, TESTBANK FOR Teaching and Learning in a Concept-Based Nursing
Curriculum First Edition Ignatavicius
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
Quizzes, Midterm and final exams are included (if available in the original resources).
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
⚠️Note on Answer Keys: If the answer key is not included within the chapter
questions, you will find the complete answers and solutions at the end of each
chapter.
✅ Why Buy From Us?
📚 Complete & organized chapter-by-chapter – no missing content, no guessing.
⚡ Instant digital delivery – get your file the moment you pay, no waiting.
📅 Always up to date – we track new editions so you always get the latest version.
💬 Friendly support – real humans ready to help, anytime you need us.
🔒 Safe & secure – thousands of satisfied students trust us every semester.
🛡️Our Guarantees
💰 Money-Back Guarantee: Not satisfied? We offer a full refund – no questions asked.
🔄 Wrong File? No Problem: Contact us and we will replace it immediately with the
correct version, free of charge.
⏰ 24/7 Support: We are always here – reach out anytime and expect a fast response.
,Teaching and Learning in a Concept-Based Nursing Curriculum: A
How-To Best Practice Approach
Donna Ignatavicius
Test Bank
, Chapter 1 – Essential Elements of an Effective Nursing Curriculum
1. Annette was meeting with an admissions counselor to help decide which program to enroll in.
The counselor commented that it’s important to keep in mind that the curriculum outlined in the
handbook does not necessarily reflect everything that would happen in the program. What type
of curriculum was the counselor referring to?
a. Formal
b. Informal
c. Accredited
d. Structured
Answer: b
Rationale: Informal curriculum includes learning opportunities that are not necessarily planned.
These opportunities provide “teachable moments” for the educator and enriches the student’s
learning.
2. Which key component of an effective nursing curriculum would include the faculty’s beliefs
about professional nursing, adult learning, and the role(s) of nursing graduates?
a. Mission
b. Outcomes
c. Philosophy
d. Assessments
Answer: c
Rationale: A philosophy flows from the mission and is generally described as a set of beliefs and
their related concepts. A nursing program or department or college of nursing’s philosophy
typically includes faculty’s beliefs about professional nursing, adult learning, and the role(s) of
nursing graduates. A nursing department or college of nursing’s philosophy should also be
consistent with that of its educational institution.
3. Explain how the mission and/or philosophy drives curriculum development and revision.
Answer: Answers will vary. Examples of acceptable responses include noting that if the faculty
believes that professional nurses use current evidence for making clinical judgments, the
curriculum should include a focus on the knowledge and skills associated with evidence-based
practice. Or, if the faculty believe adult learning and thinking is the primary focus of the
program, processes to ensure learning and thinking need to be planned.
,4. The major underpinnings, themes, or core concepts that organize a program’s curriculum are
identified in the ______.
a. Plan of study
b. Program assessment
c. Course development
d. Organizational framework
Answer: d
Rationale: Organizing curricular framework, also referred to as an organizational framework and
formerly called the conceptual framework, identifies the major underpinnings, themes, or core
concepts that organize a program’s curriculum. In earlier years, accrediting organizations and
boards of nursing required the identification of “threads” that were depicted in a conceptual
framework, but there is currently no requirement by most regulatory or accrediting bodies to
create this graphic representation. A few programs continue to use a diagram to show the
relationship of core concepts or themes that are emphasized in the curriculum.
5. Abby is comparing nurse anesthetist programs. The organizational framework that will best
prepare her for this career would be based on the ______.
a. APRN Essentials
b. QSEN competencies
c. NLN’s Differentiated Graduate Competencies
d. AACN’s Essentials of Master’s or Doctoral Education
Answer: d
Rationale: In the United States, the expectations for designing a graduate curriculum include
alignment with either AACN’s The Essentials of Master’s Education in Nursing or The
Essentials of Doctoral Education for Advanced Nursing Practice; congruence with the
Consensus Report for APRN Practice; and congruence with nationally established competencies
for APRN roles.
