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Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 3 of 25

41.

In regard to the development of critical thinking, Tanner (2006) promotes the use of four steps of clinical judgment, including all of the following, except:

  • Engaging

  • Interpreting

  • Responding

  • Noticing

Correct answer: Engaging

In order to effectively teach, nursing educators must willingly and enthusiastically engage in critical thinking and then also model this to their students. Tanner (2006) promotes the use of four steps of clinical judgment:  noticing, interpreting, responding, and reflecting. According to the Social Cognitive Learning Theory, modeling of desired behaviors by the educator is required for students to effectively learn.

42.

Students enrolled in an undergraduate nursing program have been complaining about the exams administered by a specific nurse educator. Each exam is more challenging than the one before, frustrating the students. While the first exam only required the students to remember facts about the concept (caring intervention) including details of gastrostomy tube care, the most recent exam required the students be able to critically analyze gastrostomy tube migration and the associated complication of acute pancreatitis, and apply critical thinking skills in the management of this potentially life-threatening complication. The nurse educator is most likely developing her exams based on which educational learning model?

  • Bloom's Taxonomy

  • Kolb's Experiential Learning Theory

  • Dewey's Progressive Education Theory

  • Dunn and Dunn Learning Styles Model

Correct answer: Bloom's Taxonomy

Within the cognitive domain of Bloom's Taxonomy, students advance in their learning by beginning with the most basic level of learning—remembering—and gradually go through progressively more complex levels of learning, referred to by Bloom as "hierarchies." In this scenario, where students were required to begin their learning by remembering facts about the concept, caring intervention as it referred to gastrostomy tube care, and gradually progressed to exam material where they were required to critically analyze a complex scenario within the concept caring intervention and apply their critical thinking skills in the management of the patient, the students progressed through the first four of six progressively more complex levels of thinking. 

In Kolb's Experiential Learning Theory (ELT), there are six propositions:

  • learning as a process versus a set of outcomes
  • students learn as they examine and redefine their values and beliefs in light of new knowledge
  • disagreement drives the learning process
  • learning is a process of adaptation
  • learning involves assimilating new ideas with existing concepts
  • students learn by constructing content

Dewey's Progressive Education Theory states that learning only comes by doing.

The Dunn and Dunn Learning Styles Model places emphasis on the organization of the learning environment and the educator's use of a variety of instructional activities and procedures to facilitate learning.

43.

Nurse educators who teach in a classroom setting are unlikely to use which of the following methods of determining exam reliability?

  • Parallel forms 

  • Internal consistency

  • Item discrimination ratio

  • Point biserial correlation coefficient

Correct answer: Parallel forms

There are a number of measures of exam reliability, including test-retest, parallel forms, and internal consistency. Nurse educators who teach in a classroom setting are less likely to use test-retest and parallel forms reliability methods, as both methods require extra time for test taking in the classroom and difficulty may be incurred in creating equal but alternative forms of the exam. Nurse educators operating in the classroom setting are more likely to use the Kuder-Richardson (KR-20), a method commonly used to measure interitem consistency.

The item discrimination ratio (IDR) is a statistical analysis method used for item discrimination.

44.

An obese patient who desires to lose weight and improve his health complains to the nurse that he has been struggling to lose weight due to the constant presence of high-calorie, high-carbohydrate snacks in the lunch room where he works. The nurse asks the patient if his employer offers the opportunity to work remotely from home, which would reduce his inadvertent exposure to empty calories, and the patient confirms this possibility. According to Lewin's change theory of nursing, this is an example of:

  • Reducing the forces of resistance

  • Increasing the driving forces of change

  • The refreezing stage

  • Confirmation of non-accomplishment

Correct answer: Reducing the forces of resistance

According to Lewin's change theory of nursing, a patient needs to reject prior learning in order to institute change. Established thoughts, feelings, behaviors and habits may all have to be rejected before positive change can be implemented. In this scenario, the patient has recognized that his current dietary practices are negatively affecting his health, hindering his intent to lose weight through dietary changes. It is not stated what exact factor brought about this driving force to move the patient in a positive direction. The patient's attempts to make positive, healthy nutritional choices, however, are being thwarted by the regular presence of unhealthy foods in his workplace. These restraining forces are opposing the driving forces seeking to bring about positive change in the patient. 

