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Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 1 of 25

1.

In reference to the nurse educator's knowledge of nursing education, all of the following are correct except:

  • A faculty member should focus on developing a broad base of knowledge to ensure her expertise in many areas of nursing education

  • A faculty member cannot be an expert in all areas of nursing education

  • A nurse scholar should identify an area of personal interest within nursing education

  • A nurse scholar should engage in scholarly activities related to her unique field of interest

Correct answer: A faculty member should focus on developing a broad base of knowledge to ensure her expertise in many areas of nursing education

The nurse scholar is required to engage in a lifetime of learning, specifically focusing on an area of expertise. The nurse scholar cannot be an expert in all areas, but should instead identify an area or topic of interest and focus on engaging in scholarly activities within that field of study.

2.

An academic nurse educator takes a genuine interest in her students, often asking them about their personal lives and then ensuring she follows up on the conversations. A student shares that his grandfather, with whom he is very close, has been quite ill and his family is contemplating having him moved into a long-term nursing facility. The nurse educator is genuinely concerned for the student, and when she learns several weeks later that the student's grandfather has passed away, she asks him to stay after class and then offers an extended deadline on an upcoming project and gives him a handwritten note of condolence to share with his family. 

The academic nurse educator is demonstrating:

  • Transformative teaching

  • Cultural competence

  • Complexity theory

  • Social Learning Theory

Correct answer: Transformative teaching

The transformational academic nurse leader is empathetic and creates a learning environment that stimulates, inspires, and challenges her students' development and maximizes their performance outcomes. She models caring to her students each time they are in her presence, which encourages students to reflect on themselves as caring individuals. She is aware of and sensitive to the differences and needs of her students, and engages in ongoing communication with them as she creates a culture of caring.

Cultural competence is a comprehensive approach used to discuss interpersonal and organizational sources of racial and ethnic imbalances.

Complexity theory views the organizational structure as a whole composed of multiple parts.

Social Learning Theory purports that self-efficacy is necessary to bring about change.

3.

Which of the following most closely resembles one of the three dimensions of apprenticeships for professional education as identified by the Preparation for the Professsions Program (PPP)?

  • An apprenticeship to ethical standards

  • An apprenticeship to critical thinking

  • An apprenticeship to faculty development

  • An apprenticeship to traditional knowledge

Correct answer: An apprenticeship to ethical standards

As part of the Carnegie Foundation for the Advancement of Teaching (2013), the Preparation for the Professions Program (PPP) undertook an investigation and comparison of the education preparation being offered by institutions of higher learning across several programs of studies, looking at their approaches to teaching and learning. Recommendations on the need for high-end apprenticeships across the disciplines were made, with nursing education determining the need for apprenticeship in the dimensions of ethical standards and comportment, social roles, and professional responsibility; skills-based with focus on the application of clinical judgement; and intellectual training.

4.

Student learning outcomes for a course can also be used by the nurse educator for all of the following except:

  • Determining which students need to complete specific material in the course

  • Creating test blueprints

  • Evaluating student progress throughout the course

  • Generating test items of the course material

Correct answer: Determining which students need to complete specific material in the course

Student learning outcomes not only set expectations for all students assigned to a course, they also can be used to help the nurse educator focus instruction, create test blueprints, generate test items, and evaluate student progress throughout the course. In addition, student learning outcomes can help the learning institution meet their program objectives and meet the requirements set forth by accrediting bodies.

5.

The admissions staff of an associate degree nursing program are reviewing applications for the fall semester. The staff knows that which of the following criteria was found to be the most important predictor of success in passing the National Council of Licensure Examination (NCLEX)?

  • College GPA prior to admission to the nursing program

  • Course grade in an introductory psychology course

  • High GPAs in natural science courses

  • Score on the Nurse Entrance Test (NET) Comprehensive Achievement Profile

Correct answer: College GPA prior to admission to the nursing program

All nursing programs evaluate the competency and quality of the program by evaluating their students' pass rates on the National Council of Licensure Examination (NCLEX). Studies on what criteria can predict the successful passing of the NCLEX have identified several excellent predictors for students who are enrolled in an associate degree nursing program. These criteria include the following:

  • high GPAs in the natural sciences, including biology, chemistry, anatomy, and physiology
  • course grade in an introductory psychology course
  • high school rank
  • scores on the NET Comprehensive Achievement Profile
  • pre-RN assessment scores

College GPA prior to admission into the nursing program was identified as being the most important predictor of successfully passing the NCLEX.