6. A subgroup of the curriculum committee was given the task of completing the first stage of
backward design for the BSN program and submitting their recommendations to the full
committee at the next quarterly meeting. What will the group recommend to the full curriculum
committee?
a. Student expectations
b. Teaching and learning strategies
c. Student learning and program outcomes
d. Evaluation strategies for the BSN program
Answer: c
Rationale: Backward design is a pedagogical approach used in secondary education, higher
education, and health professions education. Step 1 of the three-step process is to develop desired
,student learning outcomes (SLOs) and program outcomes. Student learning and program
outcomes describe the expectations regarding knowledge, skills, and attitudes that students are
expected to achieve during an educational program, as well as organize the curriculum and guide
student learning and evaluation. They can be categorized into three levels: (1) end-of-program
SLOs, (2) course SLOs, or (3) unit, modular, or weekly SLOs.
7. In the Parkway Community College Nursing Program, courses are taught by faculty with
clinical expertise in the topic. The director of the program states that she is pleased that the
program’s curriculum is flexible enough that they are able to include these new concepts.
However, students have reported feeling like they didn’t learn anything useful. What type of
curriculum model does this describe? What do you think accounts for the student dissatisfaction?
Answer: This describes a traditional curriculum model. In such a model, clinical experts are
assigned to teach specific courses and are charged with keeping those courses up to date. This
often results in content overload for students, primarily for two reasons: (1) Experts tends to
teach in more detail than is needed, and (2) instructors tends to continually add to the curriculum,
resulting in too much content to cover. As a result, students compartmentalize knowledge and are
commonly unable to transfer learning from one context to another.
8. Why is it preferable to split a course with theory and lab/clinical components?
Answer: The advantage of one total course with one syllabus, one description, and one set of
SLOs may be outweighed by the fact that the student must pass all course components. By
splitting the didactic (theory) and clinical components into two separate courses, a student who
fails one of the courses would not have to repeat the successfully achieved course.
9. Lakeview Nursing College has a 3-credit hour course titled Nursing Concepts III. It is offered
in both the generic BSN program and the RN-to-BSN completion program. Students may take
this particular course through classroom instruction or via online instruction. How should the
course description differ for each offering?
a. The course description for the BSN program should differ from that for the RN-to-BSN
program.
b. The same course description should be used for both programs, for both the online and on-
campus courses.
c. The course descriptions for the online courses should be identical, and the descriptions for the
on-campus courses should be identical but different from the online course description.
d. There should be four unique course descriptions: one for the BSN online course, one for the
BSN on-campus course, one for the RN-to-BSN online course, and one for the RN-to-BSN on-
campus course.
,Answer: b
Rationale: If more than one degree option or track is offered, they should all have the same
syllabus for a course offered in all tracks, especially the course description.
10. Most nursing accreditation bodies require a minimum of 4 months’ notice and a substantive
change report before a new curriculum is implemented. What is the ideal time frame for pre-
nursing students to be notified of major curriculum changes?
a. 4 months
b. 6 months
c. 1 semester
d. 1 year
Answer: d
Rationale: During the approval process, faculty and school advisors need to alert pre-nursing
students a year prior to major curriculum change considerations and how it will likely affect them.
, Chapter 2 – Traditional Learning vs. Conceptual Learning
1. Select the mission statement that best represents a student-centered philosophy.
a. “To move forward the frontiers of human knowledge and enrich and elevate society.”
b. “To inspire and support best practices in teaching that promote engaged, effective learning for
all students.”
c. “To strengthen comprehensive learning and enhance and promote student success by
providing academic support services to students and the surrounding community.”
d. “To prepare students for leadership and lifelong learning in a multicultural world, while
enhancing the future of our world through teaching, research, creative activity, and service.”
Answer: c
Rationale: Teaching is what the educator does through instructional methods and is therefore
“teacher-centered.” Learning is what students do and is therefore “student-centered.” Learning
should be the core mission of higher education to ensure that students can apply the knowledge,
skills, and attitudes (KSAs) needed to prepare for careers or jobs.
2. List the five key learning principles of a learning college according to O’Banion.
Answer: (1) Creates substantive change in student learning; (2) engages learners as full partners
in learning with learners taking responsibility for their choices; (3) offers many options for
meaningful student learning; (4) promotes collaborative learning; and (5) succeeds when student
learning can be documented.
3. Which is an example of the psychomotor domain as applied to nursing education?
a. Role-playing discharge planning
b. Mixing insulins in the same syringe
c. Appropriately adjusting course when initial plans fail
d. Applying knowledge gained in psychology course during patient conversations
Answer: b
Rationale: The psychomotor domain focus is on physical and kinesthetic forms of learning,
usually associated with skill acquisition. Psychomotor domains can be reflected in computerized
charting, or other communication vehicles, but the focus on skill acquisition is paramount.
