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National University of Sciences & Technology, Islamabad *

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Nursing

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Nov 24, 2024

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1. Which of examples of landmark reports galvanized nurse educators to create a number of degree progression initiatives & engage in curriculum reform? a. Institute of Medicine’s (IOM) - Future of Nursing Report (2011) b. Mana Report by the American Association of Colleges of Nursing (2016) c. National League for Nursing (NLN) Competencies for Nurse Educators d. American Organization for Nurse Leadership (AONL) Nurse Leader Competencies 2. This report stated that nursing should be recognized as a full partner in health care delivery, with nursing faculty more involved in practice, and demonstrate a deeper investment in nursing research that will improve patient care. a. Institute of Medicine’s (IOM) - Future of Nursing Report (2011) b. Mana Report by the American Association of Colleges of Nursing (2016) c. National League for Nursing (NLN) Competencies for Nurse Educators d. American Organization for Nurse Leadership (AONL) Nurse Leader Competencies 3. Which type of nursing program is intended to prepare students to provide direct patient care under supervision of an RN or MD? a. Practical/Vocational Nursing b. Registered Nursing: Diploma Program c. Registered Nursing: Associate Degree Program d. Registered Nursing: Baccalaureate Degree 4. Which type of nursing program prepare graduates to provide care to individuals, work in teams, and manage group of patients in structured settings? a. Registered Nursing: Diploma Program b. Registered Nursing: Associate Degree Program c. Registered Nursing: Baccalaureate Degree d. Master of Science in Nursing Program 5. Which type of nursing program prepares a professional nurse to promote, maintain, & restore health of individuals, groups, & community? a. Practical/Vocational Nursing b. Registered Nursing: Diploma Program c. Registered Nursing: Associate Degree Program d. Registered Nursing: Baccalaureate Degree

6. This type of nursing program is usually offered from 12 – 18 months with a curriculum that is focused on foundational technical and communication skills: a. Practical/Vocational Nursing b. Registered Nursing: Diploma Program c. Registered Nursing: Associate Degree Program d. Registered Nursing: Baccalaureate Degree 7. This type of nursing program is usually offered in 8 semesters, 120 credits, with 60 credits general education courses & 60 credits nursing courses: a. Practical/Vocational Nursing b. Registered Nursing: Diploma Program c. Registered Nursing: Associate Degree Program d. Registered Nursing: Baccalaureate Degree 8. This BSN degree option is achieved in a short time in a fast moving, densely packed curriculum & is sometimes referred to as: a. Accelerated degree program b. Associate degree program c. Baccalaureate Degree program d. Master’s degree program 9. These second-degree nursing programs facilitate acquisition of a bachelor’s degree and allow graduate to continue their education to obtain a master’s or doctoral nursing degree: a. Accelerated degree program b. Associate degree program c. Baccalaureate Degree program d. Master’s degree program 10. Nursing courses in this type of program usually encompass areas of focus that are not included with depth in associate degree or diploma nursing programs but include a coursework in community health, nursing leadership or management, and research and evidence-based practice: a. RN to BSN programs b. RN to MSN programs c. RN to PhD programs d. RN to DNP programs 11. This academic progression model type of program may bypass or grant the BSN during the period in which the MSN being earned: a. RN to BSN programs b. RN to MSN programs c. RN to PhD programs d. RN to DNP programs 12. The following are examples of curriculum design models in the Baccalaureate level EXCEPT:

a. blocked curricula b. theory - based curricula c. concept - based curricula d. clinical - based curricula 13. This curriculum design is organized around focal areas and is perhaps the most enduring curricular design model used for organizing curriculum: a. blocked curricula b. theory - based curricula c. concept - based curricula d. clinical - based curricula 14. This curriculum design represents a type of curriculum is organized according to a nursing grand theory: a. blocked curricula b. theory - based curricula c. concept - based curricula d. clinical - based curricula 15. This curricular design addresses concerns about overly content-laden curricula & may include concepts such as oxygenation, mobility, and wellness that are effectively integrated throughout the curriculum provide a framework to help students develop clinical judgment: a. blocked curricula b. theory - based curricula c. concept - based curricula d. competency - based curricula 16. This model suggested that transition programs can be used to improve the practice outcomes for new RN’s in their initial year of practice and can lead to improved retention rates: a. Academic progression model b. Transition to Practice (TTP) model c. Mobility program model d. Bridging program model 17. In designing a curriculum, this is instrumental in helping faculty retain a visual representation of the various curricular elements and how they relate: a. curricular maps or “crosswalks” b. clinical competency tools c. national competency frameworks d. national call to action statements 18. The following are emerging issues in the undergraduate nursing curriculum EXCEPT: a. clinical teaching models in use in undergraduate education b. ensuring a successful transition into entry-level nursing practice