The nurse has suggested the patient explore the idea of working remotely from home in order to reduce his regular exposure to high-calorie, high-carbohydrate foods. This suggestion of decreasing the restraining forces that negatively affect the patient's movement from the existing equilibrium (unhealthy eating habits) is one method that can be implemented when attempting to help a patient begin the unfreezing process in which he is able to release the old, counterproductive behaviors. Other methods that can be used to spark unfreezing are increasing the driving force or using a combination of decreasing the restraining forces and increasing the driving forces.

Confirmation of non-accomplishment is information that confirms the fact that the desired job is not being accomplished. In this scenario, the fact that the patient has been unable to lose weight and implement healthy eating habits is confirmation of non-accomplishment.

45.

A student nurse has been accepted to travel on a medical missions trip to a village in a developing nation. She is assigned to shadow a registered nurse (RN) who is in charge of managing the post-operative area of the mission. As they round on the post-surgical patients, they find that a patient who had a gynecological surgical procedure the day before is bleeding heavily, and they are unable to quickly locate any packing material to staunch her bleeding. The RN quickly procures several tampons from another staff member and uses these to stop the patient's bleeding. According to Bloom's Taxonomy, the student nurse has just witnessed:

  • Higher level functioning in the psychomotor domain

  • Rapid progression through the hierarchies "analyzing, evaluating, creating" of the cognitive domain

  • Higher level functioning in the cognitive domain

  • The actions the student nurse witnessed are not associated with Bloom's Taxonomy

Correct answer: Higher level functioning in the psychomotor domain

The psychomotor domain of Bloom'x Taxonomy is associated with the development of motor skills. Lower levels of functioning within the psychomotor domain include observation and imitating, while higher levels of functioning include being able to adapt a skill based on the specific type of equipment available, or in this case, unavailable, and the patient's unique needs. The student nurse could also be considered to be functioning within the psychomotor domain, albeit at the lower level of observation of a skill.

The cognitive domain of Bloom's Taxonomy is not associated with technical skills.

46.

A nurse educator is overseeing students caring for patients with cystic fibrosis (CF) during their final clinical experience on a pediatric transitional care unit. She has provided the students with learning objectives for this final clinical experience, one of which is "The student will accurately deliver chest physiotherapy through use of a vest apparatus." The most appropriate measure of performance in this scenario would be to have the students:

  • Apply a high-frequency chest wall oscillation vest to a patient and deliver the prescribed chest physiotherapy through the vest apparatus

  • Explain the pathophysiology of CF and current treatment modalities for the pulmonary complications of the disease, including use of high-frequency chest wall oscillation vests

  • Demonstrate use of a high-frequency chest wall oscillation vest in the simulation laboratory

  • Require the students to explain the rationale for use of a high-frequency chest wall oscillation vest in the treatment of CF as a nurse is administering the therapy to a patient

Correct answer: Apply a high-frequency chest wall oscillation vest to a patient and deliver the prescribed chest physiotherapy through the vest apparatus

When measuring what students have learned in a course, including hands-on skills, the nurse educator first needs to ensure she has provided the students with clear objectives about what they are supposed to be learning and that she is using an assessment method that is both valid and reliable in measuring the students' skills.

In this scenario, the most appropriate measure of the students' learning is to actually have them perform chest physiotherapy through the application of a high-frequency chest wall oscillation vest to a patient with CF, since the students in this scenario have been attending clinical on a unit that houses patients with CF. If the students had no access to actual individuals with CF but still needed to obtain learning of chest physiotherapy skills, demonstration of use of the vest in the simulation laboratory would be an acceptable alternative.

Having the students explain the rationale for use of the chest physiotherapy vest while the nurse applies the vest and delivers the treatment, or having the students explain the pathophysiology of CF and its treatment modalities, will demonstrate the students' level of knowledge or comprehension about CF and its treatments but will not give opportunity for demonstration of the stated learning objective, accurate delivery of chest physiotherapy through use of a vest apparatus.

47.

