×

Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 10 of 25

181.

A team of nursing students has been assigned to present a case study examining the factors contributing to the negative outcomes of a primigravida, who ultimately required an emergency Cesarean section, and her newborn, who spent three weeks in the Neonatal Intensive Care Unit as a result of the complications that occurred during the labor and delivery. The students request a meeting with their nurse faculty a week before their presentation is due to discuss their frustrations that they cannot agree as a group as to what factors contributed to the negative outcomes in the case study. Drawing upon Kolb's Experiential Learning Theory (ELT), the nurse educator recognizes:

  • The disagreement between the students is driving their learning process

  • The disagreement between the students is hindering their ability to analyze the case study

  • The disagreement between the students illuminates the fact that the students are functioning at a lower level of learning

  • The disagreement between the students is most likely a result of their having difficulty with critical thinking

Correct answer: The disagreement between the students is driving their learning process

Kolb believed that disagreement about ideas was paramount for driving the learning process. He believed that disagreement was necessary for learning to occur and required the learner to move between opposing modes of reflection, action, feeling, and thinking in order to successfully resolve the conflict. The nurse educator who draws on Kolb's Experiential Learning Theory would be enthusiastic to see her students in disagreement over the factors contributing to the patient's negative outcomes in this scenario, as their disagreement should ultimately lead them to comprehension of the problems at hand and consequently resolution of the conflict.

182.

The nursing admissions staff at an accelerated nursing program has received an application from a student who has identified that he has a disability and is requesting accommodation by the nursing school should he be admitted. The admissions staff contacts the Americans with Disabilities Act (ADA) officer at their institution for assistance and learns:

  • Not all disabilities covered by the ADA are specifically named

  • Mental disabilities are not covered by the ADA

  • Individuals diagnosed with a chronic illness are not covered by the ADA

  • All disabilities covered by the ADA are specifically named

Correct answer: Not all disabilities covered by the ADA are specifically named

Not all disabilities covered by the ADA are specifically named; this is yet another reason why faculty and admissions staff should be in regular contact with the ADA officers at their own institution. They need to familiarize themselves with the specific implications for nursing education.

General physical disabilities such as hearing or visual impairment, or individuals affected by a chronic illness, are covered by the ADA. Mental disabilities, such as learning disabilities, mood disorders, and attention deficit disorders are also covered by the ADA.

183.

A junior academic nurse faculty member is asked to provide feedback on the performance of a nurse leader who was added to the nursing program faculty in the last six months. The junior faculty member describes the nurse leader as "inspiring a shared vision" among the other faculty and "encouraging my heart" by recognizing her individual contributions to the school of nursing program.

The nurse leader is exemplifying:

  • Key transformational leadership practices

  • Key relationship-oriented leadership practices

  • Team-building and people skills

  • The leadership protocols of confidence, optimism, and passion

Correct answer: Key transformational leadership practices

Transformational leadership is discussed heavily in the literature, with many sources discussing the characteristics and practices associated with this leadership style. Key transformational leadership practices, as described by Ross, Fitzpatrick, Click, Krouse, and Clavelle (2014) include the following:

  • inspiring a shared vision
  • challenging the process
  • enabling others to act
  • encouraging the heart
  • modeling the way

Relationship-oriented leadership practices include encouraging teamwork, collaboration, and good communication, and fostering positive relationships in the workplace. 

Team-building and people skills are some of the skills and attributes of a good leader.

The leadership protocols of confidence, optimism, and passion are key factors necessary for the effective leader to serve as a role model.

184.

Which of the following examples is most closely representative of a provider directed, learner paced educational opportunity?

  • Completion of a continuing-education journal article about design and maintenance of the surgical suite offered through the Association of periOperative Registered Nurses (AORN) Journal

  • Attendance at a live webinar discussing design and maintenance of the surgical suite offered by the Association of periOperative Registered Nurses (AORN)

  • Researching design and maintenance of the surgical suite through online journal searches and assistance from a hospital university librarian, completed over several months' time

  • Attendance at a hospital-based seminar presented by a speaker nationally recognized for design and maintenance of the surgical suite

Correct answer: Completion of a continuing-education journal article about design and maintenance of the surgical suite offered through the Association of periOperative Registered Nurses (AORN) Journal

Provider directed, learner paced educational opportunities are those learning activities in which the provider controls the content, including learner outcomes, the method in which the material is presented, and the evaluation method, but in which the learner completes the activity at his or her own pace. Examples of provider directed, learner paced activities include continuing-education journal articles, online continuing-education modules, and continuing-education programs delivered on CD or DVD.