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c. focus on the use of instructional technology in the classroom d. decreasing growth in the number of the elderly population 19. According to Benner et al. (2010), learner-centered course designs require that teachers become familiar with learning theories & instructional strategies that promote shifts in thinking that includes the following EXCEPT: a. Shift from a focus on covering decontextualized knowledge to an emphasis on teaching for a sense of salience, situated cognition, and action in particular clinical situations. b. Shift from a sharp separation of classroom and clinical teaching to integrative teaching in all settings. c. Shift from an emphasis on critical thinking to an emphasis on clinical reasoning and multiple ways of thinking that include critical thinking. d. Shift from an emphasis on memorization and rote learning to an emphasis on clinical simulation 20. This step of the course design process begins with an understanding of the learning background and experience of the students who will enroll in the course and identifying how the course fits within the overall academic program outcomes, competencies, and curriculum framework: a. Pre-design b. Course Objectives, Outcomes, & Competencies c. Moving from Course Content to Concepts d. Organizing Concepts and Content into Learning Modules 21. This step & elements of the course design process are derived from end-of-program (terminal) and program-level (year or semester) outcomes and indicate what students should know, be able to do, and value at the end of the course: a. course objectives b. course outcomes c. competencies d. all of the above 22. This element of the course design process must be written at appropriate levels to be relevant to clinical practice, to be easily understood by students, and to guide evaluation of student attainment of the learning outcomes: a. course objectives b. course outcomes c. competencies d. all of the above 23. Kaylor & strickland (2014) suggested this strategy to shift focus of the course from content to concepts and prevent overburdening the course with content: a. use of simulation b. use of unfolding case studies

c. use of reflective thinking d. use of concept mapping 24. In the course design process, what will be the next step once core concepts and concept-related content are established? a. organize related material into learning modules b. evaluate the core concepts identified in the course c. identify teaching strategies to be utilized in the course d. develop formative assessment tools in the course 25. Learning modules can be organized in a variety of ways EXCEPT: a. using a logical sequence from beginning to end b. following a sequential process c. identifying complexity d. arranging from easy to difficult 26. Once the learning modules are organized, faculty can design lesson plans within each of the modules. The lesson plans should identify the following EXCEPT: a. name and purpose of the module b. related program and course outcomes c. learning outcomes for the module d. teaching strategies to be implemented 27. When choosing learning materials for a course or module, the faculty should consider that following (select all that apply): a. align with learning outcomes b. fit with the course design c. mirror faculty philosophy d. support students’ learning needs 28. The best method to assess learning in the three domains of learning for learners in a health assessment course would be to have each learner: a. Develop a case study with questions b. Perform a specific assessment technique on another learner c. Maintain a portfolio of assessment activities throughout the semester d. Write a summative journal entry about learning for the course 29. Which of the following activities would be the best strategy to engage the visual learner at the cognitive and affective levels? a. Audiotaping a lecture b. Writing a case study c. Developing a concept map d. Writing an essay

30. In order to develop the best clinical learning experience for learners, the nurse educator should: a. Find patients with conditions discussed in class b. Clearly identify learning outcomes c. Understand the mission statement d. Expose the learner to a variety of settings 31. The nurse educator is assessing the learning needs of a class of freshman nursing students. The nurse educator uses a learning style inventory. Once the nurse educator obtains the results, she should develop teaching strategies that: a. Correspond with the majority of students' learning styles b. Are congruent with her own teaching style c. Develop strategies that include group assignments d. Use multiple types of teaching strategies 32. It consists of a clear, concise description of the purposes, outcomes, and competencies related to the experience and the content and processes to be used while engaged in the experience: a. Unstructured learning experiences b. Structured learning experiences c. Clinical learning experiences d. Simulated learning experiences 33. What is the other term for inquiry-based learning? a. Problem based learning b. Collaborative learning c. Discovery learning d. Case-based learning 34. Discovery learning is believed to do the following EXCEPT: a. Promote a disposition toward inquiry b. Promote independent thinking and enhanced problem solving c. Stimulate student motivation and interest d. Decreases knowledge retention 35. Which teaching strategy requires the most learner preparation? a. Collaborative learning b. Simulation c. Debate d. Role-play 36. In the online learning environment, learning activities can be enhanced with rich media high levels of interaction and feedback. An example of this strategy is: a. Video lectures b. Podcast c. Problem-based learning d. Visual materials

