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Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 4 of 25

61.

A recent graduate of a baccalaureate-level nursing program has been accepted for enrollment into a master's level nurse educator program. Nursing faculty are required to obtain specialized coursework in all of the following areas except:

  • Preparation for clinical practice

  • How the brain works in relation to learning

  • Curriculum development

  • Effective student advisement

Correct answer: Preparation for clinical practice

Just as an advanced clinical nursing degree requires specialized formal coursework and supervised clinical practice, the nurse educator requires specialized education with formal coursework and supervised teaching practice.

Areas of specialty preparation include the following:

  • teaching and learning
  • learning styles
  • how the brain works in relation to learning
  • curriculum development
  • program evaluation
  • the multiple demands of the nurse educator
  • academic dynamics
  • resolving student-related issues
  • course development
  • student advisement
  • innovative teaching strategies
  • online learning
  • related educational research

Preparation for clinical practice would be appropriate for the advanced practice nurse pursuing education in a clinical specialty, such as a nurse practitioner.

62.

All of the following themes have been identified by Forbes and Hickey (2009) as being the focus of nursing curriculum reform, except:

  • The use of traditional pedagogies for teaching in nursing

  • The redesign of conceptual frameworks

  • Various strategies which can be used to cull content-laden curricula

  • Incorporating safety into nursing education

Correct answer: The use of traditional pedagogies for teaching in nursing

There has been much discussion in nursing literature regarding nursing curriculum reform. Forbes and Hickey (2009) performed a literature search and identified four main themes of nursing curriculum reform, including the incorporation of safety and quality competencies; the redesign of conceptual frameworks; various strategies which can be used to cull content-saturated curriculum; and the use of alternative pedagogies for teaching.

63.

The nursing student has been assigned to care for two patients at her clinical site. The nurse educator is assisting the student with drawing up an intravenous pain medication dosage for her patient who rang the call bell complaining of pain; meanwhile, a nursing assistant enters the medication room and notifies the student that her other patient, who is receiving a blood transfusion, has accidentally dislodged her intravenous line "and there's blood all over the floor." Best nursing practice dictates the student be able to:

  • Reprioritize her next steps, putting the medication back in the medication drawer and proceeding immediately to the room of the patient who has dislodged her intravenous line

  • Delegate the nursing assistant to locate a staff nurse to attend to the patient who has dislodged her intravenous line

  • Delegate the nursing assistant to locate a staff nurse to administer the pain medication the student has already drawn up for the patient experiencing pain

  • Finish drawing up the pain medication with the nursing instructor and administer it to the patient experiencing pain, and then quickly proceed to the room of the patient who has dislodged her intravenous line

Correct answer: Reprioritize her next steps, putting the medication back in the medication drawer and proceeding immediately to the room of the patient who has dislodged her intravenous line

Prioritization is a skill often lacking in nursing students and equally lacking in nursing school learning modules. Nursing educators must be dogged in ensuring that students learn to prioritize, as this skill is necessary for expert nurses. Students must be made aware that priorities need to be determined at the beginning of a patient assignment, and, more importantly, must be made aware that priorities constantly shift and nurses must be able to reprioritize throughout their day. 

The student in the given scenario needs to be instructed by the nurse educator to reprioritize her actions, if she does not come to this conclusion quickly on her own, and attend to the patient who is experiencing an issue impacting one of the "ABC's," i.e., airway, breathing, and circulation.

64.

What type of test assesses the student's understanding of the content and the ability to think at the first four (ascending) levels of the cognitive domain of Bloom's taxonomy?

  • Objective test

  • Subjective test

  • Proficiency test

  • Internal test

Correct answer: Objective test

An objective test is one in which the test items have clearly right and wrong answers. A multiple-choice style test is an example of an objective test. The use of an objective test allows the nurse educator to assess the student's understanding of the content and his ability to think at the knowledge, comprehension, application, and analysis levels of the cognitive domain of Bloom's taxonomy. The test items are constructed to measure the student's competency or mastery of the subject, and, due to the simple nature of the test items, it is possible to test a great number of students at the same time and rapidly score the tests.

A subjective test requires the nurse educator to make subjective judgments regarding the score deserved; essay questions and oral interviews are examples of subjective tests.

A proficiency test tests the student's levels in relation to general standards, providing a broad picture of knowledge and ability.