4. Integrating refers to how the brain processes data and makes sense of it, including making
connections to previous knowledge. Where does this occur in the brain?
a. Thalamus
b. Frontal lobe
,c. Cerebral cortex
d. Parietal and/or temporal lobes
Answer: b
Rationale: Integrating occurs in the frontal lobe of the cerebral cortex. It is one of the three major
categories of brain function that is essential to learning. These include sensing, integrating, and
responding.
5. Lecture-style teaching has been identified as an ineffective means of instruction, yet many
educators still use this approach. Cite two reasons why educators may be resistant to changing
their approach. What measures would you recommend to help educators adopt a different
approach?
Answer: Answers will vary. Some examples include:
Lack of training in other methods: Provide training; share case studies on other
approaches; provide links to online resources
Limited technology skills: Provide training; create step-by-step tutorials and job aids for
recurring tasks; assign “technology mentor” for the department; contact instructional
technology team for support; reach out to LMS technical support for training help and
resources
“I’ve always taught this way” or belief that lecturing is effective: Provide information
related to the disadvantages of this approach; share information about other options,
focusing on the benefits
Concerns about time commitment: Provide general guidelines about time commitments;
share best practices; provide support for initial course re-development
Unsure how to adapt content to different model: Partner with someone who has
successfully made the transition; contact instructional design/instructional technology
team
6. Chronic heart failure and osteoarthritis are examples of ______.
a. Models
b. Concepts
c. Processes
d. Exemplars
Answer: d
Rationale: The key building clock of a CBC are concepts and exemplars. Exemplars are specific
content topics that relate to and represent identified concepts. Exemplars tend to be health
problems experienced by patients, clients, and residents. Exemplars for health and
illness/wellness concepts may be disease processes such as chronic heart failure (concept of
perfusion) and osteoarthritis (concept of mobility).
, 7. Explain why nursing faculty who teach in prelicensure programs may be reluctant to delete
existing medical diagnosis curriculum content.
Answer: Usually the fear of deleting existing medical diagnosis curriculum content stems from
the fear that medical diagnosis content will be tested on the NCLEX exam, and educators are
concerned that student pass rates will decline or their students will feel ill-prepared for the exam.
This concern is unfounded as current licensure test plans are not organized by medical diagnosis,
but rather by integrated processes and client needs categories.
8. When Tamara arrived for her first day of ER clinical rotation, Louis, the clinic preceptor, was
giving report to the next shift nurse. The ER was packed, triage was backed up, and Tamara was
informed that it was an “all-hands-on-deck” type of night. As Tamara passed by a patient’s
room, she saw that a family member of the patient in room 6 was profusely sweating. The patient
kept asking when he last ate and asked him to get a cookie out of her purse. The family member
mumbled something, then started opening cabinets. Tamara went to the refrigerator, poured a
small glass of orange juice, and returned the patient’s room. Using Tanner’s model as a guide,
describe Tamara’s actions thus far, and then predict what she will do next.
Answer: The first element of Tanner’s model of clinical judgment is noticing. Tamara noticed
that the ER was very busy, that the man was profusely sweating, and that the patient was worried
about the last time the person ate and suggested that he eat a cookie. Further, Tamara noticed that
the family member was mumbling, and when asked to get the patient’s purse, he started opening
cabinets in the treatment room. Tamara interpreted these events as an indication that the family
member was diabetic and had possibly taken insulin without eating, or eating enough food. This
is the second element in Tanner’s model of clinical judgment. Responding to what she noticed
and interpreted (the third element), Tamara retrieved orange juice and returned to the patient’s
room. Tamara’s next steps will likely be to confirm her suspicions with the patient and family
member and offer the orange juice to the patient. The reflecting element would involve Tamara
staying to see if the family member’s symptoms begin to normalize. Further, Tamara would
report back to her preceptor and ask if additional measures should be taken, including checking
the family member’s blood glucose level.
9. A colleague is teaching a concept-based curriculum and wants to increase student
accountability for learning. Which approach should you recommend?
a. Have the students follow a step-by-step guide to complete a lab-type activity.
b. Require all students to sign a learning contract that states that they will be accountable for
their own success.
c. Present students with challenging case studies, and have them work through the patients’
initial assessment through evaluation in groups
Curriculum First Edition Ignatavicius
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
Quizzes, Midterm and final exams are included (if available in the original resources).
