CHSE-A
CHSE-A – CERTIFIED HEALTHCARE SIMULATION EDUCATOR–ADVANCED |
EXAM QUESTIONS AND CORRECT ANSWERS | VERIFIED HEALTHCARE
SIMULATION EDUCATION
CERTIFIED HEALTHCARE SIMULATION EDUCATOR –
ADVANCED (CHSE-A)
1. A simulation program director is explaining to new faculty why
structured reflection must follow every scenario. Which theory
identifies reflective observation as a distinct stage between concrete
experience and abstract conceptualization?
A. Ericsson's theory of deliberate practice
B. Kolb's experiential learning cycle
C. Sweller's cognitive load theory
D. Bandura's social learning theory
B. Kolb's experiential learning cycle
Kolb describes a four-stage cycle in which concrete experience is followed
by reflective observation, abstract conceptualization and active
experimentation.
Page 1 of 70
, CHSE-A
2. When designing a simulation curriculum for experienced registered
nurses, which assumption of Knowles' andragogy should most strongly
shape the scenarios?
A. Adults rely on the instructor to define what they need to learn
B. Adults are motivated by learning that applies directly to problems they
currently face
C. Adults are chiefly motivated by external rewards such as grades
D. Adults learn best when content is delivered before any practical
application
B. Adults are motivated by learning that applies directly to problems
they currently face
Andragogy holds that adult learners are problem-centered and want
immediate relevance to their practice, so scenarios should mirror real
work challenges.
3. Novice learners become overwhelmed during a multi-patient
scenario that includes loud overhead pages, a ringing phone and an
irrelevant family member. Which adjustment best applies cognitive
load theory?
A. Introduce a rare complication to increase intrinsic load
B. Remove nonessential environmental distractors to reduce extraneous
load
C. Shorten the debriefing to protect working memory
D. Add a second deteriorating patient to raise germane load
B. Remove nonessential environmental distractors to reduce
extraneous load
Extraneous load comes from elements unrelated to the learning goal;
removing them frees working memory for the intended content.
Page 2 of 70
, CHSE-A
4. Which set of features best defines deliberate practice as described by
Ericsson?
A. Repeated observation of expert performance without hands-on
attempts
B. Unstructured free practice chosen entirely by the learner
C. Well-defined goals, focused repetition, immediate specific feedback and
progressively increasing difficulty
D. A single high-fidelity exposure followed by a summative grade
C. Well-defined goals, focused repetition, immediate specific
feedback and progressively increasing difficulty
Deliberate practice requires motivated learners working on defined tasks
with informative feedback and repeated, increasingly challenging
attempts.
5. During a scenario, a resident notices the oxygen saturation is not
improving and immediately changes her airway approach while the
case is still unfolding. Schön would describe this as:
A. Reflection-for-action
B. Reflection-on-action
C. Reflection-in-action
D. Double-loop reflection after the event
C. Reflection-in-action
Reflection-in-action is the practitioner's ability to think about and adjust
what they are doing while the situation is still in progress.
Page 3 of 70
, CHSE-A
6. Amy Edmondson's concept of psychological safety, frequently cited in
simulation literature, is best defined as:
A. The absence of any performance expectations during learning
B. An assurance that learners will not receive critical feedback
C. A shared belief that the team is safe for interpersonal risk-taking
D. A signed confidentiality agreement completed during orientation
C. A shared belief that the team is safe for interpersonal risk-taking
Psychological safety is a group-level belief that speaking up, asking
questions or admitting mistakes will not lead to embarrassment or
punishment.
7. An educator sets scenario difficulty slightly beyond what learners
can manage alone while keeping a facilitator available to offer cues.
This approach applies:
A. Maslow's hierarchy of needs
B. Piaget's sensorimotor stage
C. Skinner's operant conditioning
D. Vygotsky's zone of proximal development
D. Vygotsky's zone of proximal development
The zone of proximal development is the space between independent
performance and what a learner can achieve with scaffolded support.
8. According to Bandura, which source contributes most powerfully to a
learner's self-efficacy after simulation training?
A. Mastery experiences in which the learner successfully performs the
task
B. Verbal encouragement from the facilitator
C. Watching a peer perform the skill on video
D. Physiological arousal felt during the scenario
A. Mastery experiences in which the learner successfully performs
the task
Bandura identified enactive mastery experiences as the strongest source
of self-efficacy because they provide direct evidence of capability.
