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Quiz Session - Attempts With Random Questions

NLN CNE Exam Questions

Page 6 of 25

101.

An academic nurse educator (ANE) who is assigned to a group of undergraduate students completing a clinical experience in a mother/baby unit is attempting to facilitate a student learning experience. The students have been asked by the unit's nurse manager to assist in teaching a patient education unit on supporting breastfeeding to a group of new mothers.

The effective ANE would employ which of the following tactics to improve overall student/team learning and at the same time improve team functioning?

  • Identify each student's perceptual preferences and form groups comprised of students with each perceptual preference represented, instructing them to work together on learning the material.

  • Identify each student's learning style and form groups comprised of students with the same style, instructing them to work together on learning the material.

  • Identify each student's learning style and form groups comprised of students with similar styles, instructing them to work together on learning the material.

  • Identify each student's learning style and instruct each student to work individually on the material using their own unique style.

Correct answer: Identify each student's perceptual preferences and form groups comprised of students with each perceptual preference represented, instructing them to work together on learning the material.

The effective ANE will use group learning as a means of improving team functioning. After identifying the students' perceptual preferences (auditory, kinesthetic, visual, tactile), the ANE can effectively tailor the students' learning experience for maximum learning by noting each student's dominant learning trait and then forming groups comprised of students with each perceptual preference.

Assigning individual students to a group comprised of learners from each learning style has been found to best enhance learning and team function.

Instructing learners to work independently on learning materials does not contribute to improved team functioning.

Instructing learners to work on learning materials only with other learners who possess the same or a similar learning style (auditory-verbal and verbal, for example) does not improve learning or team functioning.

102.

One of the themes addressed in the reform of academic nursing literature is teaching using alternative pedagogies. Some of the newer, nontraditional pedagogies suggested for use in nursing curricula include all of the following except:

  • Behaviorist pedagogy

  • Narrative pedagogy

  • Integrative teaching

  • Active learning strategies

Correct answer: Behaviorist pedagogy

With the continuing focus on transitioning from a content-driven curriculum to a concept-based or learning-focused curriculum, teaching using alternative pedagogies has been recommended with a push for research on studying these newer, nontradititional tutelage methods and their effects on learning. These methods include the following:

  • narrative pedagogy: an approach to thinking about teaching and learning that evolves from the lived experiences of teachers, clinicians, and students
  • integrative teaching: a well-organized strategy anchored on real-life situations that includes learners' interests and needs, creating a variety of meaningful activities and learning experiences
  • active learning strategies: a form of learning in which the educator strives to involve students in the learning process more directly than in other methods; specifically, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation

Behaviorist pedagogy aims to promote and modify observable behavior. It considers learning to be a behavior that shows acquisition of knowledge or skills, and uses techniques such as providing a stimulus that will increase desired behavior, for example, praising a student for grades achieved on an exam.

103.

The dean of a baccalaureate nursing program is regularly commended by the nursing faculty for being an innovative leader who is not afraid to take risks and introduce change into the nursing program, and has worked tirelessly to provide opportunities for the development and promotion of the nursing faculty. The administration of the program, however, are frustrated that the program appears to be in constant flux, frequently is over budget, and does not meet the expectations of the administration.

Which of the following most closely describes the issue in this scenario, relating to the dean?

  • Too much emphasis on leadership 

  • Poor leadership abilities

  • Pseudo-leadership

  • Lack of effective followers

Correct answer: Too much emphasis on leadership

Academic nurses who have ambitions for advancement to an administrative role, such as that of a dean or director, need to possess both management and leadership abilities. Furthermore, they need to be able to balance the responsibilities of both leading and managing, or they risk contributing to the development of an inefficient system.

A dean who places too much emphasis on leadership may bring about positive changes such as innovation in curriculum and nursing faculty who feel appreciated and empowered, while at the same time unintentionally breaking a budget, contributing to constant flux, and frustrating the administration by failing to meet expectations.

