CNE LATEST 2026 EXAM QUESTIONS AND ANSWERS
GUARANTEE A+
✔✔What role does formative assessment play in online teaching?
-Provides a summary of student performance at the end of the course
-Provides criterion related evaluation on exams
-Provides normative feedback on major assignments
-Provides feedback during the learning process - ✔✔-Provides feedback during the
learning process
✔✔In synchronous online classes, what is a common tool for real-time communication
between educators and students?
-Email
-Discussion Board
-Video Conferencing
-Recorded Lectures - ✔✔-Video Conferencing
✔✔How can educators foster a sense of community in online courses?
-Facilitate online discussions and group activities
-A sense of community is not a goal of online learning
-Set a schedule where everyone must meet at a certain time
-Providing names and emails of all participants - ✔✔-Facilitate online discussions and
group activities
✔✔What is a key advantage of incorporating asynchronous or self-paced learning in
online teaching?
-Decreased instructor engagement and time
-A structured model to complete modules on a time frame
-Is an advantage to procrastinators
-Flexibility in learning schedules - ✔✔-Flexibility in learning schedules
✔✔What is the key principle behind Universal Design for Learning (UDL) in online
education?
-Providing a one-size-fits-all approach
-Designing instructional content with flexibility and accessibility in mind
-Customizing learning materials for each individual learner
-Focusing on visual elements to enhance engagement - ✔✔-Designing instructional
content with flexibility and accessibility in mind
✔✔What is the purpose of incorporating multimedia elements in online course content?
,-To enhance student engagement and visual appeal
-To reduce the content of the course
-To appeal to the visual learner
-To make students laugh with the inclusion of funny graphics - ✔✔-To enhance student
engagement and visual appeal
✔✔During a clinical conference, a learner verbalized frustration and disapproval when
discussing the client's history of illicit drug use. Which learning activity would best
facilitate development of the learner's self-awareness while connecting the clinical
experience to an effective learning outcome?
Reflective journaling
Reading assignments
Skills demonstration
Portfolio - ✔✔Reflective journaling
Option A is correct because the affective domain relates to the development of values,
attitudes, and beliefs consistent with standards of professional nursing practice
(Oermann & Gaberson, 2017). Through reflection, learners detail personal learning
experiences and connect them to learning outcomes (Phillips, 2016). Learners can
discover their own beliefs and values when writing. The other learning activities found in
options B, C, and D would not be the best learning activity since they do not require
consideration of self-awareness.
✔✔Which action would best prepare a learner to give an end-of-shift report to an
oncoming nurse?
Encouraging the learner to observe a nurse given end-of-shift report
Providing an opportunity for the learner to practice giving an end-of-shift report during
clinical conference time
Allowing the learner to practice giving an end-of-shift report and providing performance
feedback
Showing a video during post-conference to prepare the learner to give an end-of-shift
report the next clinical learning day - ✔✔Allowing the learner to practice giving an end-
of-shift report and providing performance feedback
The clinical nurse educator can provide opportunities to enhance learners' ability to
communicate to other health care professionals. These opportunities can reinforce the
learners' communication skills and they will receive feedback in a supportive
environment to develop their skills (Johnson & Blakely, 2019). Feedback and reflection
can allow learners to expand and develop their skills while recognizing their limits and
, challenges. Options A, B, and D, well helpful, do not incorporate learning, practice, and
feedback opportunities that can enhance learner performance.
✔✔During clinical conference, the clinical nurse educator demonstrates the proper way
to give an end-of-shift report to learners. Then, the clinical nurse educator provides a
client scenario to each learner, affording the opportunity to practice reporting skills with
another learner. Which action is most appropriate next?
Listening to each practice session and then providing performance feedback
Encouraging learners to discuss their feelings in a post clinical experience journal
Allowing learners to practice and responding two questions at the end of the practice
session
Reinforcing the importance of paying attention to the clinical nurse educator's
expectations - ✔✔Listening to each practice session and then providing performance
feedback
By listening to each group of learners, the clinical nurse educator is gaining an
opportunity to listen to learners' questions, needs, and concerns in a non-threatening
way and offering immediate feedback; Option A promotes learning from classmates and
can allow for the learner to practice and receive feedback about performance. It may
also help learners identify what client information is vital in the end-of-shift report
(Johnson & Blakely, 2019). Option B focuses only on feelings about the experience and
is inadequate for skill development. Option C allows for practice but does not provide
learners with feedback that can help improve performance. Option D focuses only on
the clinical nurse educator's expectations and not on enhancing skill development.
✔✔Which environment would be most appropriate for holding a clinical conference
discussion at the end of the clinical day?
Nurses lounge on the unit
Round table in the corner of the cafeteria
Large conference room with seats arranged in rows like a classroom
Room with chairs arranged in a semi-circle or U shape - ✔✔Room with chairs arranged
in a semi-circle or U shape
Face-to-face discussions are often conducted during clinical conferences. A room
structured in a semi-circle or U shaped format best facilitates discussion among the
group members, as it allows for face-to-face conversations. Option A is not appropriate
to promote discussion, as there may be interruptions and distractions. Additionally,
learners may not feel free to discuss their experiences in a public area such as the
nurses lounge. The seat arrangement in Option C does not facilitate group discussion.
Option B is not appropriate as confidential information could be heard in a public setting
such as the cafeteria (Gardner & Suplee, 2010).