According to research, the main predictor of a successful transition from nursing student to nurse is:

  • Feeling respected as a student

  • Successful development of critical thinking skills

  • Emotional intelligence

  • Healthy self-regulation

Correct answer: Feeling respected as a student

Respect is the foundation of a healthy relationship and is critical for the healthy development of the student nurse. When gauging the successful transition of nursing student to nurse, feeling respected and valued as a student is paramount. Students who are respected in their nursing program feel safe and benefit from enhanced learning and improved future collegiality, and are able to attain all aspects of their professional role development. Several studies have found that when nursing students do not feel respected in the learning environment, they feel unsafe, and not only is their learning hindered, but they also are unable to achieve certain aspects of their nursing role development.

48.

In The Scope of Practice for Academic Nurse Educators, the National League for Nursing (NLN) states that all of the following strategies are evidence-based except:

  • Communication

  • Teaching

  • Learning

  • Evaluation

Correct answer: Communication

According to the NLN, as stated in The Scope of Practice for Academic Nurse Educators, teaching, learning, and evaluation strategies are all evidence-based. The nurse educator is responsible for creating valid and reliable tests and then using standard metrics to examine the outcomes of this testing to obtain evidence of dependable measures that lend a high level of confidence in their results.

49.

A nurse educator who serves as faculty in the women's health program of a graduate nursing program takes part as a citizen in a community anti-abortion event and shares her opinions at the event. Regarding academic freedom for nursing faculty:

  • Nursing faculty are afforded the liberty to speak or write as citizens with freedom from institutional censorship or discipline, but with special obligations imposed

  • Nursing faculty are afforded the opportunity to speak or write as citizens, understanding that they may be censored or disciplined by the nursing institution if they partake in community events that are not in line with institutional aims

  • Nursing faculty are afforded the opportunity to speak or write as citizens in community events that are not in line with institutional aims only after coming to an understanding with the authorities of the institution

  • Nursing faculty are afforded the liberty to speak or write as citizens with freedom from institutional censorship or discipline

Correct answer: Nursing faculty are afforded the liberty to speak or write as citizens with freedom from institutional censorship or discipline, but with special obligations imposed

College and university faculty hold multiple roles: citizen, member of a learned profession, and officer of an educational institution. They are afforded the liberty to speak or write as citizens with freedom from institutional censorship or discipline, but with special obligations imposed.

The nurse faculty member needs to remember that her speech or actions may bring judgment from the general public upon her profession and the institution by which she is employed. The nurse educator, at all times, should exercise appropriate restraint, show respect for the opinions of others, and make every effort to indicate she is not speaking on behalf of or representing the nursing institution.

50.

View the supporting details to answer the following question.

A nurse educator who is developing a test for her students has completed her test blueprint. According to the test blueprint shown, how many questions will test the students' knowledge of nursing intervention?

  • 5

  • 15%

  • 8

  • 30

Correct answer: 5

According to the test blueprint in this scenario, the nurse educator is planning to write five questions that test her students' knowledge of nursing intervention.

Fifteen percent of the test questions will cover the content area of nursing intervention.

Eight questions will test the students' knowledge of nursing assessment.

There will be thirty total questions that test the students at the knowledge level of the cognitive domain.

51.

Nursing administration are attempting to determine a nursing school applicant's likely ultimate success on the National Council Licensure Examination (NCLEX). They know they can accurately rely on the student's performance on which of the following standardized tests as an accurate predictor of NCLEX success?

  • None of the available standardized tests

  • The GRE

  • The Nurse Entrance Test (NET)

  • The SAT

Correct answer: None of the available standardized tests

Standardized tests such as the GRE, the ACT, and the SAT, as well as nursing-specific standardized tests such as the Test of Essential Academic Skills (TEAS) and the Nurse Entrance Test (NET) are all often used in establishing a baseline for admission into nursing education programs. However, there is very limited data available supporting the premise that successful completion of these standardized tests is a strong indicator of successful completion of nursing programs or of the NCLEX.

Any reliance on the successful completion on any one of these standardized tests should be tempered with consideration of the available empirical evidence when developing preadmission testing policy.

52.

Examples of perceptual learning styles include all of the following except:

  • Social (interpersonal)

  • Kinesthetic (physical)

  • Auditory-verbal (aural-linguistic)

  • Visual (spatial)

Correct answer: Social (interpersonal)

Examples of perceptual learning styles include the following:

  • auditory (aural)
  • visual (spatial)
  • auditory-verbal (aural-linguistic)
  • tactile (sensation or touch)
  • kinesthetic (physical or movement)

The social, or interpersonal, learning style is a style in which the individual learns best within a group or with other people. It is not an example of a perceptual learning style.