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
⚠️Note on Answer Keys: If the answer key is not included within the chapter
questions, you will find the complete answers and solutions at the end of each
chapter.
✅ Why Buy From Us?
📚 Complete & organized chapter-by-chapter – no missing content, no guessing.
⚡ Instant digital delivery – get your file the moment you pay, no waiting.
📅 Always up to date – we track new editions so you always get the latest version.
💬 Friendly support – real humans ready to help, anytime you need us.
🔒 Safe & secure – thousands of satisfied students trust us every semester.
🛡️Our Guarantees
💰 Money-Back Guarantee: Not satisfied? We offer a full refund – no questions asked.
🔄 Wrong File? No Problem: Contact us and we will replace it immediately with the
correct version, free of charge.
⏰ 24/7 Support: We are always here – reach out anytime and expect a fast response.
,Teaching and Learning in a Concept-Based Nursing Curriculum: A
How-To Best Practice Approach
Donna Ignatavicius
Test Bank
, Chapter 1 – Essential Elements of an Effective Nursing Curriculum
1. Annette was meeting with an admissions counselor to help decide which program to enroll in.
The counselor commented that it’s important to keep in mind that the curriculum outlined in the
handbook does not necessarily reflect everything that would happen in the program. What type
of curriculum was the counselor referring to?
a. Formal
b. Informal
c. Accredited
d. Structured
Answer: b
Rationale: Informal curriculum includes learning opportunities that are not necessarily planned.
These opportunities provide “teachable moments” for the educator and enriches the student’s
learning.
2. Which key component of an effective nursing curriculum would include the faculty’s beliefs
about professional nursing, adult learning, and the role(s) of nursing graduates?
a. Mission
b. Outcomes
c. Philosophy
d. Assessments
Answer: c
Rationale: A philosophy flows from the mission and is generally described as a set of beliefs and
their related concepts. A nursing program or department or college of nursing’s philosophy
typically includes faculty’s beliefs about professional nursing, adult learning, and the role(s) of
nursing graduates. A nursing department or college of nursing’s philosophy should also be
consistent with that of its educational institution.
3. Explain how the mission and/or philosophy drives curriculum development and revision.
Answer: Answers will vary. Examples of acceptable responses include noting that if the faculty
believes that professional nurses use current evidence for making clinical judgments, the
curriculum should include a focus on the knowledge and skills associated with evidence-based
practice. Or, if the faculty believe adult learning and thinking is the primary focus of the
program, processes to ensure learning and thinking need to be planned.
,4. The major underpinnings, themes, or core concepts that organize a program’s curriculum are
identified in the ______.
a. Plan of study
b. Program assessment
c. Course development
d. Organizational framework
Answer: d
Rationale: Organizing curricular framework, also referred to as an organizational framework and
formerly called the conceptual framework, identifies the major underpinnings, themes, or core
concepts that organize a program’s curriculum. In earlier years, accrediting organizations and
boards of nursing required the identification of “threads” that were depicted in a conceptual
framework, but there is currently no requirement by most regulatory or accrediting bodies to
create this graphic representation. A few programs continue to use a diagram to show the
relationship of core concepts or themes that are emphasized in the curriculum.
5. Abby is comparing nurse anesthetist programs. The organizational framework that will best
prepare her for this career would be based on the ______.
a. APRN Essentials
b. QSEN competencies
c. NLN’s Differentiated Graduate Competencies
d. AACN’s Essentials of Master’s or Doctoral Education
Answer: d
Rationale: In the United States, the expectations for designing a graduate curriculum include
alignment with either AACN’s The Essentials of Master’s Education in Nursing or The
Essentials of Doctoral Education for Advanced Nursing Practice; congruence with the
Consensus Report for APRN Practice; and congruence with nationally established competencies
for APRN roles.
