1. A newly hired nurse faculty member states that in his
previous position high fidelity simulation was used
effectively and he cannot believe they just use
standardized patients here.The best way to approach
this is to tell the newly hired nurse educator that:
Practice Exam A. Simulations can
25 questions take many forms
B. He can orientate
others to the
simulation lab
C. Role playing is a better
way to do simulation
D. He needs to stop
comparing schools
A. Simulations can take many forms – YES, 2.The clinical nurse educator cannot find patients
simulation experiences have endless on her unit who meet the learning outcomes for
the week. What strategy should she implement to
possibilities
ensure the learners meet their learning needs?
B. He can orientate others to the simulation lab –
NO, this is not her/his role. A. Take learners back to the college
laboratory and role play the
C. Role playing is a better way to do simulation – care of the patients
NO, this is defensive and does not deal with the B. Send learners to other units in the
underlining problem of a newly hired educator hospital to observe the care of the
not having different experiences. patients with the appropriate
diagnoses
D. He needs to stop comparing schools – NO, this C. Provide case studies that will
is defensive and does not deal with the reinforce the week’s learning
underlining problem of a newly hired educator outcomes
not having different experiences. D. Send learners to the library with
specific objectives that will
reinforce the week’s work
A. Take them back to the college laboratory and role
play the care of the patients – NO, this is not as 3. One of the main goals of self-
effective as case studies that they have not seen directed learning (SDL) for
previously.
B. Send them to other units in the hospital to observe
learners is to:
the care of the patients with the appropriate A. Comprehend the
diagnoses – NO, this is not as effective as case
studies that they have not seen previously material better
C. Provide case studies that will reinforce the B. Build confidence in
week’s learning outcomes – YES, Reinforcing
will increase the learner’s confidence and skill learning
until other experiences can be found C. Understand the
D. Send them to the library with specific objectives facilitation role
that will reinforce the weeks work – NO, this is an
inactive learning strategy D. Perform better on
high-stakes testing
, A. Comprehend the material better – NO, this 4. When a learner’s actions or inactions are
is a goal but not the main thrust of the jeopardizing patient safety, the clinical nurse
theory. educator should be prepared to:
B. Build confidence – YES, self-directed A. Let the learner work
learning assists learners to organize through their problems
their own experiences and when
successful it builds confidence in their themselves
ability to learn and grasp new B. Jump in to role model
information. the appropriate behavior
C. Understand the facilitation role – NO, this is
a goal but not the main thrust of the theory. C. Take the learner aside
D. Perform better on high-stakes testing – NO, and reprioritize
this is not a goal of the theory. D. Reassign the learner
to a different patient
A. Let the learner work through their problems
themselves – NO, the nurse educator must intervene 5. The nurse educator will use which of the
if there is a question of patient safety being following learning activities to reach the
jeopardized higher levels of Bloom’s Taxonomy?
B. Jump in to role model the appropriate
behavior – YES, the faculty is, at times, a safety
net for learning when learner’s behaviors A. Lecture
jeopardize patient safety B. Discussion
C. Take the learner aside and reprioritize – NO, this not
the best intervention because it does not deal with
C. Demonstration
the action as it is unfolding D. Questioning
D. Reassign the learner to a different patient – NO, this
does not deal with the immediate problem
6.The clinical nurse educator is preparing to write
A. Lecture – NO, this is a passive learning summative evaluations for the learners in her
activity that does not challenge the learners clinical group.The educator believes in the
B. Discussion – NO, although this is an active constructivist philosophy of evaluation.Therefore
learning strategy it may not be directed to when completing the evaluation she will do which of
higher levels of thinking the following?