6.

A second-year nursing student who has completed his first clinical experiences in the simulation laboratory has been asked to complete an anonymous survey rating his experiences in the simulation laboratory. The student is most likely to report all of the following experiences via the survey except:

  • Rehearsing communication skills in the simulation laboratory through modalities such as role playing did not result in improved communication skills for him in the clinical environment

  • Being assigned to the observer role did not facilitate his learning

  • Practicing hands-on skills in the simulation laboratory benefited his learning

  • He was able to practice developing critical thinking skills in the simulation laboratory

Correct answer: Rehearsing communication skills in the simulation laboratory through modalities such as role playing did not result in improved communication skills for him in the clinical environment

When surveyed about their experiences using nursing simulation laboratories, nursing students reported the following:

  • good opportunity to practice hands-on nursing skills
  • enhanced the ability to think critically and problem-solve in a controlled environment
  • good opportunity for improved teamwork
  • provided the ability to practice communication skills
  • being assigned to the observer role did not facilitate learning

7.

Nurse faculty are attending an on-campus conference on nursing leadership. The speaker opens the segment by discussing the functions of a nurse leader, which include all of the following except:

  • Exercising formal authority over working practice

  • Serving as a role model

  • Collaborating with others to provide unrivaled health care

  • Using advocacy to produce change to benefit patients and health care as a whole

Correct answer: Exercising formal authority over working practice

The roles of the academic nurse faculty member are many and varied, and nurse leadership may be part of the academic nurse faculty expectation. The functions of a nurse leader include the following:

  • serving as a role model for others
  • using theory and research findings to provide expert nursing care
  • supporting and influencing organizational policy through knowledge of organizational theory
  • providing unrivaled health care through collaboration with others
  • assuming responsibility for providing information and support to patients
  • effecting change benefiting patients and overall health care through use of advocacy
  • adhering to the nursing code of ethics and standards of practice to maintain individual and professional accountability

Exercising formal authority over working practice is a function of a manager.

8.

A graduate-level nursing program is making modifications to their graduation policies. Graduation policies typically include basic requirements including all of the following except:

  • Completing high-stakes testing

  • Meeting financial obligations

  • Meeting student learning outcomes

  • Achieving a minimum GPA on all required coursework

Correct answer: Completing high-stakes testing

The typical, basic graduation requirements for all nursing programs include the successful meeting of all program student learning outcomes, achieving a minimum GPA on all required coursework, and meeting all university financial obligations.

Some nursing programs may require the completion of high-stakes testing, which requires that a student achieve a minimum grade on a standardized test in order to be considered for graduation. This practice is not typical of all nursing programs, nor would it be considered a basic graduation requirement.

9.

A group of nursing faculty members are attending a conference on the role of the faculty adviser. As part of a learning activity, they are required to work with the other members at their table and produce a list of skills and characteristics necessary for a faculty adviser. The team that possessed the most accurate knowledge of the role of the faculty adviser would compile a list of all of the following skills and characteristics except:

  • The ability to share sensitive student information with other faculty in such a way as to not violate confidentiality

  • Excellent rapport-building skills

  • An individual who truly respects and values the contributions of his students

  • A skilled interviewer

Correct answer: The ability to share sensitive student information with other faculty in such a way as to not violate confidentiality

While all nurse educators will be required to advise their students to a certain degree, not all possess the necessary skills or characteristics needed for academic advising.

The faculty adviser should be a "supportive critic" for his students, providing ongoing support while at the same respectfully and compassionately providing constructive criticism. The faculty adviser needs to possess strong rapport-building skills and be able to listen and problem-solve with his students. He must also have strong interviewing skills. Of utmost importance, a faculty adviser should truly respect his students and value them as people, and value the contributions they bring as student nurses. He should be open to receiving their opinions, and demonstrate a genuine concern for their academic and professional growth and well-being.