6. A subgroup of the curriculum committee was given the task of completing the first stage of
backward design for the BSN program and submitting their recommendations to the full
committee at the next quarterly meeting. What will the group recommend to the full curriculum
committee?
a. Student expectations
b. Teaching and learning strategies
c. Student learning and program outcomes
d. Evaluation strategies for the BSN program
Answer: c
Rationale: Backward design is a pedagogical approach used in secondary education, higher
education, and health professions education. Step 1 of the three-step process is to develop desired
,student learning outcomes (SLOs) and program outcomes. Student learning and program
outcomes describe the expectations regarding knowledge, skills, and attitudes that students are
expected to achieve during an educational program, as well as organize the curriculum and guide
student learning and evaluation. They can be categorized into three levels: (1) end-of-program
SLOs, (2) course SLOs, or (3) unit, modular, or weekly SLOs.
7. In the Parkway Community College Nursing Program, courses are taught by faculty with
clinical expertise in the topic. The director of the program states that she is pleased that the
program’s curriculum is flexible enough that they are able to include these new concepts.
However, students have reported feeling like they didn’t learn anything useful. What type of
curriculum model does this describe? What do you think accounts for the student dissatisfaction?
Answer: This describes a traditional curriculum model. In such a model, clinical experts are
assigned to teach specific courses and are charged with keeping those courses up to date. This
often results in content overload for students, primarily for two reasons: (1) Experts tends to
teach in more detail than is needed, and (2) instructors tends to continually add to the curriculum,
resulting in too much content to cover. As a result, students compartmentalize knowledge and are
commonly unable to transfer learning from one context to another.
8. Why is it preferable to split a course with theory and lab/clinical components?
Answer: The advantage of one total course with one syllabus, one description, and one set of
SLOs may be outweighed by the fact that the student must pass all course components. By
splitting the didactic (theory) and clinical components into two separate courses, a student who
fails one of the courses would not have to repeat the successfully achieved course.
9. Lakeview Nursing College has a 3-credit hour course titled Nursing Concepts III. It is offered
in both the generic BSN program and the RN-to-BSN completion program. Students may take
this particular course through classroom instruction or via online instruction. How should the
course description differ for each offering?
a. The course description for the BSN program should differ from that for the RN-to-BSN
program.
b. The same course description should be used for both programs, for both the online and on-
campus courses.
c. The course descriptions for the online courses should be identical, and the descriptions for the
on-campus courses should be identical but different from the online course description.
d. There should be four unique course descriptions: one for the BSN online course, one for the
BSN on-campus course, one for the RN-to-BSN online course, and one for the RN-to-BSN on-
campus course.
,Answer: b
Rationale: If more than one degree option or track is offered, they should all have the same
syllabus for a course offered in all tracks, especially the course description.
10. Most nursing accreditation bodies require a minimum of 4 months’ notice and a substantive
change report before a new curriculum is implemented. What is the ideal time frame for pre-
nursing students to be notified of major curriculum changes?
a. 4 months
b. 6 months
c. 1 semester
d. 1 year
Answer: d
Rationale: During the approval process, faculty and school advisors need to alert pre-nursing
students a year prior to major curriculum change considerations and how it will likely affect them.
, Chapter 2 – Traditional Learning vs. Conceptual Learning
1. Select the mission statement that best represents a student-centered philosophy.
a. “To move forward the frontiers of human knowledge and enrich and elevate society.”
b. “To inspire and support best practices in teaching that promote engaged, effective learning for
all students.”
c. “To strengthen comprehensive learning and enhance and promote student success by
providing academic support services to students and the surrounding community.”
d. “To prepare students for leadership and lifelong learning in a multicultural world, while
enhancing the future of our world through teaching, research, creative activity, and service.”
Answer: c
Rationale: Teaching is what the educator does through instructional methods and is therefore
“teacher-centered.” Learning is what students do and is therefore “student-centered.” Learning
should be the core mission of higher education to ensure that students can apply the knowledge,
skills, and attitudes (KSAs) needed to prepare for careers or jobs.
2. List the five key learning principles of a learning college according to O’Banion.
Answer: (1) Creates substantive change in student learning; (2) engages learners as full partners
in learning with learners taking responsibility for their choices; (3) offers many options for
meaningful student learning; (4) promotes collaborative learning; and (5) succeeds when student
learning can be documented.
3. Which is an example of the psychomotor domain as applied to nursing education?
a. Role-playing discharge planning
b. Mixing insulins in the same syringe
c. Appropriately adjusting course when initial plans fail
d. Applying knowledge gained in psychology course during patient conversations
Answer: b
Rationale: The psychomotor domain focus is on physical and kinesthetic forms of learning,
usually associated with skill acquisition. Psychomotor domains can be reflected in computerized
charting, or other communication vehicles, but the focus on skill acquisition is paramount.