104.

A student learning outcome that states, "The student will be able to actively participate in classroom debate about the topic of euthanasia after attending classroom lectures" is consistent with student learning achieved in which level of the affective domain of Bloom's taxonomy?

  • Valuing level

  • Organization level

  • Receiving level

  • Characterization level

Correct answer: Valuing level

The affective domain of Bloom's taxonomy is comprised of five ascending levels of learning: receiving, responding, valuing, organization, and characterization. Learning in the valuing level is characterized by acceptance of a value or concept, the ability to develop or show preference for a value or concept, and the ability to commit to a value or concept. Students who are demonstrating learning in the valuing level will demonstrate the ability to argue, challenge, debate, or persuade regarding the value or concept being discussed, and furthermore will be able to decide the worth of the value or concept and commit to a stance on it.

Learning in the organization level is characterized by the student's ability to conceptualize a value and then organize that value into a value system. The student develops and formulates his value and value system, and is able to defend his personal values/views, stating his position and his reason for taking the position.

Learning in the receiving level is characterized by the student's awareness of the value or concept, and being willing to receive learning about the value. The student chooses to focus and take part in learning about the value, paying attention to the material presented, and participates passively in this manner.

Learning in the characterization level is learning at the highest level of the affective domain. The student is now characterized by his value and value set or value complex, and the value has become part of his internal consistency and identity. The student relies on his value set/complex to guide him, and his behaviors are consistent with his personal value set.

105.

A senior nursing undergraduate student has completed his capstone project examining the psychological assessment of patients with suspected depression. A capstone project is an example of:

  • Summative evaluation

  • Formative evaluation

  • Program evaluation

  • Competency-based measurement

Correct answer: Summative evaluation

The process of determining the overall achievement of a student at the end of a course (or program, in this case), is referred to as summative evaluation. Summative evaluation sums up the outcome of the student's education, and includes examples such as the following:

  • capstone projects
  • final course grades
  • examinations
  • portfolios
  • practicum exams
  • final written assignments

A capstone project is not an example of formative evaluation, program evaluation, or competency-based measurement.

106.

The academic nurse faculty member who teaches community health nursing in a university nursing program attends an educational conference held by the Association of Community Health Nursing Educators. She takes part in a breakout session and tours New Orleans while the speaker guide discusses resilient communities and helps form the vision for the future roles of community / public health nurses in education, practice, and research. The participants in the group meet later to begin development of a special initiatives group focused on this topic.

The nurse faculty member is demonstrating participation in all of the following core competencies for continuous quality improvement as a nurse educator except:

  • Practicing according to legal and ethical standards relevant to higher education and nursing education

  • Active participation in professional organizations

  • Commitment to lifelong learning and faculty development

  • Participation in professional opportunities to enhance ongoing development

Correct answer: Practicing according to legal and ethical standards relevant to higher education and nursing education

Expectations are high for the academic nurse educator; she is expected to fulfill multiple roles simultaneously, which may be challenging or even overwhelming and unrealistic. The nurse educator is expected to pursue continuous quality improvement in her teaching and practice and, as such, is responsible for the following:

  • engaging in activities that promote her socialization to the role
  • mentoring and supporting other faculty
  • maintaining active membership and participation in professional organizations
  • committing herself to lifelong learning and faculty development
  • participating in professional opportunities to enhance her ongoing development

Managing the teaching, scholarship, and service demands required by her role while maintaining personal and professional balance may be difficult. Attendance at a conference held by a professional organization pertinent to her academic nursing specialty and further participation in forming a task force allows the nurse educator to actively participate in a professional organization, show her commitment to lifelong learning and her development as nursing faculty, and participate in a professional opportunity that enhances her ongoing development, meeting competency requirements while at the same time maintaining balance.

Legal and ethical practice standards are not addressed in this scenario.

107.

