An outline of strategies that can be used to diagnose and remediate the test-taking problems of nursing students has been adapted from an "Outline of Test-Wiseness Principles" conceived by J. Millman, C. H. Bishop, and R. Ebel. The outline consists of two parts: elements independent of the test constructor or test purpose, including time-using, error avoidance, guessing, and deductive reasoning; and elements dependent upon the test constructor or purpose, including consideration of intent and cue-using. An analysis of nursing tests given over a period of 5 years has shown the strategies in the deductive reasoning category to be the most useful. Recognition of cues not included in the original outline also appear to be advantageous. These include Greek-Latin prefixes, negative elements including "all except," and adjectives and adverbs expressing comparison of priority. An analysis of the outline to determine the utility of individual strategies has shown that, in the deductive reasoning category, similarities and differences and stem-option similarities had the greatest utility. In the course content category, organizational patterns had the highest utility. The nursing instructors using the outline can point out to students which strategy is involved, explain it, and illustrate its application on a test. They can also encourage students to do their own diagnosis as each question is analyzed. (The paper includes the outline with examples of the applications of the strategies.) (HOD)