CNE FINAL EXAM 2024 ACTUAL EXAM COMPLETE
ACCURATE EXAM QUESTIONS WITH DETAILED
VERIFIED ANSWERS (100% CORRECT ANSWERS)
/ALREADY GRADED A+
field dependent learners - ANSWER easily affected, disturbed by criticism, conforms to
peer pressure, influenced by feedback, likes facts, wants learning relevant to personal
experience, needs external goals, reinforcement, and prefers discussion to lecture
field independent learners - ANSWER unaffected by criticism, doesn't conform to peer
pressure, not influenced by feedback, self-directed, enjoys new ideas and concepts,
prefers lectures to discussion
Baby Boomers - ANSWER 1946-1964
interactive, interested in problem solving, likes written material w/ details, competitive,
career-focused, self-assured
Gen X - ANSWER 1965-1976
learn by doing, role playing, likes written materials w/ bullets, graphics, and quotes
Latch-key kids, learned to manage time, set limits, and get work done, work-life
balance, can tolerate change
Millenials (Generation Y) - ANSWER 1980-2000s
needs clear instruction, needs feedback, likes working in groups, team players, accepts
authority, follows rules, optimistic, outspoken, self-confident, digital natives that are high
achievers
Behaviorism - ANSWER Focuses on positive reinforcement to provided motivation to
learn in an organized manner. Facts mastered in sequential steps w/ emphasis on
critical thinking and analysis. Most common learning theory used by nursing schools,
State Boards of nursing, and accrediting agencies
Orem's (1959) general theory of nursing - ANSWER assisting others to provide self care
self-care
self-care deficits- nurse helps those who can not manage self care
nursing systems- meeting pt self-care needs
Bloom's Taxonomy / Cognitive domain - ANSWER knowledge- recalling and acquiring
facts / lowest level
comprehension- understanding new info
,application- apply knowledge to new situations analysis- ability to breakdown into
component parts
synthesis- ability to take parts and put them back together in a new way
evaluation- ability to look at info and formulate judgments / highest level
Benner's stages of nursing proficiency - Novice - ANSWER minimal exp, governed by
rules, not adaptable
Benner's stages of nursing proficiency - Adv Beginner - ANSWER beginning to gain
experience with improved coping
Benner's stages of nursing proficiency - Competent - ANSWER 2-3 years exp, able to
cope w/ new experiences, but still not completely flexible, requires time for planning
Benner's stages of nursing proficiency - Proficient - ANSWER Has a holistic view, can
draw from exp. More adaptable and able to make own
Benner's stages of nursing proficiency - Expert - ANSWER Provides excellent intuitive
care based on extensive experience
Readiness to learn; 4 Types (Experiential) - ANSWER past coping mechanisms, cultural
background, locus of control, orientation and aspiration level
Readiness to learn; 4 Types (Emotional) - ANSWER level of anxiety, support system,
motivation, risky behavior, frame of mind, and stage of development
Readiness to learn; 4 Types (Physical) - ANSWER measures of ability, task complexity,
environmental effects, status of health, and gender
Readiness to learn; 4 Types (Knowledge) - ANSWER current knowledge base,
cognitive abilities, learning abilities, and learning style
Carper's Patterns of Knowing (Empirics) - ANSWER focuses on facts, theories, laws,
and science of nursing AKA empirical knowledge
Carper's Patterns of Knowing (Aesthetics) - ANSWER focuses on knowledge gained
through subjective means and subjective expression
Carper's Patterns of Knowing (Personal Knowledge) - ANSWER focuses on interactions
and transactions that occur between patient and nurse
Carper's Patterns of Knowing (Moral/Ethical) - ANSWER focuses on application of
norms and ethical codes to real situations, more than just studying them
Kolb's Learning Styles (Accommodative) - ANSWER learns through concrete
experience and active experimentation, solves problems via trial and error
, Kolb's Learning Styles (Divergent) - ANSWER concrete experience and reflective
observation, imaginative w/ good ideas, emotional, likes working with people
Kolb's Learning Styles (Assimilative) - ANSWER learns through abstract concepts and
reflective observation
Kolb's Learning Styles (Convergent) - ANSWER abstract concepts and active
experimentation, prefers dealing with things to people
McCarthy's 4MAT System (Type I - Imaginative) - ANSWER students want to
understand reasons for things and prefer active involvement through listening,
speaking, brainstorming, and interacting
McCarthy's 4MAT System (Type II - Analytic) - ANSWER 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) - ANSWER want to know how to
apply what they have learned prefers experimenting, manipulating and improvising
McCarthy's 4MAT System (Type IV - Dynamic) - ANSWER want to know about different
possibilities enjoys modifying, taking risks, and creating new ideas
Bevis' description of curricula - Illegitimate - ANSWER taught, but not evaluated (caring,
compassion, empathy)
Bevis' description of curricula - Hidden - ANSWER taught unconsciously through
modeling (values, interactions, beliefs)
Bevis' description of curricula - Operational - ANSWER content such as knowledge and
skill that are taught and evaluated
Bevis' description of curricula - Null - ANSWER behaviors and skills not taught such as;
critical thinking
Bevis' description of curricula - Official / Legitimate - ANSWER framework stated on
syllabus including; philosophy, mission, objectives and outcomes
Bloom's Taxonomy: Application - ANSWER -use concepts in a new situation
-applies, builds, constructs
Bloom's Taxonomy: Knowledge - ANSWER Observation and recall of information;
knowledge of dates, events, places; knowledge of major ideas; mastery of subject
matter.
