must answer at least 75 test questions; the maximum number of questions is 265.
Each exam also includes 15 “pretest” questions that are being tested for use on subsequent exams;
these questions are administered among the first 60 questions, but candidates cannot differentiate
“pretest” items from operational items on the exam.
Six hours are available to each candidate for completing the test. This time includes an
opportunity to review the online candidate tutorial about the test and to take rest breaks. Although
some candidates may finish in a shorter time, others will use the entire 6 hours. The amount of time
used during testing is not an indication of passing or failing the examination, but rather, reflects the
time required to establish competence for each candidate.
Scheduling the Examination
The first step you must take to schedule your NCLEX-RN exam is to apply to the board of nursing in
the state, province, or territory in which you plan to take the examination. After receiving
confirmation from the board that you have met their requirements, you will then receive an
Authorization to Test (ATT). Registration for the exam with Pearson VUE (pearsonvue.com/nclex)
can be done by mail or online, and confirmation of registration should occur within several days, or
immediately if done online. ATT is valid for a specified period of time; check with your board of
nursing for their specific requirements. After receiving the ATT, you can schedule an appointment to
take the exam. Check for current information at the NCSBN website (www.ncsbn.org) and the website
of your board of nursing. (See the appendix for more information.) Scheduling to take the
examination at an international test center requires additional steps and fees; consult the website of the
NCSBN for current information.
Test Center Locations
The Council of State Boards of Nursing contracts with vendors to serve as exam sites. Your school of
nursing can inform you of the nearest location. You can also contact your board of nursing for
information. (See the appendix for State, Provincial, and Territorial Boards of Nursing for the
address.) You can also find updated information from the NCSBN at its website (www.ncsbn.org).
Computer Use and Screen Design
Test questions are presented on the computer screen (monitor); you select your answer and use the
keyboard or a mouse to enter your answer. The CD-ROM included with this book simulates the
NCLEX-RN and provides you with an opportunity to practice taking computer-generated
examinations. At every testing site, written directions are provided at each computer exam station.
There are also tutorials and practice questions on the computer that you can complete to be sure you
understand how to use the computer before you begin the exam.
The computer used at the testing site has a drop-down clock that indicates elapsed time for taking
the exam. This clock can be turned “off” or “on” depending on your preference. Some test takers
wish to watch the time as they take the test; others wish to monitor their time periodically. When the
exam ends, there will be a message on the screen that indicates “Examination is ended.”
The computer used at the testing site also has a drop-down calculator. The calculator can be used
to answer test items requiring calculation. You can use the mouse to drag the calculator to a position
on the screen where it is most helpful to you.
Exam Security
Each testing site maintains a high level of security for the exam and for the candidate. The exam is
administered on a secured file server and uses password security and host site authentication. All
exam sites use proctors and video/audio monitoring. Candidates are required to undergo
identification verification, which includes showing a valid and recent photo ID (driver's license or
passport—passport required at international test centers) with signature (the name must match exactly
the name on the ATT), fingerprint testing, or providing a digital signature. Many sites are also using a
palm vein reader and/or other biometric tests. Check with your board of nursing and the NCSBN for
details about exam security in the jurisdiction in which you are taking the exam and review
information on the testing service website (http://www.pearsonevue.com/nclex).
Exam Confidentiality
The NCSBN takes significant steps to protect exam confidentiality. You will not be allowed to bring
anything into the exam area, including cellular telephones, watches, handheld electronic devices or
paper, or pen/pencil into the exam. While taking the exam, you are not allowed to give or receive test-
taking assistance, and you cannot review study materials during a break from the exam; a proctor will
be monitoring these areas. Additionally, you will be asked to sign a confidentiality agreement that you
will not share information about the test or the test items with others. Social media sites are also
monitored to determine if information is shared by way of electronic communication, and students
who have posted information about the test will be reported to their board of nursing with a possible
consequence of having their license denied.
Special Accommodations
Special accommodations for ADA candidates can be made with authorization from the individual
board of nursing and the NCSBN. To be eligible for special accommodations, the candidate must
have a professionally recognized diagnosis and documentation with recent test results and
evaluations. If approved, the accommodations will be noted on the ATT and implemented at the
testing center. Check with your board of nursing for additional information.
The Test Center
Although each test center is configured differently, each center will have a small waiting area, a
registration area, and a proctored testing area; lockers are provided for valuables. Since the waiting
area is small, you should advise your friends and/or family to return to the test center when you have
completed the exam.
You should arrive at the test center 30 minutes before you are scheduled to take the test. You
should bring your ATT and two forms of identification with you, one of which has photo
identification. Leave all unnecessary items in your car or with friends or family. You should plan to
leave your cellular phone in the car. If test-takers access their phone during a break, an incident report
will be generated that could result in an exam failure. If you require medical devices such as an
inhaler you must require permission in advance from your Board of Nursing to bring these items
into the testing center. When you resister at the test center, the test center staff will obtain your
fingerprint and digital signature, and as available, a palm vein reading. At this time you will also lock
any valuables in a locker. No watches, pencils, or cell phones will be allowed in the test-taking area.
