CHSE Practice Exam UPDATED ACTUAL
Exam Questions and CORRECT Answers
An experienced simulation educator wants to include simulation in a community-based course
that does not currently use simulation as a teaching strategy.
The course leader states that it is not feasible to include simulation because it is too difficult to
schedule another course activity in the simulation lab. What is the best response?
"There may be too many activities in your course already."
"The simulation lab personnel will need to cancel another course to accommodate this activity."
"There are many kinds of simulated activities that would not require time in the simulation lab."
"Simulation might not be the right fit for your course." - CORRECT ANSWER - "There
may be too many activities in your course already." —NO, this may be a separate issue but does
not impact the ability to include simulation.
"The simulation lab personnel will need to cancel another course to accommodate this activity."
—NO, simulation can work within the confines of available resources.
"There are many kinds of simulated activities that would not require time in the simulation
lab."—YES, there are many activities that do not require physical lab space.
"Simulation might not be the right fit for your course." —NO, simulation can be molded to fit
almost any course objectives.
A course leader is looking for a way to supplement a clinical experience. There is concern that
the current experience is observational and not interactive for the learners. The course leader has
had some experience with simulation in the past, but has never designed a scenario. What is the
best way to mentor this educator?
Refer the educator to some training resources and offer to help design a scenario that has clear
objectives and addresses low-volume, high-risk clinical situations
Design the new scenario based on a conversation with the manager of the clinical site
Decline to assist because independent learning through trial and error is the best way to gain
experience.
Show the educator how to use the high-fidelity simulator - CORRECT ANSWER - Refer
the educator to some training resources and offer to help design a scenario that has clear
objectives and addresses low-volume, high-risk clinical situations.-YES, this fits the model of a
strong mentor.
,Design the new scenario based on a conversation with the manager of the clinical site.—NO,
objectives should be developed by the educator.
Decline to assist because independent learning through trial and error is the best way to gain
experience.-NO, not when there is an experienced simulation educator to act as a mentor.
Show the educator how to use the high-fidelity simulator.-—NO, this may be one step in the
process but does not encompass mentorship.
An administrator wants to increase the amount of clinical time in an educational program. This
will require additional simulation educators. Which of the following statements by the
administrator demonstrates an understanding of simulation educator development?
"I can ask the clinical educators to help out because they already have the experience."
"I will need to replace my current educators and hire experienced simulation educators."
"I will identify educators who are interested in the role and have them work with the more
experienced simulation educators."
"Anyone interested in becoming a simulation educator will need time off from work to go back
to school." - CORRECT ANSWER - "I can ask the clinical educators to help out because
they already have the experience." —NO, clinical education is a different learning strategy from
simulation.
"I will need to replace my current educators and hire experienced simulation educators." —NO,
current educators can be trained to be simulation educators.
"I will identify educators who are interested in the role and have them work with the more
experienced simulation educators." —YES, this demonstrates acknowledgment of available
mentorship.
"Anyone interested in becoming a simulation educator will need time off from work to go back
to school." —NO, further education may be useful but it will not require enrollment in a formal
education program.
A new simulation educator has been working with experienced educators and is now running
simulation scenarios independently. According to Benner's stages, how would you describe the
level of this educator?
Novice
Competent
Advanced beginner
,Proficient - CORRECT ANSWER - Novice-NO, technical training may be appropriate at
this level.
Competent—NO, observation and practice are expected at this level.
Advanced beginner-NO, beginning to understand the methodology at this level.
Proficient-YES, the simulation educator should be able to function independently at this level.
A new simulation educator is facilitating a scenario involving a diabetic patient in a medical-
surgical area. The learner administers a potentially lethal dose of medication after committing a
medication calculation error. The best response by the educator is to
Intervene when the learner is calculating the incorrect dose.
Stop the learner from administering the medication
Intervene as the critical care response team and administer the reversal agent.
Program the simulator to go into cardiac arrest - CORRECT ANSWER - Intervene when
the learner is calculating the incorrect dose.—NO, this is part of the experiential learning.
Stop the learner from administering the medication.-NO, this is part of the experiential learning.
Intervene as the critical care response team and administer the reversal agent.-YES, allowing the
learner to make mistakes is important, but being able to engage the "escape plan" is also
important.
Program the simulator to go into cardiac arrest.—NO, unplanned death in simulation can impact
the learning environment.