Finally, the faculty adviser must treat all non-directory student information with complete confidentiality, as is mandated by the Family Education Rights and Privacy Act, not sharing it with other faculty unless the student is deemed to be at risk of harming himself or others.

10.

What are grading rubrics used for?

  • Assessing student performance on subjective assignments using specific, measurable criteria

  • Assessing student performance on objective assignments using specific, measurable criteria

  • Assessing student performance on objective assignments that lack specificity and are difficult to measure

  • Assessing student performance on subjective assignments that lack specificity and are difficult to measure

Correct answer: Assessing student performance on subjective assignments using specific, measurable criteria

Grading rubrics are measurement instruments used in assessing student performance of subjective assignments. Because subjective assignments can be more challenging to accurately assess, using a rubric can increase reliability in subjective assessment by grounding the educator's subjective judgment. The nurse educator needs to ensure the subjective judgment embedded in the rubric is consistent with her general criteria and is also clearly understood by her students. 

The most vigorous and meaningful rubric is the one in which the data are measurable and directly connected to the student outcomes the assignment was designed to measure.

11.

Participation from which key members of an academic nursing organization is necessary for cultural reconstruction or maintenance activities of the organization?

  • All members

  • Administrative faculty

  • Academic faculty

  • Management

Correct answer: All members

While the principal view in organizational culture is that culture cannot be managed or controlled, there are certain interventions that can be leveraged to assert some control over the culture of an organization. When reconstructing an organizational culture, or performing activities to maintain an organizational culture, participation from all members is key. If all members do not participate actively in these activities, a lasting, long-term change in values cannot be guaranteed.

12.

Curriculum models that embody deconstructed curriculum include those that originated from which of the following organizations?

  • The Institute of Medicine 

  • The National Council of Licensure Examination

  • The National League for Nursing

  • The American Nurses Association

Correct answer: The Institute of Medicine 

Deconstructed curriculum models include those that originate from the Institute of Medicine (IOM) or the Joint Commission. These models may be based on Quality and Safety Education for Nurses (QSEN), the IOM priority areas, or Healthy People 2020. 

Concepts such as infection, disaster preparedness, environmental health, and community-based health may be woven through courses included in deconstructed curriculum models.

13.

Nurse faculty orientation for the upcoming academic year which has been developed for the novice nurse educator may be delivered through:

  • A one-on-one meeting with an assigned mentor

  • A meeting with human resources staff

  • A self-paced online orientation program developed by the nursing program

  • Attendance at a synchronous web-based orientation program

Correct answer: A one-on-one meeting with an assigned mentor

Orientation programs are one of the most important methods for socializing the novice nurse educator to her new role. Orientation allows for meeting of key personnel within the nursing program, an introduction to other faculty members, an introduction to the available resources of both the nursing program and the larger institution, course and content review, presentations on the particulars of the program, a review of the job benefits, an introduction to and review of the chain of command of the nursing program as well as the political environment of the organization, and a review of expectations for teaching, research, and service.

Larger nursing schools may have developed a comprehensive and exhaustive faculty orientation program, but smaller nursing schools may still complete the orientation by assigning the novice nurse educator to a mentor who will meet with her one-on-one.

Human resource staff may complete a small component of orientation, such as a review of the job benefits, but will not present a full orientation for novice nurse educators.

A self-paced online learning program may be assigned to the novice nurse educator as a component of the full orientation.

A complete orientation program for a novice nurse educator is unlikely to be completed entirely in the form of a synchronous web-based program.

14.

A nurse educator who is preparing to assess his students' knowledge of sickle cell anemia should consider all of the following when selecting his assessment strategies except:

  • The use of standardized testing

  • The setting for the instruction

  • The setting for assessment

  • The domain of learning being assessed

Correct answer: The use of standardized testing

As the nurse educator prepares to assess his students' learning either before, during, or after his instruction, he needs to keep several things in mind: determining where the content will best be taught and assessed (for example, in the classroom or in the clinical setting) and what domain of learning he is assessing. The nurse educator can utilize Bloom's taxonomy to help determine the answers to these questions. For example, if the nurse educator wants to assess his students' knowledge of factors contributing to sickle cell crisis, or learning that takes place in the cognitive domain, this could take place in a classroom setting. However, if the nurse educator wants to assess his students' ability to assess for sickle cell pain that is refractory to use of patient-controlled analgesia (PCA) requiring the administration of break-through medication, or learning that takes place in both the cognitive and psychomotor domains, this would best take place in the clinical setting.