An internal test is one which is given by the institution where the student is taking the course. 

65.

A nurse educator is preparing to complete her student assessments to provide the students with their evaluations. She has identified a variety of strategies she will use to complete the assessments and evaluations, and to further maximize their effectiveness, she will take all of the following steps except:

  • Ensure she is regularly assessing her students' progress throughout the course and accurately compiling her findings to provide to her students at the close of the course

  • Rely on the existing literature in the development of her assessment and evaluation processes

  • Ensure she is using evidence-based assessment and evaluation strategies appropriate to her specific group of students and their learning goals

  • Use the assessment and evaluation data she has compiled about each student to modify and enhance her teaching processes

Correct answer: Ensure she is regularly assessing her students' progress throughout the course and accurately compiling her findings to provide to her students at the close of the course

As yet another facet of nurse educator responsibility, nurse educators are required to use assessment and evaluation strategies to ensure their teaching and learning methods are having the desired outcome: the formation of the successful student nurse. Nurse educators use many strategies in assessing and evaluating student learning, and should take steps to maximize the effectiveness of these strategies, including the following:

  • use the existing literature in the development of evidence-based assessment and evaluation practices
  • use a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains
  • implement evidence-based assessment and evaluation strategies that are appropriate to the learner and the learning goals
  • use assessment and evaluation data to enhance the teaching-learning process
  • provide timely, constructive, and thoughtful feedback to learners
  • demonstrate skill in the design and use of tools for assessing clinical practice

Performing regular assessments of her students but then neglecting to provide feedback to the students until the end of the course is not helpful to student learning. Students benefit from the provision of timely, regular feedback.

66.

Which of the following students is most likely to experience discomfort or fear due to gender diversity in the clinical environment?

  • A male student who is assigned to a laboring woman and is required to provide perineal care

  • A female student who is assigned to a male patient who has undergone a transurethral resection of the prostate (TURP) and is required to irrigate his Foley catheter

  • A female student who is assigned to a male patient who is undergoing gender reassignment therapy

  • A male student who is assigned to a female patient who is scheduled for a colonoscopy and is completing a bowel prep

Correct answer: A male student who is assigned to a laboring woman and is required to provide perineal care

Overwhelmingly, male nursing students report feeling or experiencing discomfort or fear of false accusations when they are assigned to female patients and are required to provide intimate care to the patient. Having to provide care during labor, especially the provision of perineal care or other care involving the sex organs (breasts, perineum, vulva, vagina) can result in (at the very least) a unique clinical experience for male students, and can potentially result in an experience which causes anxiety and fear. The academic nurse educator (ANE) needs to be aware of uncomfortable situations which may arise due to gender diversity and ensure the male students are afforded an equal opportunity to a safe learning environment.

67.

The nursing faculty administration is preparing to hold their annual faculty development program. The National League for Nursing (2001) recommends that faculty development programs be individualized to meet the specific needs of the specific faculty and be offered across a wide range of topics. Appropriate topics for the faculty development program include all of the following except:

  • Multidisciplinary education for management in the outpatient oncology clinic

  • How to construct test items for objective tests

  • Use of a game-based learning platform to engage students

  • Strategies to facilitate the development of critical thinking skills in nursing students

Correct answer: Multidisciplinary education for management in the outpatient oncology clinic

The NLN (2001) advocates for the use of faculty development programs that are individualized to meet the specific needs of faculty and are offered across a wide range of topics, using a wide variety of teaching modalities. Faculty development programs should consider the various career stages of the faculty present, the varying types of faculty appointments, the setting where faculty primarily function (academic or service), and whether any novice faculty will be in attendance, as well as any other unique needs of the attending faculty, to ensure the education to be delivered is reflective of their unique learning needs.

Relevant topics for academic nurse educators include (but are not limited to) the following:

  • classroom management
  • student advisement
  • student incivility
  • cultural competency
  • informatics competency
  • clinical teaching
  • clinical evaluation
  • test construction
  • developing goal statements and learning objectives
  • outcome assessment
  • teaching and learning technologies
  • curriculum development
  • creative teaching strategies
  • strategies to promote critical thinking

A faculty development topic focused on multidisciplinary education for management in an outpatient oncology clinic is better suited for nurses working in a clinical setting.

68.