Attending live webinars or seminars are examples of provider directed, provider paced learning activities.

Independently researching articles about design and maintenance of the surgical suite on the learner's own time is an example of a learner directed, learner paced activity.

185.

Which of the four outcomes that indicate mastery of essential core nursing practice competencies, as described in the competency model of the National League for Nursing (NLN) program outcomes, is best described by this paraphrasing of the NLN Education Competencies Model  outcome:

An effort to attain one's best self and self-fulfillment within the greater community, where each individual holds the right to seek their own best self and be fulfilled as well.

  • Human flourishing

     

  •  Nursing judgment

  •  Professional identity

  •  Spirit of inquiry

Correct answer: Human flourishing

The NLN describes four outcomes that indicate mastery of essential core nursing practice competencies in their competency model of the National League for Nursing (NLN) program outcomes. These four outcomes include the following: 

  • Human flourishing, which is described as an effort to attain one's best self and self-fulfillment within the greater community, where each individual holds the right to seek their own best self and be fulfilled as well
  • Nursing judgment, which surrounds the processes of critical thinking, clinical judgment, and assimilation of best evidence into practice
  • Professional identity, which is recognized as the subconscious assimilation of core values and perspectives essential to the art and science of nursing
  • Spirit of inquiry, in which the nurse demonstrates a tireless sense of curiosity which characterizes her learning and practice

186.

A doctoral nursing education faculty member is engaged in a review of the literature about the use of evidence-based practice (EBP) in nursing education. He identifies several factors which can contribute to barriers in the usage of EBT in the classroom, including all of the following except:

  • Insufficient financial resources/support

  • Large classroom size

  • Lack of time

  • Lack of peer support

Correct answer: Insufficient financial resources/support

Studies examining evidence-based practice (EBP) in nursing education have identified the lack of time, lack of administrative and peer support, and large classes as barriers to implementation of EBP in the classroom. The use of EBP in nursing education was improved upon when the organizational culture empowered the nursing faculty.

Access to financial resources and support through educational organization was not cited as being a barrier to the use of EBP in nursing education.

187.

A prospective nursing student has applied to an associate's degree nursing program. She has revealed in her application that she has a disability, Down syndrome, and is requesting accommodation to enable her to be accepted for admission into the nursing program. According to the Americans with Disabilities Act (ADA), institutions of higher education are required to:

  • Bear the burden for the cost of the accommodation if they receive federal financial assistance

  • Lower the academic standard to provide reasonable accommodation for students with disabilities

  • Bear the burden for the cost of the accommodation regardless of the total cost and burden placed on the institution

  • Make accommodations for all prospective students with disabilities

Correct answer: Bear the burden for the cost of the accommodation if they receive federal financial assistance

While the ADA has resulted in many thousands of individuals with disabilities being able to receive higher education in fields they may not previously have had access to, institutions of higher learning are not required to admit every potential student with a disability.

Students with disabilities cannot be denied entrance to a program of higher learning based solely on the presence of their disability, but they can be denied if they do not prove they are "otherwise qualified" for entry into the program. A nursing program may require that a recent high school graduate prove they have a GPA of 3.0 or higher as part of their admissions criteria. Lowering the academic standard to meet the admissions need of a student with a disability is not required as part of the "reasonable accommodation" of the ADA. And though academic institutions are required to bear the burden for the cost of the accommodation, they are not required to make accommodations that result in undue hardship or undue financial burden on the school. 

188.

During  mid-semester evaluations, a nurse educator met with a student and informed her she was not meeting several of the course expectations. The nurse educator further expressed concern with the student's learning, as the student had not met the expectations. If the nurse educator had used Kolb's Experiental Learning Theory to guide her work, she would have recognized:

  • Learning is more of a process than a set of outcomes; the inability of the student to meet all the course expectations is not an indicator that she is not learning

  • Learning occurs by doing; the student is not meeting course expectations because she is not being provided with ample hands-on learning opportunities

  • Learning is an active process in which learners construct new concepts based upon their past knowledge; the student is not meeting course expectations because she does not have a strong foundation from past learning upon which to continue to build

  • Learning is dependent upon identifying prerequisites that must be completed to facilitate learning at each level; the student is not meeting course expectations because it was not ensured that she completed the learning prerequisites necessary for her to learn at a higher level

Correct answer: Learning is more of a process than a set of outcomes; the inability of the student to meet all the course expectations is not an indicator that she is not learning

Many nurse educators rely on Kolb's Experiential Learning Theory to guide their work. One tenet of Kolb's theory is that learning is more of a process than a set of outcomes. A student who is not meeting course expectations is not necessarily not learning, as learning is a process of adaptation to the world involving changes in one's thinking, perceiving, and behaving. 