The use of standardized testing is not a component of student assessment; standardized testing is considered part of student evaluation.

15.

Which of the following scenarios describes an effective follower?

  • A motivated individual who is passionate about a projected change idea and participates actively in making the change come to fruition

  • A cheerful individual who is in agreement with the projected change and is content to follow the instructions given to the group by the leader

  • A quiet individual who listens intently to the ideas and goals communicated by the leader to the group without contributing to the conversation, and then follows through diligently

  • A vocal individual who does not hesitate to project ideas and opinions that may be contrary to those of the leader, and then gathers individuals around himself to support and implement his ideas

Correct answer: A motivated individual who is passionate about a projected change idea and participates actively in making the change come to fruition

An effective leader cannot even be a leader without followers; and, ideally, an effective leader needs effective followers if he is to be successful. The effective follower is not an individual who sits back dumbly, following blindly after the leader. In contrast, the effective follower is an individual who possesses qualities similar to, or the same as, that of the leader:

  • highly motivated
  • an active participant
  • passionate
  • willing and able to work to effect change
  • forward-looking
  • comfortable with questioning and challenging the status quo
  • risk-taker
  • critical thinker
  • comfortable with change

While effective followers also tend to be cheerful, willing to follow instructions, and diligent in follow-through, in the other scenarios the followers were more passive and did not communicate their opinions, thoughts, or ideas to the group or to the leader. The vocal individual who gathers people around himself to support his ideas is a pseudo-leader.

16.

Which of the following examples of feedback provided to a student nurse by a nurse educator about her clinical performance exemplifies concrete and specific feedback?

  • "When your laboring patient requested pain management, you offered her only pharmacological pain management options. It is important to offer patients all appropriate pain management options."

  • "You need to remember to discuss all pain management options with your patients."

  • "Great job discussing pain management options with your patient."

  • "When you were discussing your laboring patient's pain with her and she requested pain management, you did not offer her non-pharmacological pain management options."

Correct answer: "When your laboring patient requested pain management, you offered her only pharmacological pain management options. It is important to offer patients all appropriate pain management options."

When providing feedback to nursing students on their clinical performance, it is important to provide feedback that is timely, constructive, and thoughtful. Content discussed during clinical evaluation should be concise and concrete, providing students with feedback about what is both right and wrong with their clinical performance. 

Feedback provided to students in need of improvement should be especially specific, providing clear examples of behaviors that were not performed correctly, including specific feedback on how the student's behavior could have been improved upon.

Making general statements about a student's performance that did not meet expectations without providing specific examples of how their performance can be improved upon is not helpful, as the student may not have any idea of how they could have done better. And even when delivering positive feedback, it is unhelpful to provide a non-specific "high-five" type that does not provide the student with details on how their performance met expectations and what positive behaviors they should continue using.

17.

A cohort of three nurse educators, who are each assigned to teaching the same course to their own group of students in a master's level public health nursing program, have compiled the data they each have collected from the first exam they administered to their students. They are planning to complete a statistical analysis of the test items to ensure the exam has effectively evaluated their students. The test analysis will provide three kinds of the most important information about the quality of test items, including all of the following except:

  • The effectiveness of the distractors

  • The difficulty level of each of the test items

  • Item discrimination for the key and the distractors

  • The exam's reliability

Correct answer: The effectiveness of the distractors

Statistical analysis of test items is critical to ensure the exam is effectively evaluating student learning. The three measures most important in test analysis are

  • the difficulty level of each of the test items contained on the exam--determining whether a test item was too easy or too hard
  • item discrimination for the key and the distractors--a measure of whether an item discriminated between students who knew the material well and students who did not
  • the exam's reliability--the consistency of test results, or the degree to which the tests scores are free from measurement error

Statistical analysis may also measure the effectiveness of the distractors--determining whether the distractors were chosen more often by less-able students and not the more-able students--but is not one of the most important kinds of information provided in this case by the use of statistical analysis.