Page 4 of 70
CHSE-A – CERTIFIED HEALTHCARE SIMULATION EDUCATOR–ADVANCED |
EXAM QUESTIONS AND CORRECT ANSWERS | VERIFIED HEALTHCARE
SIMULATION EDUCATION
CERTIFIED HEALTHCARE SIMULATION EDUCATOR –
ADVANCED (CHSE-A)
1. A simulation program director is explaining to new faculty why
structured reflection must follow every scenario. Which theory
identifies reflective observation as a distinct stage between concrete
experience and abstract conceptualization?
A. Ericsson's theory of deliberate practice
B. Kolb's experiential learning cycle
C. Sweller's cognitive load theory
D. Bandura's social learning theory
B. Kolb's experiential learning cycle
Kolb describes a four-stage cycle in which concrete experience is followed
by reflective observation, abstract conceptualization and active
experimentation.
Page 1 of 70
, CHSE-A
2. When designing a simulation curriculum for experienced registered
nurses, which assumption of Knowles' andragogy should most strongly
shape the scenarios?
A. Adults rely on the instructor to define what they need to learn
B. Adults are motivated by learning that applies directly to problems they
currently face
C. Adults are chiefly motivated by external rewards such as grades
D. Adults learn best when content is delivered before any practical
application
B. Adults are motivated by learning that applies directly to problems
they currently face
Andragogy holds that adult learners are problem-centered and want
immediate relevance to their practice, so scenarios should mirror real
work challenges.
3. Novice learners become overwhelmed during a multi-patient
scenario that includes loud overhead pages, a ringing phone and an
irrelevant family member. Which adjustment best applies cognitive
load theory?
A. Introduce a rare complication to increase intrinsic load
B. Remove nonessential environmental distractors to reduce extraneous
load
C. Shorten the debriefing to protect working memory
D. Add a second deteriorating patient to raise germane load
B. Remove nonessential environmental distractors to reduce
extraneous load
Extraneous load comes from elements unrelated to the learning goal;
removing them frees working memory for the intended content.
Page 2 of 70
, CHSE-A
4. Which set of features best defines deliberate practice as described by
Ericsson?
A. Repeated observation of expert performance without hands-on
attempts
B. Unstructured free practice chosen entirely by the learner
C. Well-defined goals, focused repetition, immediate specific feedback and
progressively increasing difficulty
D. A single high-fidelity exposure followed by a summative grade
C. Well-defined goals, focused repetition, immediate specific
feedback and progressively increasing difficulty
Deliberate practice requires motivated learners working on defined tasks
with informative feedback and repeated, increasingly challenging
attempts.
5. During a scenario, a resident notices the oxygen saturation is not
improving and immediately changes her airway approach while the
case is still unfolding. Schön would describe this as:
A. Reflection-for-action
B. Reflection-on-action
C. Reflection-in-action
D. Double-loop reflection after the event
C. Reflection-in-action
Reflection-in-action is the practitioner's ability to think about and adjust
what they are doing while the situation is still in progress.
Page 3 of 70
, CHSE-A
6. Amy Edmondson's concept of psychological safety, frequently cited in
simulation literature, is best defined as:
A. The absence of any performance expectations during learning
B. An assurance that learners will not receive critical feedback
C. A shared belief that the team is safe for interpersonal risk-taking
D. A signed confidentiality agreement completed during orientation
C. A shared belief that the team is safe for interpersonal risk-taking
Psychological safety is a group-level belief that speaking up, asking
questions or admitting mistakes will not lead to embarrassment or
punishment.
7. An educator sets scenario difficulty slightly beyond what learners
can manage alone while keeping a facilitator available to offer cues.
This approach applies:
A. Maslow's hierarchy of needs
B. Piaget's sensorimotor stage
C. Skinner's operant conditioning
D. Vygotsky's zone of proximal development
D. Vygotsky's zone of proximal development
The zone of proximal development is the space between independent
performance and what a learner can achieve with scaffolded support.
8. According to Bandura, which source contributes most powerfully to a
learner's self-efficacy after simulation training?
A. Mastery experiences in which the learner successfully performs the
task
B. Verbal encouragement from the facilitator
C. Watching a peer perform the skill on video
D. Physiological arousal felt during the scenario
A. Mastery experiences in which the learner successfully performs
the task
Bandura identified enactive mastery experiences as the strongest source
of self-efficacy because they provide direct evidence of capability.
Page 4 of 70
