Certified Nurse Educator (CNE) Review Manual

Ruth A. Wittmann-Price, PhD, RN, CNS, CNE, CHSE, ANEF, FAAN, is dean of the School of Health Sciences and professor of nursing at Francis Marion University in Florence, South Carolina. She has been an obstetrical/women's health nurse for 38 years. Dr. Wittmann-Price received her AAS and BSN degrees from Felician College, Lodi, New Jersey, and her MS as a perinatal clinical nurse specialist (CNS) from Columbia University, New York, New York. She completed her PhD in nursing at Widener University, Chester, Pennsylvania, and received the Dean's Award for Excellence. She developed a mid-range nursing theory, ""Emancipated Decision-Making in Women's Health Care"" and has tested her theory in four research studies. International researchers are currently using her theory as the foundation for their studies. Her theory is being used by researchers at the University of Limpopo, South Africa, in their campaign, ""Finding Solutions for Africa,"" which helps women and children. Dr. Wittmann-Price was also the appointed research coordinator for Hahnemann University Hospital in Philadelphia, Pennsylvania, and oversaw the evidence-based practice projects for nursing (2007-2010). Hahnemann University Hospital was granted initial Magnet designation in December 2009. Dr. Wittmann-Price has taught all levels of nursing students over the past 16 years and has completed an international service-learning trip. Currently, she teaches women's health to baccalaureate students and to students on the MSN nurse educator track. Dr. Wittmann-Price mentors DNP and PhD students and is on several committees at both Drexel University, Philadelphia, Pennsylvania, and Widener University. She has coedited or authored 14 books, contributed chapters to two books, and written over 20 articles. She has presented her research regionally, nationally, and internationally. Dr. Wittmann-Price was inducted into the National League for Nursing Academy of Nurse Educator Fellows in 2013 and became a fellow in the American Academy of Nursing in October 2015.br> Maryann Godshall, PhD, CNE, CCRN, CPN, is an assistant clinical professor at Drexel University College of Nursing and Health Professions in Philadelphia, Pennsylvania. She obtained her BSN from Allentown College of St. Francis DeSales, Center Valley, Pennsylvania, and her MSN from DeSales University, Center Valley, Pennsylvania. She has a postmaster’s degree in nursing education from Duquesne University, Pittsburgh, Pennsylvania. She completed her PhD at Duquesne University (2014), where her research topic was ""Exploring Learning of Pediatric Burn Patients Through Storytelling."" Dr. Godshall has been a nurse for more than 20 years and has worked in pediatric critical care, inpatient pediatrics, and pediatric rehabilitation nursing. She holds certifications in both pediatrics and pediatric critical care and has been teaching for over 14 years in both the university and hospital setting. Dr. Godshall is coeditor of The Certified Nurse Educator (CNE) Review Manual (2013; Springer Publishing Company), and author of Fast Facts of Evidence-Based Practice, Second Edition (2015; Springer Publishing Company). She has published chapters in several books and textbooks, including Maternal-Child Nursing Care: Optimizing Outcomes for Mothers, Children and Families, Second Edition (2016), NCLEX-RN EXCEL (2010; Springer Publishing Company), and Disaster Nursing: A Handbook for Practice (2009), and has written many journal articles. In 2008, Dr. Godshall won the Nightingale Award of Pennsylvania Nursing Scholarship. Linda Wilson, PhD, RN, BC, CNE, CHSE-A, ANEF, FAAN, is an assistant dean for special projects, simulation, and certified nurse educator (CNE) accreditation, and an associate clinical professor at Drexel University, College of Nursing and Health Professions, Philadelphia, Pennsylvania. Dr. Wilson completed her BSN at College Misericordia, Dallas, Pennsylvania; her MSN in critical care and trauma at Thomas Jefferson University, Philadelphia, Pennsylvania; and her PhD in nursing research at Rutgers University, Newark, New Jersey. Dr. Wilson has a postgraduate certificate in epidemiology and biostatistical methods from Drexel University and a postgraduate certificate in pain management from the University of California, San Francisco School of Medicine. Dr. Wilson also completed the National Library of Medicine/Marine Biological Laboratory Biomedical Informatics Fellowship and the Harvard University Institute for Medical Simulation's Comprehensive Workshop and Graduate Course in Medical Simulation. Dr. Wilson has several certifications, including certified post anesthesia nurse (CPAN), certified ambulatory perianesthesia nurse (CAPA), American Nurses Credentialing Center (ANCC) board certification (BC) in nursing professional development, CNE, certified health care simulation educator (CHSE), and certified health care simulation educator-advanced (CHSE-A). Dr. Wilson served as the president of the American Society of Perianesthesia Nurses (2002-2003), and has served as an ANCC Commission on Accreditation Appraiser Site surveyor since 2000. In 2014, Dr. Wilson was inducted into the National League for Nursing (NLN) Academy of Nurse Educator Fellows (ANEF) and was also inducted as a Fellow in the American Academy of Nursing (FAAN).

