CNE LATEST 2026 TEST PAPER QUESTIONS AND ANSWERS
GUARANTEE A+
✔✔Carper's Patterns of Knowing (Personal Knowledge) - ✔✔focuses on interactions
and transactions that occur between patient and nurse
✔✔Carper's Patterns of Knowing (Moral/Ethical) - ✔✔focuses on application of norms
and ethical codes to real situations, more than just studying them
✔✔Kolb's Learning Styles (Accommodative) - ✔✔learns through concrete experience
and active experimentation, solves problems via trial and error
✔✔Kolb's Learning Styles (Divergent) - ✔✔concrete experience and reflective
observation, imaginative w/ good ideas, emotional, likes working with people
✔✔Kolb's Learning Styles (Assimilative) - ✔✔learns through abstract concepts and
reflective observation
✔✔Kolb's Learning Styles (Convergent) - ✔✔abstract concepts and active
experimentation, prefers dealing with things to people
✔✔McCarthy's 4MAT System (Type I - Imaginative) - ✔✔students want to understand
reasons for things and prefer active involvement through listening, speaking,
brainstorming, and interacting
✔✔McCarthy's 4MAT System (Type II - Analytic) - ✔✔want to know what to study and
learn and prefers a more passive role observing, listening, analyzing, classifying
✔✔McCarthy's 4MAT System (Type III - Common Sense) - ✔✔want to know how to
apply what they have learned prefers experimenting, manipulating and improvising
✔✔McCarthy's 4MAT System (Type IV - Dynamic) - ✔✔want to know about different
possibilities enjoys modifying, taking risks, and creating new ideas
✔✔Bevis' description of curricula - Illegitimate - ✔✔taught, but not evaluated (caring,
compassion, empathy)
✔✔Bevis' description of curricula - Hidden - ✔✔taught unconsciously through modeling
(values, interactions, beliefs)
✔✔Bevis' description of curricula - Operational - ✔✔content such as knowledge and
skill that are taught and evaluated
,✔✔Bevis' description of curricula - Null - ✔✔behaviors and skills not taught such as;
critical thinking
✔✔Bevis' description of curricula - Official / Legitimate - ✔✔framework stated on
syllabus including; philosophy, mission, objectives and outcomes
✔✔Bloom's Taxonomy: Application - ✔✔-use concepts in a new situation
-applies, builds, constructs
✔✔Bloom's Taxonomy: Knowledge - ✔✔Observation and recall of information;
knowledge of dates, events, places; knowledge of major ideas; mastery of subject
matter.
-list, define, identify, show, label, collect, examine, tabulate, quote, name, who, when,
where, etc.
✔✔Bloom's Taxonomy: Comprehension - ✔✔Understand the meaning, translation,
interpolation, and interpretation of instructions and problems.
State a problem in one's own words.
-summarize, describe, indicate, realize, discuss, explain, compare, outline, review
✔✔Bloom's Taxonomy: Analysis - ✔✔-examine and break info into parts
-analyzes, compare, debate, prioritize, contrast, compute, evaluate, determine, find
✔✔Bloom's Taxonomy: Synthesis - ✔✔-builds a structure from diverse elements
-designs, implements, hypothesizes, creates, predicts, formulate
✔✔Bloom's Taxonomy: Evaluation - ✔✔-highest
-present and defend opinions by making judgements about information
-assess, critiques, solves, justifies, interpret, conclude, evaluate
-ex: "Why do you think...?"
✔✔Scholarship of Discovery - ✔✔conducting independent research and submitting to
juried publications to share with profession / generating new knowledge
✔✔Scholarship of Teaching - ✔✔Requires evidence of effective teaching and
dissemination of knowledge acquired as a result of teaching; curriculum development,
use of innovative teaching/learning strategies; dissemination of teaching
knowledge/expertise.
✔✔Scholarship of Application - ✔✔Connects theory to practice; Service to boards and
organizations, policy development.