Nursing simulation has become standard in nursing curricula. Nursing faculty using simulation in place of traditional clinical time:

  • Must check with their state board of nursing to determine how much traditional clinical time may be replaced with simulation

  • May substitute up to 25% of traditional clinical time in a nursing curriculum with simulation 

  • Must establish within the nursing program how much traditional clinical time may be replaced by simulation

  • Must apply with their state board of nursing to receive approval to replace a percentage of traditional clinical time with simulation

Correct answer: Must check with their state board of nursing to determine how much traditional clinical time may be replaced with simulation

Simulation has taken off and is now a standard part of nursing education programs. Over 75% of nursing programs in the United States now substitute simulation for traditional clinical time. The state board of nursing for each state sets guidelines for how much simulation can be used to replace clinical time; nursing faculty are required to inquire with their specific state board of nursing when substituting simulation time for traditional clinical time.

108.

Which of the following statements most accurately identifies level objectives?

  • They are used to direct the molding of course selection and content throughout the years of the nursing program through which the student progresses

  • They are the purpose, outcomes, and objectives within the nursing curricula across licensed practical or vocational programs; associate's degree, baccalaureate, or accelerated nursing programs; and graduate or doctoral level programs, which are used to ensure nurse educators are teaching the content necessary for successful completion of the program

  • They are the affiliation of the levels of learning in the cognitive domain of Bloom's taxonomy with the course material being taught

  • A service level objective (SLO) is a key element of a service level agreement (SLA) between a nurse educator and a student. SLOs are agreed upon as a means of measuring the performance of both the nurse educator and the student.

Correct answer: They are used to direct the molding of course selection and content throughout the years of the nursing program through which the student progresses

Level objectives are used to express a nursing program's outcomes and assist in developing the objectives for each level of learning. They are further used to direct the molding of course selection and content throughout the years of the nursing program through which the student progresses. Leveling a program is an important idea in developing curriculum, as it coordinates where to place course materials in the program and helps determine what can be expected from students in the clinical area. 

109.

Which of the following objectives most closely represents a program level objective?

  • "Apply ethical and legal concepts to the care of patients and their families"

  • "Apply legal/ethical content to case studies involving patients and families"

  • "Apply legal/ethical principles to caring for your assigned patient and their family"

  • "Discuss the content inherent in the ANA's Code of Ethics for Nurses"

Correct answer: "Apply ethical and legal concepts to the care of patients and their families"

Level objectives delineate what skills and knowledge the student needs to develop if he is to achieve program outcomes. They are intended to guide course design and development while leading into the program outcomes. Level objectives should begin at the student's acquisition of knowledge or skills at the lowest level (Level 1) and proceed up to his acquisition of knowledge or skills at the highest level (Level 4). Program level objectives are typically more broad, while course and clinical objectives are more specific and focused at the acquisition of a more narrow branch of knowledge or skill.

Within these scenarios, applying legal/ethical content to case studies and discussing the content inherent in the ANA's Code of Ethics for Nurses are both examples of course level objectives. 

Applying legal/ethical principles to care provided by the student to his assigned patient and their family is an example of a clinical level objective. 

110.

The director of an associate's degree nursing program who puts too much emphasis on management may contribute to the development of a nursing program that possesses all of the following characteristics except:

  • Innovative

  • Highly efficient

  • Possessing a positive bottom line

  • Rational and controlled

Correct answer: Innovation

To work efficiently in an academic nursing administration role requires that the director hone and balance both management and leadership skills. Putting too much emphasis on one group of skills over the other can result in a system which is unbalanced, ineffective, and deficient. 

The academic nursing director who places too much emphasis on her use of management skills will ultimately develop a program that is highly efficient, rational, controlled, and with a positive bottom line, but also stale, outdated, and lacking in innovation.

111.