Taking the Exam
Once you have entered the testing area and have settled comfortably at the desk, the proctor will turn
the computer on. You may request ear plugs if the noise of other test takers using the computers in the
area is distracting. Each test area has an erasable note board with a marking pen, which may be used
to make notes or perform math calculations. Before the actual exam begins, there will be an online
tutorial that gives you information about the exam and provides an opportunity to practice using the
keyboard, mouse, and calculator. Previous computer experience is not necessary to take the NCLEX-
RN exam.
You will begin the exam after completing the tutorial. The test questions are presented on the
computer screen. You should answer each question; the next question will not appear until you have
submitted an answer to the question on the screen. There is no penalty for guessing, but you should
make a reasonable attempt to answer the question correctly.
As you progress through the test, pace yourself. You should answer the questions at a comfortable
speed, not spending too much time on any one question. There is a clock on the computer which can
be turned off or on. Some students prefer to turn the clock on periodically rather than watching the
time on the clock and feeling rushed. The clock will appear during the last 5 minutes of the test. You
may take a break as needed. The proctor will escort you to the restroom; biometric identification
(fingerprint, palm vein reading) will be obtained on your return to the computer desk.
Once you have answered a sufficient number of questions to determine if you have passed or
failed the test, or if the allotted time (6 hours) has ended, the exam will end. You will be asked to take
a survey about the test experience following the exam, and when you are finished you can raise your
hand to indicate to the proctor that you are finished. The proctor then will collect all items at the desk
and escort you to the exit.
Results Reporting
Computerized testing allows timely reporting of examination results. The results of the examination
are first reviewed at the testing site and then forwarded to the board of nursing within 8 hours. Results
are reported to the candidate within 2 weeks. Some jurisdictions have “quick results” services; for a
fee, the candidate can obtain “unofficial” results by Internet or a 900 number telephone call.
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kärki edessä ja kaksi takana. Se kirkui kuin hätäsignaali: Pysähdy,
käänny takaisin! Kun hän tarkastaen loi silmänsä kallioseinään, näki
hän hiukan kauempana kalliossa samanlaisen nuolimerkin,
maalattuna mustalla värillä paksuin viivoin. Ne olivat partiotoverin
varoituksia partiotoverille, ehdottomia, vaativia käskyjä. Pusu ja
Piksa olivat tietysti ryhtyneet tähän varokeinoon, peläten ehkä jotakin
tämän tapaista kuin Mikon hiivintä parhaillaan oli. Muutamia
askeleita edempänä oli uusi nuolimerkki ja neliö nuolen pyrstönä. Se
merkitsi, että kolmen askelen päässä nuolen suuntaan oli kirje
kätkettynä. Hän etsi käsiinsä kirjeen sammalten alta. Se oli Piksan
käsialaa, ja kuului:
Hän tarkasti, mitä tietä oli parasta edetä. Kallioseinämän luona oli
katajikko tiheintä ja suuri kivi. Vitkalleen, aivan maahan painauteena,
kädet puseron suojissa ja kasvot hatun varjostamina hän painui
eteenpäin. Kylläpä se, mikä tuolla oli vastassa — mikä sitten
lieneekin ollut — oli varovainen. Se oli tietysti jo kaukaa kuullut
hänen tulonsa ja odotti nyt vain. Ahaa, vihdoinkin liikahti tuolla
vihreää pensaan takana. Se oli nähtävästi toinen pensas, ja sen
peitossa oli tuo tulija. Ei, nyt se vihreä hävisi kokonaan ja sen sijaan
ilmestyi alempana tummansinistä. No, nyt vilkahti vähän kasvojakin.
Piksa! Piksahan se olikin.
PIRUNKAUKALO
Hän puristi lujasti huulensa yhteen ja veti airoilla, niin että vesi
veneen kokassa kohisi.
— Eivät muut vielä ehtineet kuin Piksa ja Pusu. Mutta kyllä minä
siellä kävin jo kerran aikaisemmin, vastasi Reino. — Ei siellä mitään
sen kummempaa ollut, korkeita kallioita vain.
Aamos söi, sillä hänellä oli aika nälkä. Mutta syödessään hän
ajatteli monenlaisia asioita. Ja aina kiertyivät ajatukset lopulta tähän
leiriin. Nyt oli täällä jännittävää olla. Ihan niinkuin kapinan aikana,
kun hän oli sananviejänä ja vihollisen kuulia vinkui. Saa nähdä,
kuinka käy. Ei siellä mitään pukkia ole; ei hän kummituksiin uskonut.
Mutta jotakin siellä oli. Ja äsken oli ammuttukin. Nyt hänen piti
vartioida leiriä.
Mitäs kello nyt oli? Puoli viisi. Eikä Reino vielä ollut tullut takaisin,
vaikka hänen piti pian lähteä kaupunkiin. Missä ne pojat viipyivät
näin kauan? Odotus alkoi jo tuntua ikävältä ja pahalta. Ei kuulunut
niin hiiskausta mistään päin. Mitä pojat oikein hommailivat, kun ei
kukaan heistä tullut takaisin?
Iso musta mies kivääri selässä. Sillä oli varmasti pahoja aikeita,
kun ei mitään vastannut. Olisi nyt ollut Reinon piekkari.
Paha sillä oli mielessä. Hänellä ei ollut muuta asetta kuin kirves.
Ja apua oli haettava pojille, eikä Reino vielä ollut tullut, välähti hänen
aivoissaan. Oli parasta peräytyä rannalle, mistä pääsisi kanoottiin.
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