ACCURATE EXAM QUESTIONS WITH DETAILED
VERIFIED ANSWERS (100% CORRECT ANSWERS)
/ALREADY GRADED A+
field dependent learners - ANSWER easily affected, disturbed by criticism, conforms to
peer pressure, influenced by feedback, likes facts, wants learning relevant to personal
experience, needs external goals, reinforcement, and prefers discussion to lecture
field independent learners - ANSWER unaffected by criticism, doesn't conform to peer
pressure, not influenced by feedback, self-directed, enjoys new ideas and concepts,
prefers lectures to discussion
Baby Boomers - ANSWER 1946-1964
interactive, interested in problem solving, likes written material w/ details, competitive,
career-focused, self-assured
Gen X - ANSWER 1965-1976
learn by doing, role playing, likes written materials w/ bullets, graphics, and quotes
Latch-key kids, learned to manage time, set limits, and get work done, work-life
balance, can tolerate change
Millenials (Generation Y) - ANSWER 1980-2000s
needs clear instruction, needs feedback, likes working in groups, team players, accepts
authority, follows rules, optimistic, outspoken, self-confident, digital natives that are high
achievers
Behaviorism - ANSWER Focuses on positive reinforcement to provided motivation to
learn in an organized manner. Facts mastered in sequential steps w/ emphasis on
critical thinking and analysis. Most common learning theory used by nursing schools,
State Boards of nursing, and accrediting agencies
Orem's (1959) general theory of nursing - ANSWER assisting others to provide self care
self-care
self-care deficits- nurse helps those who can not manage self care
nursing systems- meeting pt self-care needs
Bloom's Taxonomy / Cognitive domain - ANSWER knowledge- recalling and acquiring
facts / lowest level
comprehension- understanding new info
,application- apply knowledge to new situations analysis- ability to breakdown into
component parts
synthesis- ability to take parts and put them back together in a new way
evaluation- ability to look at info and formulate judgments / highest level
Benner's stages of nursing proficiency - Novice - ANSWER minimal exp, governed by
rules, not adaptable
Benner's stages of nursing proficiency - Adv Beginner - ANSWER beginning to gain
experience with improved coping
Benner's stages of nursing proficiency - Competent - ANSWER 2-3 years exp, able to
cope w/ new experiences, but still not completely flexible, requires time for planning
Benner's stages of nursing proficiency - Proficient - ANSWER Has a holistic view, can
draw from exp. More adaptable and able to make own
Benner's stages of nursing proficiency - Expert - ANSWER Provides excellent intuitive
care based on extensive experience
Readiness to learn; 4 Types (Experiential) - ANSWER past coping mechanisms, cultural
background, locus of control, orientation and aspiration level
Readiness to learn; 4 Types (Emotional) - ANSWER level of anxiety, support system,
motivation, risky behavior, frame of mind, and stage of development
Readiness to learn; 4 Types (Physical) - ANSWER measures of ability, task complexity,
environmental effects, status of health, and gender
Readiness to learn; 4 Types (Knowledge) - ANSWER current knowledge base,
cognitive abilities, learning abilities, and learning style
Carper's Patterns of Knowing (Empirics) - ANSWER focuses on facts, theories, laws,
and science of nursing AKA empirical knowledge
Carper's Patterns of Knowing (Aesthetics) - ANSWER focuses on knowledge gained
through subjective means and subjective expression
Carper's Patterns of Knowing (Personal Knowledge) - ANSWER focuses on interactions
and transactions that occur between patient and nurse
Carper's Patterns of Knowing (Moral/Ethical) - ANSWER focuses on application of
norms and ethical codes to real situations, more than just studying them
Kolb's Learning Styles (Accommodative) - ANSWER learns through concrete
experience and active experimentation, solves problems via trial and error
, Kolb's Learning Styles (Divergent) - ANSWER concrete experience and reflective
observation, imaginative w/ good ideas, emotional, likes working with people
Kolb's Learning Styles (Assimilative) - ANSWER learns through abstract concepts and
reflective observation
Kolb's Learning Styles (Convergent) - ANSWER abstract concepts and active
experimentation, prefers dealing with things to people
McCarthy's 4MAT System (Type I - Imaginative) - ANSWER students want to
understand reasons for things and prefer active involvement through listening,
speaking, brainstorming, and interacting
McCarthy's 4MAT System (Type II - Analytic) - ANSWER 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) - ANSWER want to know how to
apply what they have learned prefers experimenting, manipulating and improvising
McCarthy's 4MAT System (Type IV - Dynamic) - ANSWER want to know about different
possibilities enjoys modifying, taking risks, and creating new ideas
Bevis' description of curricula - Illegitimate - ANSWER taught, but not evaluated (caring,
compassion, empathy)
Bevis' description of curricula - Hidden - ANSWER taught unconsciously through
modeling (values, interactions, beliefs)
Bevis' description of curricula - Operational - ANSWER content such as knowledge and
skill that are taught and evaluated
Bevis' description of curricula - Null - ANSWER behaviors and skills not taught such as;
critical thinking
Bevis' description of curricula - Official / Legitimate - ANSWER framework stated on
syllabus including; philosophy, mission, objectives and outcomes
Bloom's Taxonomy: Application - ANSWER -use concepts in a new situation
-applies, builds, constructs
Bloom's Taxonomy: Knowledge - ANSWER Observation and recall of information;
knowledge of dates, events, places; knowledge of major ideas; mastery of subject
matter.