 Professional certification for the nurse educator provides all of the following except:

  • Improvement in student outcomes

  •  An incentive for faculty to stay current in their field of practice

  • Improvement in nurse workplace empowerment

  • Evidence of lifelong learning

Correct answer: Improvement in student outcomes

Professional certification indicates knowledge in a specialized area of nursing. Obtaining professional certification, and the subsequent maintenance of it, provides evidence of lifelong learning, improvement in nurse workplace empowerment, and an incentive for faculty to stay current in their field of practice. Studies validating improvement in student outcomes when nurse faculty obtain specialty certification are lacking; further research is needed in this area.

112.

A nurse educator has recently been transferred from teaching in the traditional baccalaureate nursing program to the accelerated nursing program. During faculty orientation, the nurse educator learns that students enrolled in accelerated nursing programs desire different teaching approaches in order to be successful. The nurse educator should plan to implement all of the following teaching strategies found to best meet the needs of accelerated students except:

  • Teaching strategies based on constructivist learning theory

  • Learning through reflection on doing

  • Self-directed learning

  • Teaching strategies based on social-cognitive learning theory

Correct answer: Teaching strategies based on constructivist learning theory

Nurse educators employed in accelerated nursing programs should be aware of the evidence which suggests that accelerated students desire different teaching approaches to be successful as compared to students enrolled in traditional nursing education programs. The nurse educator should employ teaching strategies that include the following:

  • learning through reflection on doing (experiential learning)
  • self-directed learning
  • strategies based on social-cognitive learning theory

Teaching strategies that employ constructivist learning methods has not been identified as being preferred or helpful for ensuring the success of accelerated nursing students.

113.

The varied roles of the nurse educator necessitate that he maintain expertise in clinical practice, as well as in nursing education. Which of the following is one means of maintaining expertise in these areas?

  • Membership in professional organizations

  • Employment at an academic school of nursing that facilitates maintenance of clinical skills through the presence of an on-campus health clinic staffed by faculty

  • Teaching in the classroom setting and overseeing students at clinical locations

  • Teaching in the classroom as well as using the simulation laboratory for continued hands-on learning experiences

Correct answer: Membership in professional organizations

Over the years, concerns regarding academic nurses lacking clinical credibility, due to their lack of ongoing clinical work, have been repeated. Many polls have been taken and many articles written detailing these concerns, and input from academic nurses themselves has continued to be solicited.

Membership in professional organizations is an important aspect of lifelong learning, and for the academic nurse educator, membership in both clinical practice and nursing education organizations is necessary. If the academic nurse educator does not already possess membership in a clinical practice organization, he should join one that is most closely allied with his clinical specialty and, in addition, seek membership in a nursing education organization, such as the National League for Nursing. This is one simple method of maintaining expertise and credibility in both clinical and academic nursing.

Not all schools of nursing have the ability to offer clinical practice opportunities on-site, although some larger institutions may be able to facilitate this.

Not all nursing faculty will be able to both teach in the classroom setting and oversee students at clinical locations. The clinical learning environment and the simulation laboratory are not appropriate arenas for the academic nurse educator to practice and maintain his clinical skills; rather, these afford opportunities for student nurses to gain and hone their clinical skills.

114.

A student who successfully completed a four-year baccalaureate nursing program, and earned praise throughout his student career for his exemplary work, recently completed a mandatory high-stakes standardized test required to graduate. He was shocked to learn he did not earn the requisite grade and is not only unable to graduate at this time, but is also unable to take the National Council Licensure Examination (NCLEX). This scenario is an example of:

  • The unintended consequences of the implementation of successful completion of standardized testing as a graduation requirement

  • The intended consequences of the implementation of successful completion of standardized testing as a graduation requirement in order to ensure the university's NCLEX pass rates

  • A strong indicator that the university nursing program is not substantive enough to provide adequate comprehensive education to their students and enable them to pass the NCLEX

  • A strong indicator that the student has been reliant upon an ineffective learning method throughout his student career; though valuable in assisting him in successfully completing his courses, the method is not effective in supporting successful completion of the NCLEX

Correct answer: The unintended consequences of the implementation of successful completion of standardized testing as a graduation requirement

Nursing programs began implementing high-stakes standardized testing as a necessary component for graduation believing that this practice would be predictive of successful passing of the NCLEX. The NCLEX pass rates have been used by state boards of nursing and nursing accreditation agencies for many years to assist in measuring the quality of specific nursing programs. If a student is unable to pass the standardized test after completion of the program, and then requires remediation and/or adjunct study for the purpose of passing the exam prior to taking the NCLEX, the NCLEX no longer serves as an accurate measure of the nursing program, but of the nursing program plus adjunctive study.