Dewey's Theory of Progressive Education emphasizes the need to learn by doing. 

Bruner's Constructivist Theory postulates that learners construct new concepts based on their current or past knowledge.

Gagne's Conditions of Learning Theory identifies prerequisites that must be completed to facilitate learning at each level.

189.

A clinical faculty member is overseeing students for their clinical experience on a mother-baby unit. She requests that, during a post-conference at some point in the clinical experience, each student present one five-minute presentation on a topic of popular conversation related to maternal-child health. This assignment, or assignments similar to it, for students in the clinical setting:

  • Should be judiciously assigned

  • Are not allowed

  • Are encouraged to aid students in beginning to engage in lifelong learning

  • Are standard in nursing education

Correct answer: Should be judiciously assigned

Nursing program administrators evaluate retention and graduation rates as important indicators of program quality. It is expected that students enrolled in a nursing program will most likely have completed the program within 150 percent of the length of the program. Nursing curriculum must be constructed in such a manner as to not overtax students with excessive hours of out-of-class study. Course credit hours are typically calculated such that one clock hour of in-classroom session includes two additional hours of out-of-class study. Clinical sessions are often calculated as three clock hours of attendance for each one credit hour, with the three clock hours being included within the clinical day itself. The nurse educator overseeing a clinical experience should either not assign, or judiciously assign, any out-of-clinical work expectations of the students, as this addition requires more hours of the student necessary to earn the credit, potentially leading to excessive numbers of hours of out-of-class study, and in the long term, decreased retention and graduation rates.

190.

In regard to preparing nursing students to meet the needs of a diverse group of patients, nurse educators can:

  • Examine their teaching methods to ensure they are flexible and creative, and intentionally offer different types of learning activities 

  • Implement effective methods to increase enrollment of minority and male students to ensure that a diverse group of nurses are entering the workforce upon completion of the program

  • Increase use of technology in the classroom, as this has been found to contribute to retention of minority students in nursing programs and to support their successful graduation 

  • Use multiple-choice questions on nursing exams, as this exam format has been found to be most supportive of the success of minority or multicultural students

Correct answer: Examine their teaching methods to ensure they are flexible and creative, and intentionally offer different types of learning activities 

Although the numbers of minority and male students entering nursing programs adequately reflects the diverse population in the United States, unintentional bias in nursing education programs contributes to poorer outcomes in these students. Nurse educators have a responsibility to self-reflect on their learning methods and identify any potential biases that might ostracize students. Being flexible and creative in preparing teaching materials and intentionally offering a wide variety of learning activities can help ensure a diverse group of nursing students are successful. 

The use of technology in the classroom has not been correlated with a decrease in attrition of male or minority students enrolled in nursing programs.

Using a multiple-choice question format for exams may unintentionally but negatively affect minority or multicultural students who may use a first language other than English, by introducing linguistic bias.

191.

The psychologist Kurt Lewin proposed a change model in which:

  • Change is planned and takes place gradually over an extended period of time before becoming fully integrated

  • Change occurs rapidly and radically, turning the system "upside down" with rapid adoption of ideas

  • The change agent identifies the problem that necessitates the change, assesses the motivation and capacity for change, chooses the strategy for change, begins implementation of change and maintains the change process, gradually withdrawing from the change process over time

  • An individual moves from a process of precontemplation to contemplation of the need for change, then moves on to preparing for change, implementation of the change, and then maintenance of the change

Correct answer: Change is planned and takes place gradually over an extended period of time before becoming fully integrated

Kurt Lewin's change model serves as the basis for change theory in nursing. In this model, he proposes that the process of change evolves slowly over time prior to full integration by the organization or individual.

Rapid, radical, or revolutionary change that results in a complete upheaval within an organization or system, dramatically changing the face and systems of the organization, is a hallmark of the more modern transformative change process.

Lippitt’s Phases of Change theory focuses heavily on the change agent and her role in bringing about change within a system.

Prochaska and DiClemente’s Stages of Change model involves a spiral in which an individual moves from a place of precontemplation to contemplation of change and then through sequential steps of preparation, action, and maintenance in which change is effected.

192.