C. Demonstration – NO, this is a passive A. Determine if the objectives
learning activity that does not challenge the of the course have been met
learners B. Compare the learner to
D. Questioning – YES, questioning or other learners to determine
Socratic questioning can be an effective level of development
method to reach higher levels of C. Seek input from patients
understanding if the questions are not regarding their satisfaction with
just knowledge-based and they elicit the learner’s care
critical thinking in the learner D. Assign a grade of pass/fail
for the clinical performance
previous position high fidelity simulation was used
effectively and he cannot believe they just use
standardized patients here.The best way to approach
this is to tell the newly hired nurse educator that:
Practice Exam A. Simulations can
25 questions take many forms
B. He can orientate
others to the
simulation lab
C. Role playing is a better
way to do simulation
D. He needs to stop
comparing schools
A. Simulations can take many forms – YES, 2.The clinical nurse educator cannot find patients
simulation experiences have endless on her unit who meet the learning outcomes for
the week. What strategy should she implement to
possibilities
ensure the learners meet their learning needs?
B. He can orientate others to the simulation lab –
NO, this is not her/his role. A. Take learners back to the college
laboratory and role play the
C. Role playing is a better way to do simulation – care of the patients
NO, this is defensive and does not deal with the B. Send learners to other units in the
underlining problem of a newly hired educator hospital to observe the care of the
not having different experiences. patients with the appropriate
diagnoses
D. He needs to stop comparing schools – NO, this C. Provide case studies that will
is defensive and does not deal with the reinforce the week’s learning
underlining problem of a newly hired educator outcomes
not having different experiences. D. Send learners to the library with
specific objectives that will
reinforce the week’s work
A. Take them back to the college laboratory and role
play the care of the patients – NO, this is not as 3. One of the main goals of self-
effective as case studies that they have not seen directed learning (SDL) for
previously.
B. Send them to other units in the hospital to observe
learners is to:
the care of the patients with the appropriate A. Comprehend the
diagnoses – NO, this is not as effective as case
studies that they have not seen previously material better
C. Provide case studies that will reinforce the B. Build confidence in
week’s learning outcomes – YES, Reinforcing
will increase the learner’s confidence and skill learning
until other experiences can be found C. Understand the
D. Send them to the library with specific objectives facilitation role
that will reinforce the weeks work – NO, this is an
inactive learning strategy D. Perform better on
high-stakes testing
, A. Comprehend the material better – NO, this 4. When a learner’s actions or inactions are
is a goal but not the main thrust of the jeopardizing patient safety, the clinical nurse
theory. educator should be prepared to:
B. Build confidence – YES, self-directed A. Let the learner work
learning assists learners to organize through their problems
their own experiences and when
successful it builds confidence in their themselves
ability to learn and grasp new B. Jump in to role model
information. the appropriate behavior
C. Understand the facilitation role – NO, this is
a goal but not the main thrust of the theory. C. Take the learner aside
D. Perform better on high-stakes testing – NO, and reprioritize
this is not a goal of the theory. D. Reassign the learner
to a different patient
A. Let the learner work through their problems
themselves – NO, the nurse educator must intervene 5. The nurse educator will use which of the
if there is a question of patient safety being following learning activities to reach the
jeopardized higher levels of Bloom’s Taxonomy?
B. Jump in to role model the appropriate
behavior – YES, the faculty is, at times, a safety
net for learning when learner’s behaviors A. Lecture
jeopardize patient safety B. Discussion
C. Take the learner aside and reprioritize – NO, this not
the best intervention because it does not deal with
C. Demonstration
the action as it is unfolding D. Questioning
D. Reassign the learner to a different patient – NO, this
does not deal with the immediate problem
6.The clinical nurse educator is preparing to write
A. Lecture – NO, this is a passive learning summative evaluations for the learners in her
activity that does not challenge the learners clinical group.The educator believes in the
B. Discussion – NO, although this is an active constructivist philosophy of evaluation.Therefore
learning strategy it may not be directed to when completing the evaluation she will do which of
higher levels of thinking the following?
C. Demonstration – NO, this is a passive A. Determine if the objectives
learning activity that does not challenge the of the course have been met
learners B. Compare the learner to
D. Questioning – YES, questioning or other learners to determine
Socratic questioning can be an effective level of development
method to reach higher levels of C. Seek input from patients
understanding if the questions are not regarding their satisfaction with
just knowledge-based and they elicit the learner’s care
critical thinking in the learner D. Assign a grade of pass/fail
for the clinical performance