115.

A nursing student in a nursing informatics course takes an exam after three weeks of class. One week later, he arrives at class and is told that he is being required to take the same exam a second time. What type of measure of reliability is described in this scenario?

  • Test-retest

  • Internal consistency

  • Parallel forms

  • Interitem consistency

Correct answer: Test-retest

There are several effective statistical analysis methods used for measuring exam reliability. Test-retest is one method, and it requires administering the identical exam to the same individual on a second occasion. After the exam is administered a second time, a correlation is made between the exam scores. A reliable exam will reliably replicate the result more than once in the same situation and population.

Internal consistency is another method of measuring exam reliability and is often measured by use of the Kuder-Richardson formula (KR-20) in measuring interitem consistency.

When parallel forms is used to measure exam reliability, two different forms of the same exam are administered to the same students, and the results of both exams are correlated.

116.

A recent graduate of a licensed practical nursing (LPN) program has received employment at a long-term care facility where many residents have been placed after sustaining traumatic brain injury (TBI). After several months of working, the LPN recognizes that the residents affected by TBI, in contrast to other residents, appear to be isolated, without any regular enriching activity programs, no cognitive, physical, or occupational therapy, and no access to the outside world, such as day trips, despite being ambulatory. According to the National League for Nursing (NLN), which of the following statements most closely describes the responsibilities of the LPN program graduate in this situation?

  • The LPN graduate has an ethical duty to report the witnessed abuse to her employer, and to take other necessary actions to ensure that there is safe, competent and ethical care provided to these patients

  • The LPN graduate has an ethical responsibility to report the witnessed abuse to an external authority and cooperate with their investigation into the matter

  • The LPN graduate has an ethical responsibility to report the witnessed abuse to the registered nursing staff serving in shift supervisory roles within the facility and to ensure that there is safe, competent and ethical care provided to these patients

  • The LPN graduate has an ethical responsibility to maintain the confidentiality of her nursing colleagues and share information only when obvious abuse has been identified

Correct answer: The LPN graduate has an ethical duty to report the witnessed abuse to her employer, and to take other necessary actions to ensure that there is safe, competent and ethical care provided to these patients

According to the NLN, the graduate of an LPN nursing program is responsible for upholding the same outcomes and competencies set forth for graduates of all other nursing programs. Graduate nurses of any nursing program should be grounded in values and ethics through the nursing curriculum developed and delivered by the nursing faculty of the specific nursing program. All nursing graduates, including LPN graduates, are expected to practice within a legal, ethical, and professional scope guided by accepted standards of practice. 

Reporting of the abuse to an external authority, without reporting to the employer, is required only in certain situations. If the LPN's employer did not take steps to investigate the situation after she reported her concerns, she may be required to report to an external authority.

While the LPN may report the witnessed abuse to the registered nursing staff serving in shift supervisory roles, her responsibility to report does not end there. She is still required to report her observations to the employer in this situation, as it appears the abuse has been ongoing, suggesting multiple individuals are involved.

The LPN graduate holds an ethical responsibility to maintain confidentiality for the patients in this situation and share the information only when necessary, which in this scenario is necessary. Abuse is a broadly defined term; the LPN has a responsibility to report the behaviors in this scenario, regardless of whether or not overt abuse has occurred.

117.

A nursing student who is a visual learner is putting together a presentation on the nursing concept of behaviors. As a visual learner, she would most likely include which of the following in her presentation about perinatal substance abuse?