After reviewing statistical analysis of exam results, the nurse educator has found that for two specific exam items, a larger number of low-scoring students than high-scoring students answered the items correctly. This finding indicates:

  • The two exam items do not discriminate between the students who know the material and those who do not know the material

  • The two exam items discriminate well between the students who know the material and those who do not know the material

  • The two items indicate that interitem consistency of the exam lacks reliability

  • The two items indicate that interitem consistency of the exam reflects adequate reliability

Correct answer: The two exam items do not discriminate between the students who know the material and those who do not know the material

In this scenario, the two exam items in question have been answered correctly by a larger number of students who scored lower on the exam than by students who scored higher on the exam. This finding strongly suggests that the two items are not effective exam items, as they do not meet the criteria for an effective exam item: the ability to discriminate between the students who have learned at a higher level and the students who have learned at a lower level. It is assumed that students who have higher exam scores will also more frequently choose the correct answer for a specific exam item than will students who have an overall lower exam score. 

Interitem consistency is a measure of the reliability of an exam; there are no data in this scenario to provide information about the interitem consistency of the exam.

193.

A nurse educator who wishes to utilize an active learning method with her students at their clinical location:

  • Could assign students to a multidisciplinary team composed of a physical therapist, a medical resident, a social worker, and a clinical nurse educator

  • Could provide the students with real-life case scenarios, similar to patients they will be assigned to at their clinical location, which they are required to read prior to coming to clinical

  • Could require the students make flashcards of the medications their patients will be receiving

  • Could assign students to rotate through the operating room so they can observe surgeries their patients are undergoing

Correct answer: Could assign students to a multidisciplinary team composed of a physical therapist, a medical resident, a social worker, and a clinical nurse educator

Active learning methods often involve group work, such as being part of a multidisciplinary team, higher-order clinical thinking, problem solving, collaboration, critical thinking, and self-initiated learning. Active learning techniques typically engage students and contribute to deep learning. 

Reading case scenarios prior to coming to clinical, making medication flashcards, and being assigned to an observer role are not examples of active learning, and therefore do not contribute as significantly to learning. Each of these examples could be modified, however, to become part of an active learning opportunity. For example, requiring students to read a case scenario prior to coming to clinical and then engaging the students in an analysis and synthesis of the scenario together, and then further asking the students to apply the information in the scenario to actual experiences they have had at the bedside, can be an excellent means of providing active learning.

194.

A prospective nursing student with a hearing impairment has applied to an undergraduate nursing program. Regarding the admission of a student with a disability, the nursing admissions faculty knows:

  • Students are required to identify their disability and request an accommodation

  • Universities are required to admit all students with disabilities

  • Universities are required to substantially change a course to meet the special needs of a student with a disability

  • Students with disabilities who are identified as "otherwise qualified" may be denied admission to a nursing program based on their disability

Correct answer: Students are required to identify their disability and request an accommodation

The Americans with Disabilities Act (ADA) of 1990 was enacted to ensure that students with certain types of physical or mental illnesses or other disabilities be provided with reasonable accommodation to meet course and program requirements. Not all disabilities are covered by this act, nor are all disabilities named within the act. Prospective students must be proven to be "otherwise qualified" to be admitted to a nursing program before being covered by the ADA. In addition, admission criteria that specifically discriminates against an individual with a disability cannot be used. 

Students are required to be proactive in identifying their disability when applying, and furthermore, must request accommodation for their disability. The nursing program admissions and academic faculty are not expected to project potential needs of students with disabilities and provide reasonable accommodation for them without being informed of the specific need by the student.

195.

A nurse educator who teaches a graduate level statistics class informs the class at the beginning of the semester that he always grades exams on a curve. Though the professor is able to gain valuable assessment data about his students' performance, grading on the curve prevents all of the following except:

  • Judging student achievement in relationship to their peers

  • Judging student achievement in relationship to individual improvement over time

  • Awarding students the grade they actually deserve

  • Judging student achievement in relationship to outcomes

Correct answer: Judging student achievement in relationship to their peers

While grading on the curve is extremely common in certain courses and can be a valuable tool for assessing students' abilities and learning in comparison to their peers, there are several valuable factors that are missed when grading on the curve.

When curved grading is applied consistently throughout a course, it is not possible to fully judge a student's gradual improvement over time, since with each graded exam or project the student's actual score is modified based on the scores of his peers. Curved grading also prevents faculty from awarding students the grade they actually deserved and have earned, and furthermore prevents faculty from judging student achievement in relationship to outcomes.

196.

