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Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 2 of 25

21.

A nurse leader who uses a supportive leadership style demonstrates this by:

  • Working to provide others with opportunity to apply theory in practice

  • Encouraging staff to test their newly acquired skills on patients in the clinical setting

  • Taking a hands-off approach and allowing those who work under her to function in an unsupervised manner

  • Communicating specific tasks or things to be accomplished to her subordinates

Correct answer: Working to provide others with the opportunity to apply theory in practice

There are many styles of leadership which may be successfully used by nurse leaders, among them a supportive leadership style. In this style, the nurse leader works to assist other staff in their development by providing them with opportunities to apply theory in practice, and also providing a safe, supportive environment in which new skills can be tested. In a supportive leadership style, mentorship, coaching, and supervision are present as core values.

A task-oriented leadership style involves the communication of specific tasks to the subordinates.

22.

A nurse educator has constructed a questionnaire to elicit feedback about each of his student's preferred learning styles. Using the VARK method of categorization, sensory modalities with which students may take in new information include all of the following except:

  • Relational-social

  • Visual

  • Kinesthetic

  • Auditory

Correct answer: Relational-social

The VARK method of categorizing learning styles looks at the student's preferred sensory modality for taking in new information. Sensory preferences rely on different neural systems and include (V)isual, (A)uditory, (R)eading/writing, and (K)inesthetic learning methods. 

23.

A nurse educator who teaches in a Certified Nurse Midwife program is developing an exam to test her students' knowledge of reproductive endocrinology. In order to effectively measure the different levels of her students' learning in this area, she will include exam items with varying degrees of difficulty. Item difficulty is also referred to as all of the following except: 

  • Q-value

  • Difficulty level

  • Difficulty index

  • P-value

Correct answer: Q-value

When developing an exam, nurse educators must include exam items with varying degrees of difficulty in order to ensure they are effectively measuring the different levels of their students' learning. Item difficulty may also be referred to as

  • the difficulty level
  • the difficulty factor
  • the difficulty index
  • the p-value

The Q-value is a p-value that has been adjusted for the false discovery rate (FDR), the proportion of false positives that can be expected to be obtained from a test.

24.

An experienced nurse faculty member has been serving in a mentorship role to a novice faculty member. The novitiate has agreed to meet him for a social supper, where she will be introduced to faculty from the school of medicine within the university. Through this activity, the mentor and mentee are:

  • Engaging in an activity that promotes the novice faculty member's socialization to her role

  • Participating in an informal professional development opportunity that will increase their role effectiveness

  • Simply participating in a mentorship relationship

  • Demonstrating a commitment to lifelong learning by engaging in multidisciplinary collaboration

Correct answer: Engaging in an activity that promotes the novice faculty member's socialization to her role

Nursing academia is a unique environment, with unique faculty roles and role expectations. In order to be successful, the novice faculty member must become socialized to her role, which necessitates involvement in activities outside the nursing program. The novice nurse must be provided with opportunities to take part in activities that extend outside the school of nursing, to include the university and the larger professional community. The novice faculty member needs to learn how to fulfill the varied roles and activities she will be expected to take part in, including administrator, course leader, mentor, peer, and interdisciplinary team member.

25.

When attempting to create an inclusive environment for her nursing students, the academic nurse educator (ANE) should employ all of the following strategies, except:

  • Include English language learner (ELL) students during a rapid fire question and answer learning game in the classroom

  • Include teacher-centered lecture occasionally throughout the semester

  • Asking an older student who previously worked in management for a sports-related store to share his previous work experiences during a learning time

  • Utilize technology which meets the generational preferences of her students

Correct answer: Include English language learner (ELL) students during a rapid fire question and answer learning game in the classroom

The academic nurse educator (ANE) may be challenged to create a fully inclusive environment in the nursing classroom given the tremendous diversity among the student populations of most nursing programs. Cultural and racial diversity, gender and age, and past life, educational, and clinical experiences all contribute to a very diverse group of individuals enrolled in nursing programs.

