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Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 5 of 25

81.

A test blueprint:

  • Addresses content validity of an exam

  • Connects teaching methods and outcome to the test items

  • Aids in determining at what cognitive level the students will be tested

  • Aids in determining at what psychomotor level the students will be tested

Correct answer: Addresses content validity of an exam

A test blueprint, a map that connects content and outcomes to the test items, is a valuable tool for addressing the content validity of an exam. It helps define the parameters of a test before the nurse educator begins the process of creating the testing tool, and confirms in advance the information and knowledge to be assessed, which can guide the nurse educator in developing her instructional activities.

When developing the test blueprint, the nurse educator includes the course outcomes or content, the expected cognitive level(s) to be tested, the total number of test items, and the weight to be allotted to each exam area.

82.

The nurse educators who co-teach an undergraduate pharmacology and drug calculations course are preparing to perform an educational evaluation of their course. The term educational evaluation typically refers to:

  • A systematic appraisal of the quality of the education as measured by student outcomes

  • Interpretation of the course outcomes based on preset criteria

  • The use of informal processes to perform the systematic appraisal of components of the course

  • Using measures to provide information about students' abilities before, during, and after completion of the pharmacology course

Correct answer: A systematic appraisal of the quality of the education as measured by student outcomes

The term educational evaluation usually refers to the systematic appraisal of the quality of the education. Nurse educators are responsible for evaluating the quality of the education they deliver by use of formal processes in a systematic manner across several areas, including student achievement of expected course outcomes. This educational evaluation helps to identify any gaps or holes in the education the educators have provided, allowing them to make changes to their curriculum as necessary, and as well, helps identify any learning strategies that have successfully supported positive student outcomes.

Interpretation of the course outcomes based on preset criteria, the use of informal processes to perform the systematic appraisal of components of the course, and the use of measures to provide information about students' abilities before, during, and after completion of the pharmacology course are not examples of educational evaluation.

83.

The nurse educator who teaches a nursing foundations course has developed student learning outcomes (SLOs) for the course. She has determined that the students will need to score 75 percent or higher (the required pass rate for the program) on all test items associated with the SLOs. All of the following examples represent appropriately linked methods of evaluation that can be used to measure student achievement of the SLOs except:

  • The nurse educator provides a syllabus to the students at commencement of the course detailing the course outline, assigned projects and project deadlines for the course, and course expectations

  • The nurse educator forms a percentage aggregate of the students' performance on SLO-related test items, and if less than 75 percent, the nurse educator will provide additional instruction

  • The nurse educator forms a percentage aggregate of the students' performance on all tests to determine if a summative score of 75 percent or higher was met by the students

  • The nurse educator provides a test blueprint to the students which demonstrates the link to the unit objective, which is at the same time linked to the course SLOs

Correct answer: The nurse educator provides a syllabus to the students at commencement of the course detailing the course outline, assigned projects and project deadlines for the course, and course expectations

Nurse educators often experience difficulty in the measurement of student achievement of SLOs in the classroom setting. The use of a program assessment plan should provide a visible connection of the materials on the lesson plan, including the evaluation of student achievement of SLOs. 

Appropriately linked methods of evaluation that can be used to measure student achievement of SLOs include the following:

  • The nurse educator forms a percentage aggregate of the students' performance on SLO-related test items, and if less than 75 percent, the nurse educator will provide additional instruction.
  • The nurse educator forms a percentage aggregate of the students' performance on all tests to determine if a summative score of 75 percent or higher was met by the students.
  • The nurse educator provides a test blueprint to the students demonstrating the link to the unit objective, which is at the same time linked to the course SLOs.

A syllabus does not serve as an evaluation method; it is a tool used to convey course expectations, content and assignments, deadlines, and required course materials.

84.

The qualitative and quantitative data a nurse educator has compiled through assessment of his students can be used for all of the following except:

  • Awarding of monies to students for scholastic advancement

  • Feedback to students on their academic performance

  • Determining whether students have met their learning outcomes

  • Development and revision of educational policy

Correct answer: Awarding of monies to students for scholastic advancement

The process of assessment results in the compilation of both qualitative and quantitative data. This combined data can be used for the provision of feedback to students on their academic performance, for the determination of whether students have met learning outcomes, and for the development and revision of educational policies.