Contributors
Foreword Marilyn H. Oermann, PhD, RN, ANEF, FAAN
Preface
Acknowledgments
1. Introducing the CNE Exam and Its Blueprint
Brenda Reap-Thompson
Learning Outcomes
Why Become a CNE?
Reach for Academic Excellence, Become a CNE
Preparing for the CNE Examination
Nuts and Bolts of the CNE Examination
Tips for Success
Utilize Learning Strategies
Evidence-Based Teaching Practice
How to Renew Your Certification After 5 Years
Case Studies
2. Facilitating Learning in the Classroom Setting
Ruth A. Wittmann-Price
Learning Outcomes
Educational Philosophies
Critical Thinking
Learning Theories
Theory of Meaningful Learning
Models Specific to Nursing
Deep, Surface, and Strategic Learning
Motivational Theories
Teaching Styles and Effectiveness
Faculty Incivility
Learning Outcomes Versus Learning Objectives
Developing a Lesson Plan
Critical Thinking and Metacognition
Evidence-Based Teaching Practice
Classroom Management
Closing and Not Just “Ending” a Course
Case Studies
Practice Questions
3. Teaching and Learning Strategies
Karen K. Gittings and Ruth A. Wittmann-Price
Learning Outcomes
Teaching Strategies and Learning Activities
Passive and Active Learning
Lecture
PowerPoint
Flipped Classrooms
Case Studies
Practice Questions
4. Educational Technology
Frances H. Cornelius and Linda Wilson
Learning Outcomes
Technology in the Learning Environment
Informatics in the Learning Environment
Mobile Learning
E-Books
Case Studies
Practice Questions
5. Online Learning
Frances H. Cornelius and Linda Wilson
Learning Outcomes
Online Teaching Versus Traditional Classroom Teaching
Benchmarks and Quality Measures for Online Teaching
Role of Nurse Educators
Communication
Benefits of the Online Learning Environment
Copyright Law and Fair Use in Online Learning Environments
Learner Assessment in the Online Learning Environment
Summary
Case Studies
Practice Questions
6. Skills Laboratory Learning
Carol Okupniak and M. Annie Muller
Learning Outcomes
Learning in the Laboratory
Skills Laboratory Learning Activities
Equipment Needed to Ensure Learning Outcomes
Laboratory Attire, Appearance, and Behavior
Evaluation and Remediation
Integrating Research in the Skills Laboratory
Nursing Skills Laboratory Management
Case Studies
Practice Questions
7. Facilitating Learning in the Clinical Setting
Marylou K. McHugh and Tracy P. George
Learning Outcomes
Selecting Appropriate CLEs Throughout the Curriculum
Choosing and Evaluating the CLE
Attributes of Clinical Educators
Part-Time Clinical Educators
Precepting
Dedicated Educational Units
Learning Activities for the Clinical Setting
Making Learner Assignments
Legal Considerations of Clinical Education
Pre- and Postclinical Conferences
Reflective Techniques as Part of the Clinical Postconference
The Affective Domain in Clinical Practice
Strategies for Evaluating Learning in the Clinical Area
The Clinical Evaluation Process
Strategies for Dealing With Unsafe or Unsatisfactory Learner Behavior
Fostering Diversity in CLE
Case Study
Practice Questions
8. Learning With Simulation
Linda Wilson and Dorie Weaver
Learning Outcomes
Types of Simulation
Simulation Case Development
Simulation Evaluation
Feedback
Debriefing
Simulation Certifications
Case Study
Practice Questions
9. Facilitating Learner Development and Socialization
Maryann Godshall
Learning Outcomes
Assessing Readiness to Learn
Individual Learning Styles