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37. Learners of nursing understand the mandate of today's health care society best when they are taught: a. Interprofessional collaboration b. Simulation c. Safe medication administration d. Triage management 38. This type of learning occurs when students use their senses to take in information from a lecture, reading assignment, or some form of audio-visual media: a. Passive learning b. Active learning c. Authentic learning d. Situated learning 39. The benefits of active learning include (select all that apply): a. increased attentiveness to and greater interest in learning b. desire to use multiple ways of learning with greater assimilation of learning c. decreased retention and deeper understanding of course material d. increased critical thinking and problem-solving skills e. enhanced teamwork skills f. diminished sense of accomplishment in learning 40. In contemporary nursing education, graduate education is expected for nurses who want to practice at an advanced level in the fields such as (select all that apply): a. advanced generalist or clinical nurse leader (CNL) b. nurse practitioner (NP) c. clinical nurse specialist (CNS) d. nurse anesthetist e. nurse educator f. nurse researcher g. nurse administrator 41. It is a role that emerged in 2003 as a master’s level generalist prepared to practice in all health care settings to improve patient outcomes and to coordinate and promote evidence- based practice: a. clinical nurse leader (CNL) b. nurse practitioner (NP) c. clinical nurse specialist (CNS) d. advanced clinical nurse educator (CNE) 42. The American Association of Colleges of Nursing categorizes APRNs into roles that focuses on a specific population or setting to deliver care to individuals, families, or communities. What are these roles? (Select all that apply): a. nurse practitioners (NPs)

b. clinical nurse specialists (CNSs) c. certified registered nurse anaesthetists (CRNAs) d. certified nurse–midwives (CNMs) e. clinical nurse leader (CNL) 43. Nurses who are enrolled in APRN programs and aspire to become educators or administrators will not be able to add graduate course work in education and/or administration to their plan of study. a. true b. not – true 44. Nursing education coursework will not add value for nurses who want to combine a practice role as an APRN with an educator role. a. True b. Not – true 45. This specialty in the graduate level are prepared to integrate technology into nursing care so that communication is enhanced across disciplines, costs of care are reduced, efficiencies are increased, and quality of care is improved: a. nurse practitioners (NPs) b. nurse informaticists c. nurse educators d. certified nurse–midwives (CNMs) 46. This doctorate degree program focuses on advanced preparation in scientific foundations of nursing practice, leadership, evidence-based practice, health care technologies, health care policies, interprofessional collaboration, clinical prevention, population-based care, and advanced practice in a specialty area: a. Doctor of Nursing practice (DNP) degree b. Doctor of Nursing Science (DNS) degree c. Doctor of Philosophy in Nursing (PhD) degree d. Doctor of Education (EdD) degree 47. The degree is considered a terminal degree in nursing practice: a. Doctor of Nursing Science (DNS) degree b. Doctor of Philosophy in Nursing (PhD) degree c. Doctor of Nursing practice (DNP) degree d. Doctor of Education (EdD) degree 48. This doctorate degree program is designed to prepare nurse scientists who are committed to the generation of new knowledge and can steward the discipline and educate the next generation. a. Doctor of Nursing practice (DNP) degree b. Doctor of Nursing Science (DNS) degree

c. Doctor of Philosophy in Nursing (PhD) degree d. Doctor of Education (EdD) degree 49. This curriculum design focuses on the knowledge, skills, and attitudes that encompass professional nursing practice and begins with agreement from stakeholders on the expected outcomes and associated competencies, and it ends with implementation and evaluation of the outcomes: a. concept based design b. outcomes/competency-based design c. problem based learning design d. case based learning design 50. What curriculum design was utilized in the development of the MSN Nurse Educator (NE) Track program of King Faisal University (KFU)? a. concept based design b. outcomes/competency-based design c. problem based learning design d. case based learning design

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