85.

Key behaviors or attributes that are essential for effective leadership include all of the following except:

  • Mitigating risk

  • Confidence

  • Being a risk-taker

  • An entrepreneurial spirit

Correct answer: Mitigating risk

Leaders must serve as role models within the organization they serve by demonstrating the following behaviors/attributes:

  • professionalism
  • trust and respect
  • confidence, optimism, and passion
  • being visible in the organization
  • being an open communicator
  • being a risk-taker
  • having an entrepreneurial spirit
  • admitting fault

An effective leader does not work to mitigate risk.

86.

Faculty can implement evidence-based teaching practice (EBTP) in all of the following areas except:

  • To perform self-reflection

  • To evaluate the quality of student learning

  • To inform their teaching and aid in the selection of teaching methods

  • To develop and revise course content

Correct answer: To perform self-reflection

The use of evidence-based teaching practice (EBTP) is widespread in nursing programs. Evidence-based teaching can be used

  • To evaluate the quality of student learning
  • To inform and evaluate teaching and aid in the selection of teaching methods
  • To develop and revise course content and curriculum
  • To select evaluation methods
  • To critique the evidence that imbues teaching

Though there are studies and articles about self-reflection in nursing education and nursing education literature, the practice of self-reflection solely involves meditation or serious thought about one's character, actions, and motives.

87.

A student enrolled in a prelicensure nursing program has completed the first semester of his academic nursing program. His first semester classes included the following (courses specific to the nursing program are denoted with an "N"):

  • N120 Anatomy & Physiology (A&P)
  • Life Sciences 112 Microbiology (Micro)
  • N101 Nursing (Nursing 101)
  • Math 110 College Algebra

The student received the following grades in the courses:

  • A&P: C
  • Micro: C
  • Nursing 101: C
  • College Algebra: D

Based on the student's final semester grades, he:

  • Will be allowed to progress to the next semester

  • Will not be allowed to progress to the next semester

  • Will be required to complete successful remediation before being allowed to progress to the next semester

  • Will be terminated from the nursing program

Correct answer: Will be allowed to progress to the next semester

Nursing school progression policies are put in place to regulate a students' progress through the program. Minimum grades are typically established as criteria to be met to allow the student to progress to the next nursing course, or for graduation. Typically, the minimum grade required for a nursing course is set higher than for a non-nursing course. Most nursing programs require students to earn at least a C grade on all nursing courses in order to progress, while the minimum grade required for a non-nursing course in the program, and allowing for student progression, is a D.

88.

A student nurse may be called upon to use her portfolio to do all of the following except:

  • Demonstrate critical thinking skills

  • Support self-assessment

  • Demonstrate higher-level thinking

  • Demonstrate abstract thinking

Correct answer: Demonstrate critical thinking skills

Student nurses compile clinical portfolios as a means of showcasing their accomplishments and learning while in nursing school. The portfolio may contain items such as certifications earned, awards granted, volunteer involvement, nursing school outreach projects, and the like. 

The portfolio of the student nurse may be used to assist her with reflecting on her learning and performance, as well as supporting this self-assessment and demonstrating competence in higher-level thinking and abstract thinking.

Portfolios are not used to demonstrate critical thinking skills.

89.

Professional behavior in nursing, also referred to as professional comportment, can be defined as all of the following except:

  • A dimension of nursing practice second only to the ability of a nurse to competently perform technical tasks

  • Part of the learning process of becoming a professional nurse

  • The dignified manner with which nurses conduct themselves in the course of their duties

  • A demonstration of desired behaviors and expressions

Correct answer: A dimension of nursing practice second only to the ability of a nurse to competently perform technical tasks

Professional comportment is a nursing concept that, along with faculty-to-faculty incivility and lateral violence in nursing, has not been fully developed and analyzed. Professional comportment can also be referred to as professional behavior, and can be defined as being part of the learning process of becoming a professional nurse. It is the dignified manner with which nurses conduct themselves in the course of their duties, a demonstration of the desired behaviors, expressions, demeanor, and verbalizations.