An undergraduate nursing student enrolled in an accelerated program expresses frustration to one of her peers at what she feels is poor advising on the part of her faculty adviser. The student states she requested a meeting with her adviser last week hoping to have a conversation about how best to meet her professional goals, but instead the adviser reviewed the program curriculum with her,  answered a few simple questions, and told her what classes to take. The advising style the faculty adviser is demonstrating would best be described as:

  • Prescriptive advising

  • Developmental advising

  • Intrusive academic advising

  • Appreciative advising

Correct answer: Prescriptive advising

There are several advising styles that may be used by faculty advisers in nursing education. 

Prescriptive advising generally involves the answering of concrete student questions and telling students what to do versus engaging in dialogue that assists the student in making decisions for herself. Prescriptive advising requires the faculty adviser to be thoroughly familiar with the program curriculum and institutional policies.

Developmental advising focuses on fostering a student's ability to make her own decisions while at the same time helping the student take responsibility for the decisions. Advisers using this advising style help the student evaluate her own strengths and aid her in identifying what nursing role would best suit her. The developmental adviser also can help students focus on specific steps they need to take to meet academic or professional goals.

Intrusive academic advising focuses on getting to the heart of a student problem and recommending the appropriate intervention.

Appreciative advising is the intentional collaborative practice of asking positive, open-ended questions to assist the student in optimizing her educational experience and achieving her academic or professional goals.

197.

Which of the following is a characteristic which distinguishes between the position of a manager and that of a leader?

  • Formality of position

  • Appointment of position

  • Knowledge base

  • Ability to effect change

Correct answer: Formality of position

While the terms manager and leader are often used interchangeably in nursing, there are important differences between the two roles. One important distinction between a manager and a leader is that a management position is always considered to be a formal position within an organization, as a manager is appointed and gains his power from the management position. Leadership can be learned, and may be appointed by an authority, or one may rise into a leadership role from within a group by their support and approval. Both positions require a strong knowledge base, and may even share the same knowledge base, and both positions have the ability to effect change.

198.

All of the following are examples of integrity as a scholar, except:

  • Avoids citing others' work when developing and conducting research

  • Ensures research data is safeguarded when performing research

  • Uses ethical principles when serving on a research team

  • Serves as a role model for students in conducting research

Correct answer: Avoids citing others' work when developing and conducting research 

Ensuring scholarly integrity involves compliance with ethical principles when teaching, serving, or conducting research, whether working individually or as part of a team of researchers. Schools of nursing have developed policies on maintaining scholarly integrity and consequences for misconduct.

The nurse educator demonstrates integrity as a scholar by doing the following:

  • assuming responsibility for the quality of their work
  • citing others' work to avoid misrepresenting it as their own
  • protecting human subjects when conducting research
  • ensuring research data is safeguarded
  • ensuring students are safeguarded when testing new strategies in the classroom
  • adhering to ethical principles when involved in research
  • ensuring clear guidelines for ownership are established when publishing or taking credit for research
  • following publication guidelines for authorship credit
  • serving as a role model for students in the use of evidence and in conducting research

199.

Which of the following examples most closely represents a social motivation for change?

  • Peers provide verbal support and encouragement

  • A bonus package is offered by the administration

  • A nurse faculty member completes an online educational program

  • The director of the nursing program passes away unexpectedly and a new director is retained

Correct answer: Peers provide verbal support and encouragement

Motivation for change may come from multiple sources, including personal, social, and structural influences. Social motivation for change includes pressure from peers, as well as the supportive environment offered by peers.

A bonus package is an example of a structural motivator.

Completion of an online educational program is an example of a personal motivator.

The retaining of a new director due to the unexpected passing of the director previously in position is an example of a crisis event which necessitates change.

200.

Lifelong learning educational topics that are pertinent to the academic nurse educator who teaches in a classroom setting include all of the following except:

  • Student discipline techniques

  • Test construction and design

  • Creative teaching strategies

  • Informatics competency

Correct answer: Student discipline techniques

There are many educational topics that may be relevant to the nurse educator. The National League for Nursing (NLN) advocates that development programs for faculty should be individualized and flexible, and be offered across a wide range. Examples include, but are not limited to, the following:

  • classroom management
  • student advisement
  • student incivility
  • cultural competence
  • informatics competency
  • clinical teaching
  • clinical evaluation
  • test construction
  • developing goal statements and learning objectives
  • methods of outcome assessment
  • technology used in teaching and learning
  • accreditation process
  • faculty leadership role within the university
  • creative teaching strategies
  • critical thinking promotion strategies
  • how to implement informatics within curriculum

The nurse educator who functions solely in the classroom setting is not responsible for administering student discipline.

×