18.

Which of the following correctly reflects the order of the steps that depict the continuous, circular process of teaching and learning?

  • Assessment, planning instruction, developing outcomes, learning activities, measuring student achievement

  • Planning instruction, developing outcomes, assessment of learning, application of learning activities, measuring student achievement

  • Measuring student learning, planning instruction and learning activities, developing outcomes, assessment of teaching implementation

  • Assessment, planning instruction, implementation of learning activities, evaluating student achievement

Correct answer: Assessment, planning instruction, developing outcomes, learning activities, measuring student achievement

Nurse educators modify their teaching methods based on the feedback obtained through their assessment of student learning. This process is circular and ongoing, and shows the interactions of the elements of planning, outcome development, learning strategies, and measuring of achievement.

19.

Several members of the nursing faculty at an undergraduate nursing program have met to discuss a student who has demonstrated consistently poor grades on exams, despite demonstrating intelligence and strong critical thinking skills in the classroom during in-class discussions, and an equally strong ability to apply critical thinking skills in the clinical setting. During their discussion, the nurse educators are made aware that the student's parents immigrated to the United States from Somalia several years before he was born. The nurse educators realize:

  • Being born in an English-speaking country, while at the same time being raised in a home where the primary language is not English, may contribute to test-taking difficulties

  • Students who speak English as a second language show improvement in test-taking ability when encouraged to form study groups with other students who also speak English as a second language

  • The student may be the victim of racism or bullying from his student peers

  • The student can improve his exam scores by engaging in role-playing activities, as this has been found to increase test-taking abilities for students who speak English as a second or subsequent language

Correct answer: Being born in an English-speaking country, while at the same time being raised in a home where the primary language is not English, may contribute to test-taking difficulties

Students whose first language was one other than English may struggle to perform well in US nursing programs. Even students who were born in an English-speaking country but were raised in a home where the language spoken was something other than English, though they may be fluent in English they may actually think and process ideas in the language spoken primarily at home, resulting in subtle communication difficulties or problems with test-taking. 

Students who speak English as a subsequent language showed improvement in their language skills when they were put into study groups comprised of both native English speakers and other students who spoke English as a second (or subsequent) language.

Role-playing activities enable students to practice their language skills in a safe environment, paving the way for improved communication with patients and staff and relieving anxiety for the student.

While bullying or racist behaviors directed toward a student can negatively effect learning, in this scenario, the student performed very well in front of his peers in both the classroom and the clinical learning environment, so racism or bullying is highly unlikely.

20.

A student enrolled in an accelerated nursing program has a bachelor's in business management and was previously employed as the business manager at a long-term nursing facility. In order to best meet the unique learning needs of this student, the nurse educator should:

  • Employ teaching strategies that provide the student with opportunity to assimilate the new nursing knowledge with his previous employment experience

  • Identify the challenges this student will have in learning due to using diametrically opposed learning processes picked up during his previous education in business

  • Discuss with the student that he may be at risk for failing the nursing program due to challenges he will face in nursing learning as a result of business processes learned during his previous education 

  • Recommend that the student meet with his faculty adviser on a monthly basis to ensure he is effectively assimilating the new nursing knowledge with his previous employment history

Correct answer: Employ teaching strategies that provide the student with opportunity to assimilate the new nursing knowledge with his previous employment experience

Students enrolled in an accelerated nursing program often arrive to the program with a previous education in an unrelated subject and vocational experience in that field. Nurse educators in accelerated nursing programs should employ teaching strategies that provide the students with opportunity to assimilate their new nursing knowledge with previous experiences. 

Students with previous education are not at any greater risk of failing the program, nor should they be expected to struggle with learning as a result of having assimilated learning methods specific to another branch of higher education. Frequent meetings with nursing advisers are also not necessary to ensure the student is assimilating the new nursing knowledge he is now studying.

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