Professional comportment is equal in importance to possessing and demonstrating the competence to perform technical nursing tasks.

90.

A student nurse enrolled in a nursing pharmacology course may be assessed in his learning through use of all of the following except:

  • Administration of intramuscular (IM) medication in the simulation laboratory

  • Development of a concept map discussing the mechanisms of action, side effects, and nursing implications of diuretics

  • Presenting a paper on the opioid crisis and nursing implications for practice

  • Participation in a group service learning project at a directly observed therapy (DOT) tuberculosis medication administration site

Correct answer: Administration of intramuscular (IM) medication in the simulation laboratory

Assessing learning in the classroom takes place through a number of strategies effective in assessing student achievement of learning outcomes. Classroom learning can be assessed through the use of the following:

  • papers
  • student debates
  • audio and video recordings
  • presentations
  • group projects
  • journals
  • simulation and gaming
  • portfolios
  • reflection
  • role playing
  • service learning
  • concept mapping

Demonstrating skill in the psychomotor domain of learning is not typically part of classroom learning.

91.

A novice nurse educator has been assigned to step into a co-teaching position teaching nursing theory in the middle of the semester after the previous faculty member unexpectedly became ill and was unable to return to teaching. The use of a rubric in this situation would assist the new nurse educator with all of the following except:

  • Ensuring the students are being held to the highest learning standard 

  •  Authentically monitoring the students' learning process and developing and revising her teaching methods

  • Providing consistency in evaluating the students' work

  • Ensuring she is evaluating the students within the same parameters as her co-teachers

Correct answer: Ensuring the students are being held to the highest learning standard

Rubrics are important for both students and educators. Students benefit from rubrics by knowing what is expected of them, by seeing clearly stated expectations for a project and the grade points assigned to each aspect of the project, and by gaining the opportunity to self-reflect on their learning. Rubrics serve educators in several ways, including the following:

  • authentically monitoring the students' learning process and assisting in the developing and revising of teaching methods
  • providing consistency in evaluating the students' work
  • ensuring an educator is evaluating students within the same parameters as any co-teachers

In the case of a novice educator, or one who is suddenly and unexpectedly called upon to step into a recently vacated role, a grading rubric can be essential to helping her step smoothly into her new role by keeping her teaching in sync with that of the previous educator and not introducing anything ancillary that could muddle or confuse the students' learning mid-stride.

92.

A graduate nursing student is enrolled in an online master's of nursing education program. The nurse educator can augment this student's online educational experience by doing all of the following except:

  • Facilitate the student's independent learning by assigning course projects she can work on at home, and offer only prerecorded asynchronous learning modules to which the student can log in at her convenience

  • Encourage the student to meet in person with a fellow student who lives in her area to work on an assigned course project

  • Call on the student to answer questions during synchronous online class sessions and encourage her active participation

  • Set aside ample time during the first synchronous online class to orient the student to the online technology used during the course

Correct answer: Facilitate the student's independent learning by assigning course projects she can work on at home, and offer only prerecorded asynchronous learning modules to which the student can log in at her convenience

Online learning has become the norm in many nursing education programs and can provide an excellent learning context, but the nurse educator must take steps to maximize the students' learning experience and prevent common pitfalls of online learning.

Students should be provided with ample instruction in use of the technology used in online learning, with class time set aside as needed to ensure mastery of technology. Technology should also be used appropriately by the nurse educator; some components of education are better served through alternate means, including a face-to-face method. Nurse educators should ensure they are providing timely feedback to students when utilizing a fully online or predominantly online nursing course; it can be easy to allow time to slip away when interactions are not face-to-face. Online learning can be used to encourage quiet or introverted students to participate during synchronous online course instruction, where they are "faceless" and can respond via the more anonymous texting method. 