GUARANTEE A+
✔✔What role does formative assessment play in online teaching?
-Provides a summary of student performance at the end of the course
-Provides criterion related evaluation on exams
-Provides normative feedback on major assignments
-Provides feedback during the learning process - ✔✔-Provides feedback during the
learning process
✔✔In synchronous online classes, what is a common tool for real-time communication
between educators and students?
-Discussion Board
-Video Conferencing
-Recorded Lectures - ✔✔-Video Conferencing
✔✔How can educators foster a sense of community in online courses?
-Facilitate online discussions and group activities
-A sense of community is not a goal of online learning
-Set a schedule where everyone must meet at a certain time
-Providing names and emails of all participants - ✔✔-Facilitate online discussions and
group activities
✔✔What is a key advantage of incorporating asynchronous or self-paced learning in
online teaching?
-Decreased instructor engagement and time
-A structured model to complete modules on a time frame
-Is an advantage to procrastinators
-Flexibility in learning schedules - ✔✔-Flexibility in learning schedules
✔✔What is the key principle behind Universal Design for Learning (UDL) in online
education?
-Providing a one-size-fits-all approach
-Designing instructional content with flexibility and accessibility in mind
-Customizing learning materials for each individual learner
-Focusing on visual elements to enhance engagement - ✔✔-Designing instructional
content with flexibility and accessibility in mind
✔✔What is the purpose of incorporating multimedia elements in online course content?
,-To enhance student engagement and visual appeal
-To reduce the content of the course
-To appeal to the visual learner
-To make students laugh with the inclusion of funny graphics - ✔✔-To enhance student
engagement and visual appeal
✔✔During a clinical conference, a learner verbalized frustration and disapproval when
discussing the client's history of illicit drug use. Which learning activity would best
facilitate development of the learner's self-awareness while connecting the clinical
experience to an effective learning outcome?
Reflective journaling
Reading assignments
Skills demonstration
Portfolio - ✔✔Reflective journaling
Option A is correct because the affective domain relates to the development of values,
attitudes, and beliefs consistent with standards of professional nursing practice
(Oermann & Gaberson, 2017). Through reflection, learners detail personal learning
experiences and connect them to learning outcomes (Phillips, 2016). Learners can
discover their own beliefs and values when writing. The other learning activities found in
options B, C, and D would not be the best learning activity since they do not require
consideration of self-awareness.
✔✔Which action would best prepare a learner to give an end-of-shift report to an
oncoming nurse?
Encouraging the learner to observe a nurse given end-of-shift report
Providing an opportunity for the learner to practice giving an end-of-shift report during
clinical conference time
Allowing the learner to practice giving an end-of-shift report and providing performance
feedback
Showing a video during post-conference to prepare the learner to give an end-of-shift
report the next clinical learning day - ✔✔Allowing the learner to practice giving an end-
of-shift report and providing performance feedback
The clinical nurse educator can provide opportunities to enhance learners' ability to
communicate to other health care professionals. These opportunities can reinforce the
learners' communication skills and they will receive feedback in a supportive
environment to develop their skills (Johnson & Blakely, 2019). Feedback and reflection
can allow learners to expand and develop their skills while recognizing their limits and
, challenges. Options A, B, and D, well helpful, do not incorporate learning, practice, and
feedback opportunities that can enhance learner performance.
✔✔During clinical conference, the clinical nurse educator demonstrates the proper way
to give an end-of-shift report to learners. Then, the clinical nurse educator provides a
client scenario to each learner, affording the opportunity to practice reporting skills with
another learner. Which action is most appropriate next?
Listening to each practice session and then providing performance feedback
Encouraging learners to discuss their feelings in a post clinical experience journal
Allowing learners to practice and responding two questions at the end of the practice
session
Reinforcing the importance of paying attention to the clinical nurse educator's
expectations - ✔✔Listening to each practice session and then providing performance
feedback
By listening to each group of learners, the clinical nurse educator is gaining an
opportunity to listen to learners' questions, needs, and concerns in a non-threatening
way and offering immediate feedback; Option A promotes learning from classmates and
can allow for the learner to practice and receive feedback about performance. It may
also help learners identify what client information is vital in the end-of-shift report
(Johnson & Blakely, 2019). Option B focuses only on feelings about the experience and
is inadequate for skill development. Option C allows for practice but does not provide
learners with feedback that can help improve performance. Option D focuses only on
the clinical nurse educator's expectations and not on enhancing skill development.
✔✔Which environment would be most appropriate for holding a clinical conference
discussion at the end of the clinical day?
Nurses lounge on the unit
Round table in the corner of the cafeteria
Large conference room with seats arranged in rows like a classroom
Room with chairs arranged in a semi-circle or U shape - ✔✔Room with chairs arranged
in a semi-circle or U shape
Face-to-face discussions are often conducted during clinical conferences. A room
structured in a semi-circle or U shaped format best facilitates discussion among the
group members, as it allows for face-to-face conversations. Option A is not appropriate
to promote discussion, as there may be interruptions and distractions. Additionally,
learners may not feel free to discuss their experiences in a public area such as the
nurses lounge. The seat arrangement in Option C does not facilitate group discussion.
Option B is not appropriate as confidential information could be heard in a public setting
such as the cafeteria (Gardner & Suplee, 2010).