A simulation educator is running a scenario about diabetic ketoacidosis, and the students
interpret the glucose sliding scale wrong and give too much insulin.
The students realize the mistake and adjust the glucose intravenous (IV) drip.
The simulation educator uses this as a teaching scenario during the debriefing and understands
that this type of situation, when it arises in simulation, is referred to as
An "as-is situation"
A "critical incident"
A "what if"
An "escape plan" - CORRECT ANSWER - An "as-is situation" —NO, this creates a
realistic patient situation (Dieckmann, Gaba, & Rall, 2007).
, A "critical incident" —NO, this is not the terminology used in this case because it was rectified
A "what if" —YES, this is a "what if situation" that arises and needs to be discussed during the
debriefing.
An "escape plan" —NO, this is needed if the patient is deteriorating to the point of no return.
A simulation educator is running the same scenario about diabetic ketoacidosis, and the students
interpret the glucose sliding scale wrong and give too much insulin. The students do not realize
the mistake. The simulation educator uses this as a teaching scenario during the simulation by
sending in an experienced SP to question the dose. This type of situation, when it arises in
simulation, is referred to as
An "as-is situation"
A "critical incident"
A "what if"
An "escape plan" - CORRECT ANSWER - An "as-is situation" —NO, this is not part of
developing the reality of the scenario.
A "critical incident" —NO, although the medication error could be conceived as a critical
incident, by rectifying the incident the simulation educator produces an escape plan.
A "what if" —NO, this is a more serious variation.
An "escape plan" —YES, this is a plan to prevent the patient from dying.
The simulation educator is providing first-year medical students and freshman nursing students
with a scenario about a geriatric patient who has pneumonia.
The patient's condition is declining, and the students discuss types of appropriate oxygenation.
The appropriate progression of the scenario for this level of healthcare students would be to
Discuss the scenario after it is done and let it progress
Let the scenario progress uninterrupted
Intervene and prompt them to the appropriate treatment.
Allow the patient to deteriorate and observe the students' behavior. - CORRECT
ANSWER - Discuss the scenario after it is done and let it progress.-NO, this would not
provide the learners with an escape plan.
Let the scenario progress uninterrupted.-NO, again, it would not provide an escape plan.
Exam Questions and CORRECT Answers
An experienced simulation educator wants to include simulation in a community-based course
that does not currently use simulation as a teaching strategy.
The course leader states that it is not feasible to include simulation because it is too difficult to
schedule another course activity in the simulation lab. What is the best response?
"There may be too many activities in your course already."
"The simulation lab personnel will need to cancel another course to accommodate this activity."
"There are many kinds of simulated activities that would not require time in the simulation lab."
"Simulation might not be the right fit for your course." - CORRECT ANSWER - "There
may be too many activities in your course already." —NO, this may be a separate issue but does
not impact the ability to include simulation.
"The simulation lab personnel will need to cancel another course to accommodate this activity."
—NO, simulation can work within the confines of available resources.
"There are many kinds of simulated activities that would not require time in the simulation
lab."—YES, there are many activities that do not require physical lab space.
"Simulation might not be the right fit for your course." —NO, simulation can be molded to fit
almost any course objectives.
A course leader is looking for a way to supplement a clinical experience. There is concern that
the current experience is observational and not interactive for the learners. The course leader has
had some experience with simulation in the past, but has never designed a scenario. What is the
best way to mentor this educator?
Refer the educator to some training resources and offer to help design a scenario that has clear
objectives and addresses low-volume, high-risk clinical situations
Design the new scenario based on a conversation with the manager of the clinical site
Decline to assist because independent learning through trial and error is the best way to gain
experience.
Show the educator how to use the high-fidelity simulator - CORRECT ANSWER - Refer
the educator to some training resources and offer to help design a scenario that has clear
objectives and addresses low-volume, high-risk clinical situations.-YES, this fits the model of a
strong mentor.
,Design the new scenario based on a conversation with the manager of the clinical site.—NO,
objectives should be developed by the educator.
Decline to assist because independent learning through trial and error is the best way to gain
experience.-NO, not when there is an experienced simulation educator to act as a mentor.
Show the educator how to use the high-fidelity simulator.-—NO, this may be one step in the
process but does not encompass mentorship.
An administrator wants to increase the amount of clinical time in an educational program. This
will require additional simulation educators. Which of the following statements by the
administrator demonstrates an understanding of simulation educator development?