Online learning can also potentiate loneliness or isolation in students. The nursing educator needs to avoid further isolating students by encouraging independent work only and should strive to establish community among the students early in the course.

93.

Nurse faculty employ methods of evaluation for determining if both course and clinical student learning outcomes (SLOs) have been achieved by the students. One significant difference in evaluation methods used for evaluating clinical achievement of SLOs and course achievement of SLOs is:

  • Clinical data are not typically aggregated to determine whether the clinical experiences of each group are meeting the expected levels of achievement

  • Course data are not typically aggregated to determine whether the course content and teaching methods are meeting the expected levels of achievement

  • Clinical data evaluation results are not typically used in determining need for curriculum revision

     

  • Clinical data evaluation results do not factor in to decision-making regarding program revision

Correct answer: Clinical data are not typically aggregated to determine whether the clinical experiences of each group are meeting the expected levels of achievement

Course and clinical achievement are both evaluated by the nurse educator using similar methods. A significant difference in how the evaluations are completed is that clinical evaluation data is not pooled to determine whether the students' experiences in the clinical sites of each clinical group and of the groups as a whole are meeting the expected levels of achievement.

94.

As part of Kolb's theory of learning styles, he states that students:

  • Have dynamic learning styles

  • Have fixed learning styles

  • Do not exhibit preferences for specific learning styles

  • Form learning styles as a result of exposure to the learning styles of others

Correct answer: Have dynamic learning styles

Kolb has theorized that a student's learning style is dynamic, ever-changing, never static. Although students may display patterns and preferences for a particular learning style, nurse educators should ensure their teaching methods include activities that cater to all the learning styles, to ensure a student's learning is not hampered as his learning style changes over time.

95.

The nursing faculty of a university-based nursing program is in the process of curriculum development for an accelerated nursing program they are intending to add to their school of nursing. They are considering the use of a deconstructed curriculum model which originates from The Institute of Medicine (IOM) or The Joint Commission (TJC).

All of the following curricular models are based on- and originate from TJC, except:

  • IOM Priority Areas

  • Quality and Safety Education for Nurses (QSEN)

  • Healthy People 2020

  • National Patient Safety Goals

Correct answer: IOM Priority Areas

Nursing programs that wish to avoid a content-heavy curriculum of late have tended to choose a deconstructed curriculum model; these models focus more on the learning of nursing concepts versus saturation of content about disease entities. Focus is also placed on the development of cognitive skills which are then utilized to translate the learned knowledge across the lifespan and context. Both TJC and IOM have been used as models for deconstructed curriculum. Examples of TJC curricular models include those built using QSEN, Healthy People 2020, and National Patient Safety Goals as their framework. The IOM Priority Areas which includes six domains of health care quality, would include curricula centered around the delivery of safe, effective, patient-centered, timely, efficient, and equitable health care.

96.

The novice educator who has been required to develop an objective test to evaluate her students' understanding of nursing assessment has been experiencing difficulty in developing and selecting the format for test items. Item format of a specific test is determined by:

  • Determining which of the numerous format types most directly evaluates the intended learning outcomes

  • The type of learning content being tested and the students' abilities to think at a higher level in the cognitive domain

  • The development of the test blueprint addressing the test's content validity

  • The elimination of irrelevant variances from the test content and expected student outcomes

Correct answer: Determining which of the numerous format types most directly evaluates the intended learning outcomes

Developing and selecting the format for test items is time-consuming and is a task that requires skill and practice. The novice educator may have difficulty with the development and selection of a format for test items due to lack of experience. Item format for a test is determined by considering which of the numerous types of formats most directly evaluates the intended learning outcomes. 

97.

Faculty at a master's level nursing program attend an orientation program prior to the start of the new academic year. The assistant dean of the program discusses the multidimensional role of the academic nurse educator as clinician, educator, and scholar, and the requirement for interactive, supportive components. What central theme unites the multidimensional role of the nurse educator?