4. Integrating refers to how the brain processes data and makes sense of it, including making
connections to previous knowledge. Where does this occur in the brain?
a. Thalamus
b. Frontal lobe
,c. Cerebral cortex
d. Parietal and/or temporal lobes
Answer: b
Rationale: Integrating occurs in the frontal lobe of the cerebral cortex. It is one of the three major
categories of brain function that is essential to learning. These include sensing, integrating, and
responding.
5. Lecture-style teaching has been identified as an ineffective means of instruction, yet many
educators still use this approach. Cite two reasons why educators may be resistant to changing
their approach. What measures would you recommend to help educators adopt a different
approach?
Answer: Answers will vary. Some examples include:
Lack of training in other methods: Provide training; share case studies on other
approaches; provide links to online resources
Limited technology skills: Provide training; create step-by-step tutorials and job aids for
recurring tasks; assign “technology mentor” for the department; contact instructional
technology team for support; reach out to LMS technical support for training help and
resources
“I’ve always taught this way” or belief that lecturing is effective: Provide information
related to the disadvantages of this approach; share information about other options,
focusing on the benefits
Concerns about time commitment: Provide general guidelines about time commitments;
share best practices; provide support for initial course re-development
Unsure how to adapt content to different model: Partner with someone who has
successfully made the transition; contact instructional design/instructional technology
team
6. Chronic heart failure and osteoarthritis are examples of ______.
a. Models
b. Concepts
c. Processes
d. Exemplars
Answer: d
Rationale: The key building clock of a CBC are concepts and exemplars. Exemplars are specific
content topics that relate to and represent identified concepts. Exemplars tend to be health
problems experienced by patients, clients, and residents. Exemplars for health and
illness/wellness concepts may be disease processes such as chronic heart failure (concept of
perfusion) and osteoarthritis (concept of mobility).
, 7. Explain why nursing faculty who teach in prelicensure programs may be reluctant to delete
existing medical diagnosis curriculum content.
Answer: Usually the fear of deleting existing medical diagnosis curriculum content stems from
the fear that medical diagnosis content will be tested on the NCLEX exam, and educators are
concerned that student pass rates will decline or their students will feel ill-prepared for the exam.
This concern is unfounded as current licensure test plans are not organized by medical diagnosis,
but rather by integrated processes and client needs categories.
8. When Tamara arrived for her first day of ER clinical rotation, Louis, the clinic preceptor, was
giving report to the next shift nurse. The ER was packed, triage was backed up, and Tamara was
informed that it was an “all-hands-on-deck” type of night. As Tamara passed by a patient’s
room, she saw that a family member of the patient in room 6 was profusely sweating. The patient
kept asking when he last ate and asked him to get a cookie out of her purse. The family member
mumbled something, then started opening cabinets. Tamara went to the refrigerator, poured a
small glass of orange juice, and returned the patient’s room. Using Tanner’s model as a guide,
describe Tamara’s actions thus far, and then predict what she will do next.
Answer: The first element of Tanner’s model of clinical judgment is noticing. Tamara noticed
that the ER was very busy, that the man was profusely sweating, and that the patient was worried
about the last time the person ate and suggested that he eat a cookie. Further, Tamara noticed that
the family member was mumbling, and when asked to get the patient’s purse, he started opening
cabinets in the treatment room. Tamara interpreted these events as an indication that the family
member was diabetic and had possibly taken insulin without eating, or eating enough food. This
is the second element in Tanner’s model of clinical judgment. Responding to what she noticed
and interpreted (the third element), Tamara retrieved orange juice and returned to the patient’s
room. Tamara’s next steps will likely be to confirm her suspicions with the patient and family
member and offer the orange juice to the patient. The reflecting element would involve Tamara
staying to see if the family member’s symptoms begin to normalize. Further, Tamara would
report back to her preceptor and ask if additional measures should be taken, including checking
the family member’s blood glucose level.
9. A colleague is teaching a concept-based curriculum and wants to increase student
accountability for learning. Which approach should you recommend?
a. Have the students follow a step-by-step guide to complete a lab-type activity.
b. Require all students to sign a learning contract that states that they will be accountable for
their own success.
c. Present students with challenging case studies, and have them work through the patients’
initial assessment through evaluation in groups