Nursing faculty at a local nursing program have demonstrated strong positive attitudes in incorporating evidence-based practice into their nursing curricula. Their ability to fully implement this into their curricula:

  • Is weak because they lack the necessary knowledge and skills 

  • Is strong due to the knowledge and skills they have acquired themselves as a result of mandatory faculty training in academic nursing programs

  • Can only occur if nurse educators partner with clinical agencies for evidence-based practice content that can be assimilated into their teaching methods

  • Is hampered by the lack of consensus in the health literature regarding the use of evidence-based practice in academic nursing programs

Correct answer: Is weak because they lack the necessary knowledge and skills 

While nurse educators are overwhelmingly positive about evidence-based practice (EBP) and the use of EBP in academic nursing education, their ability to actually fully implement this into practice is low due to their lack of actual knowledge and skills. Just as students need to apply EBP knowledge, skills, and attitudes in the clinical area, nurse educators need to be able to model and teach EBP to these same students. This cannot take place without EBP activities being incorporated into every course in nursing curricula and nursing faculty being offered the opportunity to partake of EBP workshops to help build their own knowledge and skills.

69.

A nurse educator who has instructed thousands of nursing students over her 25 years in nursing education has observed that individual students can take in content or learn in all of the following ways except:

  • In a passive manner

  • Very concretely

  • Very abstractly

  • In a reflective manner

Correct answer: In a passive manner

Individual learning style significantly impacts how a learner may take in and process information presented to him. The educational theorist David Kolb has postulated that learners exhibit preferences for how they process information on two dissecting continuums:

  • very concretely
  • very abstractly
  • in a highly active manner
  • in a more reflective manner

Combining these preferences results in four potential learning styles.

70.

Nursing students enrolled in a professional development class are required by the faculty to begin compiling a portfolio. Clinical portfolios are used to:

  • Reflect a student's learning and achievement over time

  • Evaluate whether a student met clinical objectives in the course

  • Assess for gradual advancement of learning in the affective domain

  • Reflect a student's learning and achievement within the course

Correct answer: Reflect a student's learning and achievement over time

Portfolios were first introduced in nursing schools in the 1980s as a means of evaluating learning through establishing evidence of learning achievement. Since that time, the student nurse's portfolio has come to reflect the student's learning and achievement over time as demonstrated by the collection of artifacts proving the student's continued academic or professional development. The student portfolio typically contains any awards or certificates they have earned during nursing school, evidence of any community involvement or volunteer projects they have worked on, copies of evaluations from their nursing faculty, samples of their collegiate writing, and any certifications that have been earned, including CPR, etc. The portfolio is intended to highlight the student's accomplishments over time, not simply within one course in their nursing career.

Nurse faculty need to be familiar with the different types of portfolios and help students select ones that best meet their desired outcome.

71.

According to Social Cognitive Learning Theory, which of the following scenarios most closely represents how a student nurse learns from the academic nurse educator (ANE)?

  • When asked a question that is outside of her professional scope, the ANE acknowledges her lack of knowledge in this area and states she will research the question and answer the student's question during the next class session

  • During a didactic teaching session about Social Cognitive Learning Theory, the ANE uses Socratic questioning to engage her students in active learning

  • At the beginning of a professionalism in nursing class at the start of the semester, the ANE discusses the expectations for the class with his students

  • After a clinical experience during which a student's patient unexpectedly expired, the ANE requires the students to reflect about their feelings in a journal assignment

Correct answer: When asked a question that is outside of her professional scope, the ANE acknowledges her lack of knowledge in this area and states she will research the question and answer the student's question during the next class session

According to Social Cognitive Learning Theory, students learn by observing their teachers and modeling their behaviors. Students can and do observe both positive and negative behaviors from nursing faculty, whether it be in the classroom, on the clinical unit, in the simulation or skills laboratory, or even through observing casual conversation in the hallway. Modeling observable professional behaviors such as demonstrating care, showing respect to others, acknowledging when something is outside one's professional scope, collaborating with the interdisciplinary team, and demonstrating clinical competence are all examples that students may learn and then model themselves.

72.

A nurse educator is evaluating the statistical analysis of the results of an exam she gave to her students. She has completed her review of the exam and item difficulty, the first area of consideration when reviewing statistical analysis. What area of analysis should the nurse educator consider next?