, ✔✔Scholarship of Integration - ✔✔Interpretation and synthesis of knowledge across
discipline boundaries; requires communication & interdisciplinary collaboration.
✔✔Dave's Taxonomy - Imitation - ✔✔Observing and patterning behavior after someone
else. Performance may be of low quality.
✔✔Dave's Taxonomy - Manipulation - ✔✔Ability to follow written instructions w/ some
accuracy, but variations are present
✔✔Dave's Taxonomy - Precision - ✔✔Ability to carry out action in logical order w/ few
non-critical errors w/ variable amt of time needed
✔✔Dave's Taxonomy - Articulation - ✔✔Ability to carry out action w/ good coordination
in logical sequence in reasonable time
✔✔Dave's Taxonomy - Naturalization - ✔✔Mastering a high level performance until it
becomes second-nature or natural, without needing to think much about it.
✔✔Faculty constraint - ✔✔activities are inappropriate for students' abilities d/t
overestimation or underestimation of students' knowledge
✔✔Student constraint - ✔✔# of students, lack of prerequisite knowledge, stress/anxiety,
resistance, lack of skills
✔✔Summative Assessment/Evaluation - ✔✔done at completion of course or program to
evaluate final results, assess students' learning outcomes, effectiveness of
teaching/learning, or help determine if revisions are needed for course
✔✔Formative Assessment/Evaluation - ✔✔completed while course/program is still in
progress to assess learning activities, students' learning, and identify problems
✔✔Bevis' 6 Types of Learning - Item - ✔✔able to see simple relationships
✔✔Bevis' 6 Types of Learning - Directive - ✔✔able to learn rules, requirements, and
expectations
✔✔Bevis' 6 Types of Learning - Rational - ✔✔able to use theory to make rational
decisions
✔✔Bevis' 6 Types of Learning - Syntactic - ✔✔gain insight by recognizing patterns and
relationships
✔✔Bevis' 6 Types of Learning - Contextual - ✔✔accept cultural norms, rules, rituals,
and morals
GUARANTEE A+
✔✔Carper's Patterns of Knowing (Personal Knowledge) - ✔✔focuses on interactions
and transactions that occur between patient and nurse
✔✔Carper's Patterns of Knowing (Moral/Ethical) - ✔✔focuses on application of norms
and ethical codes to real situations, more than just studying them
✔✔Kolb's Learning Styles (Accommodative) - ✔✔learns through concrete experience
and active experimentation, solves problems via trial and error
✔✔Kolb's Learning Styles (Divergent) - ✔✔concrete experience and reflective
observation, imaginative w/ good ideas, emotional, likes working with people
✔✔Kolb's Learning Styles (Assimilative) - ✔✔learns through abstract concepts and
reflective observation
✔✔Kolb's Learning Styles (Convergent) - ✔✔abstract concepts and active
experimentation, prefers dealing with things to people
✔✔McCarthy's 4MAT System (Type I - Imaginative) - ✔✔students want to understand
reasons for things and prefer active involvement through listening, speaking,
brainstorming, and interacting
✔✔McCarthy's 4MAT System (Type II - Analytic) - ✔✔want to know what to study and
learn and prefers a more passive role observing, listening, analyzing, classifying
✔✔McCarthy's 4MAT System (Type III - Common Sense) - ✔✔want to know how to
apply what they have learned prefers experimenting, manipulating and improvising
✔✔McCarthy's 4MAT System (Type IV - Dynamic) - ✔✔want to know about different
possibilities enjoys modifying, taking risks, and creating new ideas
✔✔Bevis' description of curricula - Illegitimate - ✔✔taught, but not evaluated (caring,
compassion, empathy)
✔✔Bevis' description of curricula - Hidden - ✔✔taught unconsciously through modeling
(values, interactions, beliefs)
✔✔Bevis' description of curricula - Operational - ✔✔content such as knowledge and
skill that are taught and evaluated
,✔✔Bevis' description of curricula - Null - ✔✔behaviors and skills not taught such as;
critical thinking
✔✔Bevis' description of curricula - Official / Legitimate - ✔✔framework stated on
syllabus including; philosophy, mission, objectives and outcomes
✔✔Bloom's Taxonomy: Application - ✔✔-use concepts in a new situation
-applies, builds, constructs
✔✔Bloom's Taxonomy: Knowledge - ✔✔Observation and recall of information;
knowledge of dates, events, places; knowledge of major ideas; mastery of subject
matter.