To facilitate an inclusive environment for her students and in turn, improve learning, the ANE should employ a variety of teaching strategies in the classroom setting to appeal to the diversity of her students, including using teacher-centered lectures occasionally throughout the semester (for older students), allowing time for students for whom nursing is a second career to share their previous professional experiences during learning times, utilizing a myriad of technology to appeal to students from Generations Y and Z, asking students to share some of their life experiences during learning times, and allowing ELL students extra time to answer questions during classroom question and answer times. 

26.

An academic nurse educator (ANE) who teaches in a graduate level nursing program is developing teaching strategies to use for the upcoming semester of classes. When choosing her teaching strategy, the ANE must consider all of the following variables which affect teaching strategies, except:

  • The success of the teaching strategies utilized by her colleagues in previous semesters

  • The content of the learning materials for the classes she will be teaching

  • Whether the content of the classes will be delivered face-to-face or via distance learning

  • The previous clinical experiences of the learners

Correct answer: The success of the teaching strategies utilized by her colleagues in previous semesters

There are many variables which the academic nurse educator (ANE) needs to consider before deciding on a teaching strategy. The National League of Nursing (NLN) discusses six of these variables in relation to the effective ANE:

  1. the content being taught (the knowledge, skills, or attitudes which must be acquired),
  2. the setting where the learning is to take place (simulation lab, lecture hall),
  3. individual learner needs (kinesthetic, visual, etc.),
  4. the unique learning styles of the students (including previous life and academic experiences),
  5. the desired outcome for the learners (level of complexity), and
  6. the delivery method (including face-to-face or distance learning)

Together, all of these variables create an optimal learning environment. The learning of content, regardless of topic, brings about change in the leaner if the content has been fully ingested and truly learned. This change may result in the acquisition of knowledge, a skill, or an attitude in the learner.

27.

The nurse educator who is providing feedback and evaluation of progress in mastery of critical thinking to a student who is about to graduate would look for evidence of all of the following in the student's abilities and skills except:

  • The ability to make a decision or judgment without needing to gain all the information before being able to answer

  • Willingness to ask difficult questions that reveal the root causes of problems

  • The ability to self-reflect and self-regulate

  • The ability to correctly answer critical thinking questions on exam material

Correct answer: The ability to make a decision or judgment without needing to gain all the information before being able to answer

Students who have begun to gain mastery of critical thinking should be able to

  • answer higher-level exam questions on critical thinking which force the student to make the connection between content and clinical application
  • display willingness to ask difficult questions that reveal root causes of problems, risks, and benefits
  • possess the ability to self-reflect as a greater part of self-regulation
  • analyze and evaluate information to aid in decision making
  • wait to make a decision or judgment until they have gained all the information needed and have judged it for accuracy and validity

28.

The nurse educator who feels her course is overwhelmed with content can use which of the following tools to help her determine which content to teach?

  • Unit objectives

  • Course objectives

  • Student learning outcomes (SLOs)

  • Lesson plans

Correct answer: Unit objectives

Nursing faculty often have difficulty demonstrating the connection between the SLOs and course competencies; the lesson plan provides evidence of the connection between what happens within the classroom and the SLOs and course competencies. Specific unit objectives provide details about what is to be taught, which can be a vital decision, as most nursing programs present more content than what nursing students can realistically process. Overloading students with content typically results in students resorting to simply memorizing the content rather than engaging in actual learning.

29.

A  nurse educator has been overseeing students in the simulation laboratory as they practice inserting intravenous (IV) catheters. If she would like to test the students' knowledge of and skills in IV insertion, which of the following evaluation methods would best test these components of IV care as they are practically utilized in nursing?