"I can ask the clinical educators to help out because they already have the experience."
"I will need to replace my current educators and hire experienced simulation educators."
"I will identify educators who are interested in the role and have them work with the more
experienced simulation educators."
"Anyone interested in becoming a simulation educator will need time off from work to go back
to school." - CORRECT ANSWER - "I can ask the clinical educators to help out because
they already have the experience." —NO, clinical education is a different learning strategy from
simulation.
"I will need to replace my current educators and hire experienced simulation educators." —NO,
current educators can be trained to be simulation educators.
"I will identify educators who are interested in the role and have them work with the more
experienced simulation educators." —YES, this demonstrates acknowledgment of available
mentorship.
"Anyone interested in becoming a simulation educator will need time off from work to go back
to school." —NO, further education may be useful but it will not require enrollment in a formal
education program.
A new simulation educator has been working with experienced educators and is now running
simulation scenarios independently. According to Benner's stages, how would you describe the
level of this educator?
Novice
Competent
Advanced beginner
,Proficient - CORRECT ANSWER - Novice-NO, technical training may be appropriate at
this level.
Competent—NO, observation and practice are expected at this level.
Advanced beginner-NO, beginning to understand the methodology at this level.
Proficient-YES, the simulation educator should be able to function independently at this level.
A new simulation educator is facilitating a scenario involving a diabetic patient in a medical-
surgical area. The learner administers a potentially lethal dose of medication after committing a
medication calculation error. The best response by the educator is to
Intervene when the learner is calculating the incorrect dose.
Stop the learner from administering the medication
Intervene as the critical care response team and administer the reversal agent.
Program the simulator to go into cardiac arrest - CORRECT ANSWER - Intervene when
the learner is calculating the incorrect dose.—NO, this is part of the experiential learning.
Stop the learner from administering the medication.-NO, this is part of the experiential learning.
Intervene as the critical care response team and administer the reversal agent.-YES, allowing the
learner to make mistakes is important, but being able to engage the "escape plan" is also
important.
Program the simulator to go into cardiac arrest.—NO, unplanned death in simulation can impact
the learning environment.
A simulation educator is running a scenario about diabetic ketoacidosis, and the students
interpret the glucose sliding scale wrong and give too much insulin.
The students realize the mistake and adjust the glucose intravenous (IV) drip.
The simulation educator uses this as a teaching scenario during the debriefing and understands
that this type of situation, when it arises in simulation, is referred to as
An "as-is situation"
A "critical incident"
A "what if"
An "escape plan" - CORRECT ANSWER - An "as-is situation" —NO, this creates a
realistic patient situation (Dieckmann, Gaba, & Rall, 2007).
, A "critical incident" —NO, this is not the terminology used in this case because it was rectified
A "what if" —YES, this is a "what if situation" that arises and needs to be discussed during the
debriefing.
An "escape plan" —NO, this is needed if the patient is deteriorating to the point of no return.
A simulation educator is running the same scenario about diabetic ketoacidosis, and the students
interpret the glucose sliding scale wrong and give too much insulin. The students do not realize
the mistake. The simulation educator uses this as a teaching scenario during the simulation by
sending in an experienced SP to question the dose. This type of situation, when it arises in
simulation, is referred to as
An "as-is situation"
A "critical incident"
A "what if"
An "escape plan" - CORRECT ANSWER - An "as-is situation" —NO, this is not part of
developing the reality of the scenario.
A "critical incident" —NO, although the medication error could be conceived as a critical
incident, by rectifying the incident the simulation educator produces an escape plan.
A "what if" —NO, this is a more serious variation.
An "escape plan" —YES, this is a plan to prevent the patient from dying.
The simulation educator is providing first-year medical students and freshman nursing students
with a scenario about a geriatric patient who has pneumonia.
The patient's condition is declining, and the students discuss types of appropriate oxygenation.
The appropriate progression of the scenario for this level of healthcare students would be to
Discuss the scenario after it is done and let it progress
Let the scenario progress uninterrupted
Intervene and prompt them to the appropriate treatment.
Allow the patient to deteriorate and observe the students' behavior. - CORRECT
ANSWER - Discuss the scenario after it is done and let it progress.-NO, this would not
provide the learners with an escape plan.
Let the scenario progress uninterrupted.-NO, again, it would not provide an escape plan.