  • Item discrimination

  • Exam reliability

  • Interitem consistency

  • The p-value

Correct answer: Item discrimination

One of the most important aspects of testing is the completion of a statistical analysis of exam results in order to guarantee the exam adequately evaluates student learning. The three most critical measures of exam analysis are:

  • exam item difficulty level
  • item discrimination for the key and all distractors
  • exam reliability

Item discrimination determines whether an exam item discriminated between the students who knew the content and those who did not. It is assumed that the students who scored highest overall on the exam would be more likely than low-scoring students to choose a correct item.

Exam reliability refers to the consistency of test results, and is the degree to which exam scores are free from measurement error.

Interitem consistency is a measure of exam reliability.

The p-value is the measure of item difficulty.

73.

Interpersonal communication that fulfills interpersonal relationships:

  • Integrates members into a culture

  • Supports change in a culture

  • Supports development in a culture

  • Provides for acculturation to the existing culture

Correct answer: Integrates members into a culture

Interpersonal communication is among the few key events and interventions that can be leveraged to manage the culture of an organization. Interpersonal communication that satisfies interpersonal relationships provides support to an existing organizational culture and also assists in integrating new members into the culture.

Effective teamwork supports change and development in a culture.

Socialization provides for acculturation to the existing culture.

74.

Which of the following types of doctor of nursing practice (DNP) programs is not accredited by the Commission on Collegiate Nursing Education (CCNE)?

  • DNP programs that have an educator track as part of their core curriculum

  • DNP programs that focus on advanced practice nursing

  • DNP programs that focus on health policy

  • DNP programs that focus on nursing administration

Correct answer: DNP programs that have an educator track as part of their core curriculum

Currently there are three national professional nursing organizations that provide accreditation for nursing education programs: the Commission for Nursing Education Accreditation (CNEA), the Accreditation Commission for Education in Nursing (ACEN), and the Commission on Collegiate Nursing Education (CCNE). The CCNE accredits baccalaureate, master's, and DNP degree programs of nursing.

The CCNE will not accredit DNP programs that have an educator track as part of their core curriculum because it does not recognize the educator role as an advanced practice role. Furthermore, the CCNE states that the doctorate of the nurse educator must be research-focused, rather than having a clinical focus.

75.

A nursing student has been assigned to complete a project on failure-to-thrive in an infant with Down syndrome. This is an example of assessing learning in which domain?

  • Cognitive domain

  • Affective domain

  • Psychomotor domain

  • Analytical domain

Correct answer: Cognitive domain

Bloom's taxonomy is typically used for assessing learning in nursing education, depicting the level of behavior at which student competency is demonstrated. Both the cognitive and psychomotor levels are the easiest to assess. In the cognitive domain, the focus is on acquiring knowledge and putting that knowledge to use, and is often assessed through the use of objective tests and written assignments. In this scenario, the student has been asked to complete a project about failure-to-thrive in infants with Down syndrome, an example of learning in the cognitive domain.

Had the student been asked to insert a nasogastric tube to provide enteral feedings to an infant with failure-to-thrive, this would be an example of learning in the psychomotor domain.

Had the student been asked to describe her care of an infant with Down syndrome who was experiencing failure-to-thrive and then self-reflect on this experience in a journal, this would be an example of learning in the affective domain.

Bloom's taxonomy does not include an analytical domain.

76.

The affective domain of Bloom's Taxonomy is associated with all of the following except:

  • Hierarchical levels

  • The development of ethical comportment

  • The development of professional formation

  • Increasing levels of achievement

Correct answer: Hierarchical levels

The affective domain of Bloom's Taxonomy is associated with attitudes, beliefs, values, and emotion, and is considered critical to the development of ethical comportment and professional formation. Students are challenged to reflect on their own beliefs and values through the learning process and reconsider their validity in relationship to the beliefs and values of others. This process often leads to intrapersonal conflict and critical introspection. As with the cognitive and psychomotor domains in Bloom's Taxonomy, the affective domain is also associated with increasing levels of achievement.

Bloom did not establish hierarchical levels in his affective domain.

77.