  • A hands-on examination in which pairs of students answer questions regarding IV insertion, including rationale for placing an IV and how to choose an appropriate IV insertion site, and then demonstrate IV insertion using aseptic technique after gathering necessary supplies

  • A written examination in which the students write a description of the IV insertion technique and answer questions about aseptic technique, the necessary supplies for IV insertion, and how to choose an appropriate IV insertion site

  • A computer-based examination in which students answer questions about aseptic technique, the necessary supplies for IV insertion, and how to choose an appropriate IV insertion site, and then "perform" an IV insertion on a computer-generated model

  • A hands-on examination in which students discuss IV insertion using aseptic technique and then demonstrate correct IV insertion technique by placing an IV in a fellow student with whom they have been paired

Correct answer: A hands-on examination in which pairs of students answer questions regarding IV insertion, including rationale for placing an IV and how to choose an appropriate IV insertion site, and then demonstrate IV insertion using aseptic technique after gathering necessary supplies

When assessing and evaluating student learning, the nurse educator must learn how to choose methods which best reflect the learning outcomes. The average student assumes that the test is designed to measure what is most important for them to learn in the course. In other words, the evaluation or testing method must actually evaluate what the nurse educator intended to evaluate, and the students must fully understand what is being evaluated for them to prepare for the exam and to comprehend what the nurse educator is trying to teach and have them retain.

In this scenario, where the nurse educator has taught the students about IV insertion and now wants to test them on their knowledge of IV insertion and their skills in IV insertion, the most appropriate evaluation method would involve both testing their comprehension of IV insertion and providing an opportunity to demonstrate their hands-on skills.

Years ago it was common practice for students to perform hands-on nursing skills on each other, such as IV insertion, but this is no longer allowed in nursing education.

Demonstrating IV insertion on a computer-generated model would be acceptable only if a simulation laboratory experience was not available.

A written exam would not allow for the demonstration of actual IV insertion.

30.

Incivility in the health care environment has been associated with all of the following except:

  • Retaliatory violence

  • Psychological distress

  • Poor health

  • Decreased productivity

Correct answer: Retaliatory violence

Incivility in professional nursing continues to be a problem, with the full ramifications only recently being realized. Psychological distress, health problems, decreased productivity, and decreased job satisfaction all result from incivility and disrespect in the health care environment. More concerning, incivility in health care has been found to result in negative patient outcomes, including injury and death.

Retaliatory violence has not been associated with incivility in the health care environment.

31.

Which of the following statements most closely represents the American Nurses Association's (ANA) statement on nursing specialty for the academic nurse educator as addressed in the Scope and Standards for Nursing Professional Development?

  • The academic nurse educator has a personal and professional responsibility to expand her knowledge and expertise in a nursing specialty

  • The academic nurse educator is encouraged to expand her knowledge and expertise in a nursing specialty

  • The academic nurse educator is encouraged to pursue the addition of knowledge and expertise in a nursing specialty to her academic nursing repertoire

  • The ANA has no position on the attainment of a nursing specialty

Correct answer: The academic nurse educator has a personal and professional responsibility to expand her knowledge and expertise in a nursing specialty

The Scope and Standards for Nursing Professional Development declares the necessity for lifelong professional development and engagement in learning activities to assist in the development and maintenance of proficiency, strengthening of practice, and support for the fulfillment  of career goals. The nurse educator has a further personal and professional responsibility to expand her knowledge and expertise in a nursing specialty.

32.

The established faculty of a nursing program are brainstorming to determine updates to the orientation program to be held for the new academic nurse educators. All of the following details are important to include in the orientation program except:

  • A review of the compensation package

  • Assignment of a faculty mentor

  • A review of job benefits

  • Introduction to other faculty members

Correct answer: A review of the compensation package

In order to adequately prepare, or socialize, the new nurse educator to her role, a solid support system should be set in place. One facet of this support system should be the provision of a comprehensive orientation program. Key components to include in an orientation program include the following:

  • an introduction to key personnel in the nursing program
  • an introduction to other nursing faculty
  • a review of resources within both the nursing program and the larger institution
  • a review of the curriculum matrix
  • a review of the job benefits
  • a review of the chain of command
  • an introduction to the cultural and political environment
  • a detailed presentation on each of the major components of the curriculum
  • a review of the teaching, research, and service expectations
  • the assignment of a mentor

The compensation package should be reviewed at time of hire (shortly thereafter) in a private setting. 