53.

View the supporting details to answer the following question.

A student nurse has just completed demonstrating the changing of a tracheostomy tube in the simulation laboratory. His nurse educator gave him the following feedback after he completed the task (refer to image). This is an example of what type of evaluation?

  • Formative evaluation

  • Summative evaluation

  • Program evaluation

  • Referencing evaluation

Correct answer: Formative evaluation

Formative evaluation takes place throughout the instruction process and provides students with feedback about their progress as the course progresses. This allows the students to take steps to improve their performance in an effort to meet clinical competencies throughout the course. It also allows the nurse educator to be continually assessing the students' learning and providing them with specific feedback, as well as to make any changes necessary in her teaching methods to ensure satisfactory student outcomes.

Summative evaluation takes place only at the completion of a course of instruction and determines the overall achievement of the student during the course.

Program evaluation is a type of summative evaluation, but specifically refers to an assessment of all the activities associated with the students' learning experiences throughout the program.

Referencing evaluation is not an actual form of evaluation in nursing education.

54.

A new nursing faculty member who does not have any previous academic experience has been instructed to attend a mandatory two-day faculty orientation. As part of the orientation, the attendees are guided through an activity of self-reflection by a senior faculty member, who explains that the ability to self-reflect:

  • Allows nurse educators to understand their own belief systems and how their belief systems impact their interactions with students

  • Is an accurate measure of emotional intelligence

  • Leads to the development of self-regulation and consequently contributes to changes in responses, behaviors, intentions, and interpretations of events in daily life

  • Is a technique necessary for nurse educators to learn in order to teach students how to better understand their own belief systems and how they impact their learning

Correct answer: Allows nurse educators to understand their own belief systems and how their belief systems impact their interactions with students

Self-reflection is part of the skill of self-regulation and is vital to the encouragement of lifelong learning, successful change, and emotional intelligence. The ability to self-reflect does not serve as a measurement tool of emotional intelligence, nor does the ability to self-reflect contribute to the development of self-regulation. Self-regulation requires constant evaluation and self-monitoring of processes, responses, behaviors, intentions, and interpretations of events in daily life that can serve as a structure for continued lifelong learning.

Self-reflection allows faculty to better understand their own beliefs and assumptions that contribute to their beliefs, and how these assumptions and beliefs contribute to their interactions with students. Learning how to self-reflect is not a prerequisite for being able to teach.

55.

Professional nursing education expectations include all of the following except:

  • The ability to lead the team in an assigned project

  • The ability to function as part of a team

  • The ability to communicate effectively to other members of the team

  • The ability to apply critical thinking

Correct answer: The ability to lead the team in an assigned project

Professional nursing education expectations are closely aligned with course student learning outcomes, and include the following:

  • the ability to think critically and apply this in practice
  • the ability to function effectively as part of a team
  • the ability to communicate effectively to all members of the team
  • upholding safety standards and applying safe practices
  • engaging in lifelong learning

The ability to function effectively as part of a team is both a crucial professional nursing education expectation and a student learning outcome, but the ability to function as the team leader is not necessary. Not everyone has the ability to function as a leader.

56.

All of the following attributes/behaviors/practices are necessary for the academic nurse educator (ANE) to effectively teach in the clinical setting, except:

  • Utilization of Socratic questioning to promote synthesis of knowledge

  • Provision of specific, timely feedback to students

  • Utilization of a mentoring approach in relationships with students

  • Collaboration with other disciplines to build learning experiences

Correct answer: Utilization of Socratic questioning to promote synthesis of knowledge

The ANE who teaches within the clinical setting must utilize a variety of instructional techniques and strategies if she is to effectively teach. These include, but are not limited to:

  • Asking questions that require the student to analyze and synthesize knowledge and their clinical experiences (Socratic questioning requires students to identify and defend their thoughts and beliefs)
  • Providing specific, timely feedback to students regarding their performance, being objective and fair
  • Building relationships with students utilizing a mentoring approach
  • Collaborating with other healthcare disciplines to build an excellent learning experience
  • Showing enthusiasm for teaching and learning
  • Using effective communication techniques

57.