Other Learning Styles
Adult Learners
Culturally Diverse Learners
Learning Disabilities
Learner Socialization
Addressing Incivility
Incivility and Bullying in the Workplace
Prevention Is Key
Case Studies
Practice Questions
10. Facilitating Learner Development Through Service Learning Experiences
Frances H. Cornelius, Maryann Godshall, and Ruth A. Wittmann-Price
Learning Outcomes
Characteristics of Service Learning
Studying Abroad
Student Exchange Programs
Building Intercultural Competence
The Global Classroom
Faculty and Institutional Roles in International SL
Faculty and Learner Safety in SL International Situations
Case Study
Practice Questions
11. Using Assessment and Evaluation Strategies
Rosemary Fliszar
Learning Outcomes
Definitions
The Evaluation/Assessment Process
Planning the Test
Collaborative Testing/Evaluation
Role of Standardized Testing in the Curriculum
Outcome Evaluation
Case Studies
Practice Questions
12. Curriculum Design and Evaluation of Program Outcomes
Marylou K. McHugh
Learning Outcomes
Leading the Program
Responsibilities of Faculty in Curriculum Development
Theoretical and Conceptual Frameworks
Deconstructed, Conceptual, or Emancipator Curriculum Models
Multiculturalism in Nursing Education
Violence in the Nursing Curriculum
Interprofessional Curriculum
Program Goals, Objectives, and Outcomes
Level Objectives
Baccalaureate Outcomes of the AACN and NLN
Changing or Revising the Curriculum
Change Theories
Planning Learning Within the Curriculum
Case Studies
Practice Questions
13. Pursuing Continuous Quality Improvement in the Academic Nurse Educator Role
Linda Wilson and Frances H. Cornelius
Learning Outcomes
Socialization to the Educator Role
Mentor and Support Faculty Colleagues
Membership in Professional Organizations
Active Participation in Professional Organizations
Commitment to Lifelong Learning/Faculty Development
Participation in Professional Opportunities to Enhance Ongoing Development
Case Study
Practice Questions
14. Functioning as a Change Agent and Leader
Frances H. Cornelius
Learning Outcomes
The Nurse Educator’s Role as a Leader and Change Agent
Skills and Attributes of a Leader
Evaluating Organizational Effectiveness
Establishing a Culture of Change
The Process of Change
Cultural Sensitivity When Advocating for Change
Political Action
Case Studies
Practice Questions
15. Engaging in the Scholarship of Teaching
Diane M. Billings
Learning Outcomes
Scholarship in Nursing and Nursing Education
The Scholar’s Role
Boyer’s Model of Scholarship
The Use of Boyer’s Model
Scholarly Teaching, Scholarship of Teaching, SoTL, and Being a Scholar
Developing a Spirit of Inquiry About Teaching, Learning, and Evaluation
The Science of Nursing Education
Developing the Science of Nursing Education
Demonstrating Integrity as a Scholar
Funding the Science of Nursing Education
Evidence-Based Teaching Practice
Summary
Case Studies
Practice Questions
16. Functioning Effectively Within the Institutional Environment and Academic Community
Mary Ellen Smith Glasgow
Learning Outcomes
Internal and External Forces Influencing Nursing and Higher Education
The Academic Setting
Academic Responsibilities
Appointment, Promotion, and Tenure
Career Development for Nurse Educators
Case Study
Practice Questions
17. Comprehensive Exam and Answer Rationales
18. Answers to End-of-Chapter Practice Questions
Index