33.

The use of a face-to-face method for providing nursing education is:

  • Valued by nursing students for the human connectedness it offers

  •  The teaching method/setting most preferred by nursing students 

  •  Critical for providing a sense of connectedness for nursing students in the learning environment

  • Necessary for providing the best learning environment to nursing students

Correct answer: Valued by nursing students for the human connectedness it offers

Face-to-face learning, the teaching method traditionally used by nursing educators, is not necessarily preferred by nursing students, nor has it been found to provide improved learning outcomes. Most face-to-face teaching is now augmented by online teaching methods, and although it is valued by nursing students for the human connectedness, realism, and immediate feedback that can be provided, is not as critical to learning as is the quality of instruction. 

34.

An accelerated nursing program has completed their program evaluation. Their evaluation will next be examined by all of the following bodies/agencies except:

  • Nursing specialty certification boards

  • The state board of nursing

  • Nursing discipline accrediting bodies

  • The state higher education board

Correct answer: Nursing specialty certification boards

Once a nursing education program has completed their program evaluation, it is reviewed to determine if all aspects of the educational experience have been evaluated by the school and whether the results are being used for ongoing improvement to the curriculum.

Program evaluations are typically examined by bodies and agencies such as the following:

  • the state board of nursing
  • the state higher education board
  • nursing discipline accrediting bodies

Nursing specialty certification boards are not typically involved in examining completed nursing program evaluations.

35.

A precepting nurse notifies a nurse educator overseeing students in a clinical location that a student nurse inserted an intravenous (IV) catheter in a patient without wearing gloves or cleansing the insertion site prior to inserting the IV. The nurse faculty should:

  • Take the student aside, make him aware of his unsafe behavior, and provide him with close supervision until the nurse educator evaluates him as providing safe patient care

  • Take the student aside, make him aware of his unsafe behavior, and reassign him to a patient without any need of IV catheters

  • Take the student aside, make him aware of his unsafe behavior, and provide detailed feedback to him about the incident on his mid-semester evaluation

  • Take the student aside, make him aware of his unsafe behavior, and require that he attend an IV insertion in-service on the clinical unit

Correct answer: Take the student aside, make him aware of his unsafe behavior, and provide him with close supervision until the nurse educator evaluates him as providing safe patient care

Clinical nursing faculty have ample opportunity during which to evaluate students' skills and provide them with feedback. Constructive feedback should be concrete and concise and delivered in as timely a fashion as possible, even when providing positive feedback. Feedback should focus on specific behaviors, strengths and areas in need of improvement, and should provide specific information to assist the student in improving their performance.

When unsafe behaviors or performance are observed in the clinical site, the student should be immediately taken aside, made aware of his unsafe behaviors, and then provided with close supervision until the nurse educator evaluates him as providing safe patient care. Assigning the student to a new patient, providing detailed feedback on the student's mid-semester evaluation, and requiring the student attend an in-service do not fully address the unsafe behavior, and allow the student to continue to practice without his competence or skills having been validated.

36.

Nursing students are asked to define the term "collegiality" as exemplified in academia. Collegiality in academia is typically characterized by all of the following except:

  • Having differences of opinion that put stress on the collegial relationship

  • Mutual respect

  • Having differences of opinion that are not allowed to negatively affect the collegial relationship

  • Civility between faculty members

Correct answer: Having differences of opinion that put stress on the collegial relationship

Collegiality is typically defined by phrases such as "cooperative relationship of colleagues" or "cooperative interactions among colleagues." In academia, it is often characterized as mutual respect, equality, and civility, despite having differing opinions, all while working to achieve the same goal.