  • A diagram illustrating the effects of perinatal substance abuse on developmental outcomes

  • A Jeopardy-style game in which students answer questions about the effects of perinatal substance abuse on developmental outcomes

  • Guiding the students through a visualization of the effects of perinatal substance abuse on developmental outcomes

  •  A PowerPoint presentation discussing the effects of perinatal substance abuse on developmental outcomes

Correct answer: A diagram illustrating the effects of perinatal substance abuse on developmental outcomes

In the concept of visual learning as a component of the preferred sensory learning modalities included in the VARK method of learning styles, visual learners prefer to take in information by sight or observation. Visual learners prefer the use of demonstrations, diagrams, and pictures to optimize their learning. The visual learning style does not include the preference for learning through the use of photographs, movies, videos, or PowerPoint presentations (PowerPoint is included in the read/write category).

Jeopardy-style games would be most preferred by auditory learners, who learn best by listening to live or recorded lectures and discussions. Auditory activities such as Jeopardy-style games followed by an explanation or debriefing session allows auditory learners to make connections with what they learned.

Kinesthetic learners would benefit most from being guided through a visualization of the effects of perinatal substance abuse on developmental outcomes.

118.

A recent graduate of a master's level nursing education program has accepted a position as part-time faculty of an undergraduate nursing program. The new faculty member begins in his new role and over the next several months demonstrates integrity by taking responsibility for mistakes, asking more experienced faculty members to review his teaching strategies, frequently asking questions as he continues to learn his role, and being unafraid to challenge assumptions. The faculty member is demonstrating which of the following?

  • Being a scholar

  • Good teaching

  • Scholarly teaching

  • Scholarship of teaching

Correct answer: Being a scholar

Nursing educators distinguish between good teaching, scholarly teaching, scholarship of teaching, scholarship of teaching and learning (SoTL, an initiative of the Carnegie Foundation), and being a scholar.

In order to be a scholar, the nurse educator must develop an active process of questioning and making continuous, unrelenting strides to add to their intelligence. The true scholar

  • seeks truth
  • challenges assumptions
  • demonstrates integrity
  • continually engages in learning
  • seeks review of their work

In order to engage in scholarly teaching, the nurse educator must first be a scholar.

119.

A nurse faculty member is developing a test blueprint to assist her in developing a test to evaluate her students' knowledge after completing her Health and Illness course. In developing the test blueprint, the nurse educator needs to input all of the following data except:

  • The teaching methods used in the course

  • The total number of desired test items

  • The expected student outcomes for the course

  • The percentage of the exam allotted to each tested area

Correct answer: The teaching methods used in the course

Prior to developing a test, the nurse educator can benefit greatly from developing a test blueprint. A test blueprint assists the educator in ensuring that the content of her exam is valid and is accurately testing what was taught in the course. When developing the test blueprint, the educator inputs the course outcome and content, the expected cognitive level(s) to be tested, the total number of desired test items, and the weight of the exam allotted to each area.

The teaching methods of a course are not used in development of the test blueprint.

120.

Socialization is an ongoing exercise in which the individual learns all of the following components necessary to appropriation of social position except:

  • Social caste

  • Values

  • Behaviors

  • Skills

Correct answer: Social caste

Socialization is an ongoing exercise necessary for the novice nurse faculty member to learn her role within academic nursing. The novitiate must appropriate the habits and skills necessary for successful participation in nursing academia by learning the values, norms, skills, and behaviors which are representative of the academic nursing culture.

While there is definitely a system of rank and position in most business structures and in academic learning, including academic nursing, the term "caste" implies the lack of ability to move within the ranks and positions of a social or cultural environment. The novice academic nurse educator, should she adhere to the necessary components of lifelong learning, involvement in professional organizations, and participation in professional development opportunities, and meet the requirements of teaching, scholarship, and service demands as set forth by the institution, has every opportunity to "climb the ladder" of rank within academic nursing.

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