Nursing, Nursing Non-Clinical , Exam Prep
Learning Strategies for CNE® Exam Success
Jan 18, 2019
With excerpts from Certified Nurse Educator (CNE®) Review Manual, Third Edition, by Ruth A. Wittmann-Price PhD, RN, CNS, CNE, CHSE, ANEF, FAAN, et al.
There are a variety of learning strategies to help with CNE® exam success. Focus on the following strategies to improve you subject matter expertise and preparation for the CNE® exam.
Remember by Comparison
An example of remembering by comparison is determining what information is the same and what is different among a variety of areas of information. This learning strategy focuses on the differences. An example of this learning strategy using Boyer’s model of scholarship is remembering that all four types of scholarship include peer-reviewed articles, research, and grant awards. However, there are distinct differences among the four areas as described here.
Scholarship of Discovery
The scholarship of discovery is the discovery of new knowledge (Boyer, 1990). A scientific finding is integrated into the application and integration process of health care. Examples are peer-reviewed publications of research, theory, or philosophical essays and grant awards in support of research or scholarship. Discovery includes primary empirical research, historical research, theory development, and testing. It includes work that receives state, regional, national, and international recognition.
Scholarship of Teaching
The scholarship of teaching has transpired into an active learning environment in which the nurse educator uses a variety of teaching methods to provide learners with the ability to discuss, collaborate, and explore. The curriculum has been developed to reflect a global diverse population. Examples are peer-reviewed publications of research related to teaching methodology or learning outcomes and grant awards in support of teaching and learning. It includes state, regional, national, and international recognition.
Scholarship of Practice (Application)
The scholarship of application is the ability to apply theory to practice. This process of clinical reasoning and intervention results in positive patient outcomes. It can also be related to defining and resolving health problems of a community. Examples are peer-reviewed publications of research, case studies, technical applications or other practice issues, and grant awards in support of practice. It includes state, regional, national, and international recognition.
Scholarship of Integration
The scholarship of integration is becoming common practice as it involves providing an interprofessional healthcare team approach for critical analysis and integration of ideas to research complex health problems. Because of the dynamics and experience of various disciplines, the result is a comprehensive holistic solution. Examples are peer-reviewed publications of research, policy analysis, case studies, integrative reviews of literature, interdisciplinary grant awards, copyrights, licenses, patents, and products for sale. Publication of nursing knowledge is an expectation of a nurse educator’s role and can be accomplished through persistence in writing and the mind-set that dissemination is a responsibility. Just like all other skills, practice with the assistance of mentors is invaluable for the writing process (Oermann & Hays, 2011).
Develop Mnemonic Devices for the CNE® Exam
Develop mnemonics if a memory aid is needed; however, using mnemonics may be less useful in some situations in which it may be easier to just remember the facts. For example, when the nurse educator is developing a test, the BOBCAT mnemonic can provide guidance to develop the test appropriately. This mnemonic stands for
- Blueprint
- Objectives of the course content
- Bloom’s taxonomy
- Client needs categories (National Council of State Boards of Nursing [NCSBN], 2016)
- Analysis of data
- Test results and changes for the future
In summary: A blueprint is developed from the objectives of the course. Bloom’s taxonomy is used to develop questions at higher cognitive levels such as application and analysis. Client needs areas of NCLEX-RN® (National Council Licensure Examination for Registered Nurses; NCSBN, 2016) are necessary to guide educators teaching in an undergraduate pre-licensure program to construct questions in the eight areas, such as management of care, safety and infection control, health promotion and maintenance, and reduction of risk potential, to name a few. Analysis of data is performed and test results are determined. After the results of the test are reviewed, revisions to items should be completed so they can be used in the future.
Relate New Information to Be Learned to Information Already Mastered
Learning new information is easier if it can be related to information or facts that are already understood. An example of this learning strategy is illustrated next. Many times test validity and test reliability become confused. If you understand what test validity means, you only need to add to your memory the information about reliability.
- Validity means the test is measuring the information it is supposed to measure. It is “valid.” The test blueprint is used to develop questions related to the objectives of the course; this ensures validity.
- Reliability refers to the consistency of the test scores. The test’s reliability can be improved by making changes to the items so that they are more discriminating.
Correlate Testing with Practice
Examine your own activities as an educator and relate them to the content in the questions. This will be helpful in developing a complete understanding of the information for the CNE® exam. You will find that your experience will be very helpful in answering questions. Many examples of this are available in the Certified Nurse Educator (CNE®) Review Manual, Third Edition.
Resources
Wittmann-Price, R. A., Godshall, M., & Wilson, L. (2018). Certified Nurse Educator (CNE®) Review Manual (3rd ed.). New York, NY: Springer Publishing.