37.

The most common item formats included on objective tests include all of the following except:

  • Essay items

  • Short answer

  • Labeled multiple response

  • Fill-in-the-blank

Correct answer: Essay items

The most common item formats included on objective tests include the following:

  • multiple choice
  • short answer
  • true or false
  • fill-in-the-blank
  • ordered response
  • matching
  • labeled multiple response

Labeled multiple response items are a variation of multiple choice item format and include more than one correct answer.

Essay items are used to evaluate learning in subjective tests.

38.

Fourth-year students in a baccalaureate nursing program have been engaging in an in-classroom debate after the nurse educator presented them with a case study scenario involving a Muslim nursing student who chose to wear a hijab (head scarf/veil) at a hospital clinical site. The students have been debating the ethical issues of this scenario, including hospital employee/student dress code policy, infection control, and respect for one's religious or personal beliefs. What domain of Bloom's Taxonomy is displayed in this scenario?

  • Affective domain

  • Psychomotor domain

  • Cognitive domain

  • Social domain

Correct answer: Affective domain

The affective domain of Bloom's Taxonomy is associated with the development of attitudes, beliefs, values, and emotions. It is especially important for the development of ethical behaviors and professional formation. The affective domain, like the cognitive and psychomotor domains, is also associated with increasing levels of achievement and learning attainment. This ranges from the simple acknowledgment of a belief to the full embodiment of the individual's beliefs as demonstrated by the way they live.

To address the affective domain within the academic nursing environment, the nurse educator needs to use learning activities that stimulate an emotional response from students, causing them to reconsider their values and beliefs.

This scenario is not an example of either the cognitive or psychomotor domains. 

Social is not a domain associated with Bloom's Taxonomy.

39.

Nursing faculty have revised the nursing program curriculum using a deconstructed curriculum method based on a model which originated from the Institute of Medicine (IOM). Courses might include all of the following except:

  • Circulatory Problems Across the Lifespan

  • Chronic Conditions

  • Inpatient/Surgical Care

  • End-of-Life

Correct answer: Circulatory Problems Across the Lifespan

Deconstructed curriculum models may be based on a model which originated from the Institute of Medicine (IOM), a nongovernmental agency also referred to as the National Academy of Medicine. The IOM selected 20 priority areas for health care quality improvement, each of which can be used to develop courses in nursing curriculum. 

A model using the IOM's priority areas would include courses such as the following (not an exhaustive list):

  • preventive care
  • behavioral health
  • chronic conditions
  • end-of-life
  • children and adolescents
  • inpatient/surgical care
  • care coordination
  • self-management health literacy

A course entitled Circulatory Problems Across the Lifespan more closely aligns with use of an integrated model, which addresses problems such as circulatory, respiratory, and orthopedic care.

40.

In regard to reviewing and updating nursing curriculum, which of the following are examples of external factors that influence nursing curriculum?

  • The health care system and health needs of the local populace

  • Financial resources within the institution

  • The mission, purpose, philosophy, and goals of the nursing program

  • Potential faculty and students of the nursing program

Correct answer: The health care system and health needs of the local populace

When reviewing and revising nursing curriculum to ensure it stays current and relevant, nurse faculty need to consider both the internal and external frame factors which influence the development of nursing curriculum. 

Internal frame factors:

  • the characteristics of the academic setting
  • potential faculty and learner characteristics
  • the description and organization of the structure of the parent institute
  • resources available within the institution and nursing program
  • the internal economic situation of the nursing program and its influence on the curriculum
  • the mission, purpose, philosophy, and goals of the parent institution

External frame factors:

  • financial support available outside the parent institute
  • state and national regulations and accreditation
  • the nursing profession
  • need for the nursing program curriculum
  • demographics
  • political climate and body politic
  • health care system and health needs of the local populace
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