  • Ongoing quality improvement

  • Mentorship

  • Evidence-based teaching practice

  • Advancement in research

Correct answer: Ongoing quality improvement

Articles touting the importance of quality improvement projects in the clinical setting abound in the literature, and quality improvement is emphasized in the cultivation of safety and quality in healthcare. It serves as the basis for a problem-solving model that includes an organized assessment of situations to identify problems and then exercising procedures to address the findings.

Quality improvement concepts are important in nursing education as well. It is critical to education and research, and is applicable to courses and curricula and nursing programs, as well as being necessary for career advancement of the nurse educator. 

A commitment to research and the use of evidence in teaching are components of quality improvement. Mentorship is a competency required of the nurse educator.

98.

The nursing faculty of a master's program meet to discuss the need for an additional nurse leader in the program. They discuss the characteristics necessary for a quality nurse leader, including:

  • Being quietly confident and possessing vision

  • Being vocal and able to rapidly assemble their own group of followers 

  • Being born to lead, possessing innate leadership characteristics

  • Being able to handle situations by managing and controlling the state of affairs

Correct answer: Being quietly confident and possessing vision

In years past, it was believed that leaders were born, not made, possessing innate leadership characteristics and the ability to quickly assemble their own group of followers. These "born leaders" were vocal and charismatic, and often asserted their leadership or were appointed as leaders due to their imposing style of being able to take charge or control of a situation. It is more recently understood that these characteristics of the "born leader" may more accurately reflect a negative leadership style of a pseudo-leader, a very loudly vocal, negative individual who is given, or allowed to have, influence because of their aggressive characteristics.

The characteristics of a good nurse leader include the following:

  • competence
  • confidence
  • courage
  • creativity
  • collaboration
  • therapeutic communication skills
  • drive
  • energy
  • vision
  • quiet confidence
  • self-discipline
  • flexibility
  • ability to assemble a team
  • ability to motivate others

The ability to handle situations by managing and controlling the state of affairs describes a manager, not a leader.

99.

An academic nurse educator (ANE) who is an administrator at a university-based undergraduate nursing program has been invited to join a taskforce at the state level in a plan to completely overhaul nursing education in his state, as the quality and safety of patient nursing care in their state has been lagging considerably behind that of other states. In addition to academic nursing administration members, the task force has identified potential partners in this massive project, including members of the health department, major hospitals and health care centers in the state, as well as local and state-level political representatives. The task force invited representatives from each of these prospective partners and framed the issues from multiple perspectives and presented the shared values and concerns for the state of nursing education.

Which of the following competencies identified by Green (2006) as being critical to the role of the academic nurse educator (ANE) as a change agent and leader is described in the above scenario?

  • Collaboration

  • Teamwork

  • Moral agency

  • Interrelalationships

Correct answer: Collaboration

There are many competencies which have been associated and identified with nursing leadership. Green (2006) identified three critical competencies associated with the ANEs role as a change agent and leader. These three competencies include:

  • Collaboration
  • Systems thinking
  • Advocacy/moral agency

Teamwork is a component of the collaboration competency.

Focus on interrelationships is a component of the systems thinking competency.

100.

Which of the following statements most closely identifies a component of the SEE-I method?

  • After discussing the concept of thermoregulation in the classroom, a student is asked to give an example of an intervention that can be utilized to maintain thermoregulation in the newborn in the clinical setting

  • A student explains back to the ANE what he has understood about the discussion of the concept of thermoregulation in the newborn

  • During post-conference at a clinical site, a student shares her experience delivering couplet care to a newborn who was experiencing an alteration in thermoregulation

  • After reading a passage on the concept of thermoregulation, a student interprets the text using more simplistic language

Correct answer: After discussing the concept of thermoregulation in the classroom, a student is asked to give an example of an intervention that can be utilized to maintain thermoregulation in the newborn in the clinical setting

The ANE has a responsibility to promote an environment where the nursing student can develop critical thinking skills. There are many strategies which can be utilized to encourage the use of critical thinking skills, one of which is the use of the SEE-I method.

  • S: ask students to state it differently
  • E: elaborate on the topic being discussed/learning materials
  • E-I: provide an example, or illustration, for students, so the concept can be imagined
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