-list, define, identify, show, label, collect, examine, tabulate, quote, name, who, when,
where, etc.
✔✔Bloom's Taxonomy: Comprehension - ✔✔Understand the meaning, translation,
interpolation, and interpretation of instructions and problems.
State a problem in one's own words.
-summarize, describe, indicate, realize, discuss, explain, compare, outline, review
✔✔Bloom's Taxonomy: Analysis - ✔✔-examine and break info into parts
-analyzes, compare, debate, prioritize, contrast, compute, evaluate, determine, find
✔✔Bloom's Taxonomy: Synthesis - ✔✔-builds a structure from diverse elements
-designs, implements, hypothesizes, creates, predicts, formulate
✔✔Bloom's Taxonomy: Evaluation - ✔✔-highest
-present and defend opinions by making judgements about information
-assess, critiques, solves, justifies, interpret, conclude, evaluate
-ex: "Why do you think...?"
✔✔Scholarship of Discovery - ✔✔conducting independent research and submitting to
juried publications to share with profession / generating new knowledge
✔✔Scholarship of Teaching - ✔✔Requires evidence of effective teaching and
dissemination of knowledge acquired as a result of teaching; curriculum development,
use of innovative teaching/learning strategies; dissemination of teaching
knowledge/expertise.
✔✔Scholarship of Application - ✔✔Connects theory to practice; Service to boards and
organizations, policy development.
, ✔✔Scholarship of Integration - ✔✔Interpretation and synthesis of knowledge across
discipline boundaries; requires communication & interdisciplinary collaboration.
✔✔Dave's Taxonomy - Imitation - ✔✔Observing and patterning behavior after someone
else. Performance may be of low quality.
✔✔Dave's Taxonomy - Manipulation - ✔✔Ability to follow written instructions w/ some
accuracy, but variations are present
✔✔Dave's Taxonomy - Precision - ✔✔Ability to carry out action in logical order w/ few
non-critical errors w/ variable amt of time needed
✔✔Dave's Taxonomy - Articulation - ✔✔Ability to carry out action w/ good coordination
in logical sequence in reasonable time
✔✔Dave's Taxonomy - Naturalization - ✔✔Mastering a high level performance until it
becomes second-nature or natural, without needing to think much about it.
✔✔Faculty constraint - ✔✔activities are inappropriate for students' abilities d/t
overestimation or underestimation of students' knowledge
✔✔Student constraint - ✔✔# of students, lack of prerequisite knowledge, stress/anxiety,
resistance, lack of skills
✔✔Summative Assessment/Evaluation - ✔✔done at completion of course or program to
evaluate final results, assess students' learning outcomes, effectiveness of
teaching/learning, or help determine if revisions are needed for course
✔✔Formative Assessment/Evaluation - ✔✔completed while course/program is still in
progress to assess learning activities, students' learning, and identify problems
✔✔Bevis' 6 Types of Learning - Item - ✔✔able to see simple relationships
✔✔Bevis' 6 Types of Learning - Directive - ✔✔able to learn rules, requirements, and
expectations
✔✔Bevis' 6 Types of Learning - Rational - ✔✔able to use theory to make rational
decisions
✔✔Bevis' 6 Types of Learning - Syntactic - ✔✔gain insight by recognizing patterns and
relationships
✔✔Bevis' 6 Types of Learning - Contextual - ✔✔accept cultural norms, rules, rituals,
and morals