A nurse educator who is preparing an exam for her students is planning to take advantage of test-scoring software to provide a statistical analysis of the test items. Regarding the use of test-scoring software for statistical analysis, which of the following true statements is most important for the academic nurse educator (ANE) to take into consideration?

  • The ANE must be able to understand the reports produced by the test-scoring software

  • Test-scoring software can be used by the ANE to develop tests that are statistically reliable

  • Test-scoring software does away with the need for the ANE to manually calculate test item statistics

  • The ANE can effectively evaluate her students learning through use of statistical analysis using test-scoring software

Correct answer: The ANE must be able to understand the reports produced by the test-scoring software

While all of the statements regarding the use of statistical analysis using test-scoring software are true, of the highest importance is that the ANE must be able to actually understand and interpret the reports produced by the test-scoring software. Reports generated by test-scoring software are of no value to the ANE if he is unable to understand the data and then translate that data into necessary changes to improve both his test writing and the ability to effectively teach his students.

58.

An undergraduate nursing student who successfully completed her first year of nursing school is preparing to begin her second year of nursing school. Several weeks before her classes are scheduled to begin, she receives notification from the nursing school that she will be required to complete a standardized test prior to being allowed to progress to the upcoming semester. What the student is being asked to complete is:

  • Typical of some nursing programs

  • Unethical

  • Not allowed by state boards of nursing

  • Typical of all undergraduate nursing programs

Correct answer: Typical of some nursing programs

Progression through a nursing program can vary greatly from program to program. What remains constant throughout the programs is that nursing-specific courses are required to be passed with a higher grade than non-nursing courses in order for a student to progress, and nursing courses assign a higher percentage on the grading scale in order for a student to earn an A, B, or C. 

Some, not all,  nursing programs require all returning students to complete and pass a standardized test before being allowed to progress to the courses in a nursing program, regardless of whether they have passed all the previously required courses.

Requiring a student to pass a standardized test before being allowed to progress through the program is not an example of unethical treatment; ethics has to do with oral correctness. The state boards of nursing do not determine the progression criteria for nursing programs.

59.

Successful leaders do all of the following except:

  • Understand that leadership is bestowed upon them by a formal span of authority

  • Invest time in getting to know the people they lead

  • Develop relationships with those they lead

  • Promote others within the organization

Correct answer: Understand that leadership is bestowed upon them by a formal span of authority

Leadership in nursing academia is a critical component of curriculum development; deciding on a leader is an important part of the process.

Successful leaders invest time in getting to know the people they lead, develop relationships with the people they lead, and promote others within the organization. They lead in helping the team focus on the project at hand, and they inspire others.

A characteristic of a poor leader is believing that leadership is something that is bestowed upon them by virtue of a title, position on an organizational chart, or formal span of authority.

60.

Which of the following student evaluation methods requires active student involvement, builds critical thinking skills, and reinforces expected standards of learning?

  • A student critiques an article on methods used to induce labor during pregnancy

  • A student engages in a role-playing activity in which a patient is having her labor induced

  • A student develops a concept map on induction of labor during pregnancy

  • A student writes a paper about labor induction methods

Correct answer: A student critiques an article on methods used to induce labor during pregnancy

The nurse educator should ensure she uses several methods to evaluate student learning and achievement of learning outcomes throughout a course, as this ensures that the students are being evaluated across all three learning domains. A student who critiques an article is learning at the higher cognitive levels as well as in the affective domain; critiquing requires active learner involvement, builds critical thinking skills, and reinforces the expected standards within a course.

Role-playing activities engage the student in all three of the learning domains. They help the students develop problem-solving skills, allow them to reflect on their learning experience, and effect changes in attitudes, beliefs, and values.

Concept maps engage the student in learning at all levels of the cognitive domain, as well as in the affective domain. They provide a visual representation of concepts and connections, improve students' critical thinking, promote their understanding of complex relationships among concepts, and integrate theoretical knowledge into practice.

Paper writing allows students to demonstrate their organizational skills (as well as to develop organizational skills), encourages their creativity, and improves critical thinking skills. The affective domain and the higher levels of the cognitive domain are assessed through the process of paper writing.

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