A seasoned academic nurse faculty member has been working with a colleague for some time on the development of a unique measurement tool to evaluate their students' learning in the classroom. The faculty members are demonstrating:

  • Scholarship in nursing

  • Evidence-based practice

  • Scholarship of integration

  • Scholarly teaching

Correct answer: Scholarship in nursing

The American Association of Colleges of Nursing (AACN) has discussed that scholarship in nursing is a process of inquiry which culminates in outcomes. These outcomes can include the following:

  • innovations in teaching-learning strategies
  • development of courses, course materials, or curricula
  • development of measures to evaluate student learning

Scholarship of integration involves the interpretation and synthesis of knowledge which may cross disciplinary boundaries.

Scholarly teaching refers to the academic nurse educator's use of practice wisdom, reflecting on her own teaching approaches and evaluation, and using evidence to guide her teaching practice.

78.

The nursing administration of a graduate nursing program have determined the need for a significant revision to the existing curriculum of the Family Nurse Practitioner program. All of the following methods reflect key principles of managing change except:

  • Disseminate the plan for curriculum revision/change by scheduling individual meetings with the faculty 

  • Make time for informal discussions and feedback from the nursing faculty regarding the planned curriculum revisions

  • Provide coaching to assist the faculty through the loss curve

  • Identify what course revisions will replace course material that will be lost in the change

Correct answer: Schedule individual meetings with the faculty to notify them of the planned curriculum revision

With change comes resistance to change; this is also often the case in nursing education. Making revisions or changes to an existing nursing curriculum may be more challenging than simply developing new curriculum, because nurse educators have a relationship with the outgoing curriculum. 

Suggestions for managing curriculum changes:

  • give people information--be honest and open about the facts without setting unrealistic expectations
  • provide choices when possible, making sure to include information about the consequences of the choices
  • give people time to express their views, providing coaching, counseling, or information as needed to help them through the loss curve
  • when change brings about loss, identify what will (or might) replace the loss
  • when possible, give individuals opportunity to express concerns, and then provide reassurrances
  • maintain good management practices, making time for informal discussions and feedback when at all possible; notify faculty using a communication strategy that ensures the notification of change is disseminated to everyone in an attempt to prevent the "grapevine effect"

Individual meetings should be scheduled with faculty only once the whole group has been notified, to allow individuals to deal with the change individually.

79.

A nurse educator asks students to introduce themselves to the class and share a brief word about their previous work or classroom experience with their fellow students. A student who appears to be in his 40s introduces himself and shares that he has been in business for the last 15 years and has a bachelor's in business administration, and is now embarking on a second career in nursing. The nurse educator knows:

  • Previous life experiences have the strongest hold on how students learn and interpret information

  • Becoming familiar with her students' previous life experiences can help her facilitate teamwork in learning

  • Previous life experiences play a role in shaping learning, but active student learning activities contribute more heavily to shaping the learning of an older student

  • A knowledge of her students' previous life or career experiences is important but should not drastically shift the methods by which she presents material

Correct answer: Previous life experiences have the strongest hold on how students learn and interpret information

Nurse educators must place great emphasis on getting to know their students at a personal level, and then use that information to help shape the learning materials and activities they utilize in the classroom. Life experiences and prior understanding exert the greatest hold on how students learn and interpret information. Using a student's life experiences can be extremely helpful in reinforcing concepts in learning and contributing to deep learning.

80.

Internal and external driving forces influencing nursing education today include all of the following except:

  • Scholarship of teaching

  • An emphasis on the learner versus the teacher in relation to pedagogy

  • A nursing faculty shortage

  • A knowledge explosion

Correct answer: Scholarship of teaching

Over the years, nursing faculty's role in higher education has changed dramatically, from being solely focused on teaching that was provided through the service sector to having a triple focus of teaching, scholarship, and service, and being provided through a college or university setting. With this move from the service sector to the university setting, nursing faculty were expected to demonstrate ongoing engagement in research and scholarship. Many other internal and external factors have provided, and continue provide, driving forces in influencing nursing education, including the following:

  • a multicultural society
  • the advent of distance education
  • rapidly expanding technology
  • limitations of financial resources
  • nursing faculty shortages
  • an overall nursing shortage
  • an aging population
  • health disparities
  • an explosion of knowledge
  • emphasis on the learner vs. the teacher
  • an increased demand for accountability
  • outcomes assessment
  • accreditation requirements
  • federal funding
  • the overall economy
  • the political landscape
  • health care reform

This list is not all-inclusive, but aptly displays the many ways in which nursing education is being influenced.

Scholarship of teaching is one of the tenets of Boyer's model of scholarship.

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