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1 Introducing the CNE Exam and its Blueprint • 5<br />

The next-highest percentages of content covered in the examination are:<br />

••<br />

Area 4—Participate in curriculum design and evaluation of program outcomes<br />

(17%) (Chapter 11)<br />

• Area 3—Use assessment strategies (17%) (Chapter 10)<br />

• Area 5—Pursue continuous quality improvement in the academic nurse educator<br />

role (9%) (Chapter 12)<br />

••<br />

Area 2—Facilitate learner development and socialization (14%) (Chapters 8<br />

and 9)<br />

Employing the above strategy will help ensure that you will have time to<br />

review the areas that represent the highest percentage of questions on the CNE<br />

examination. It is also very helpful to attend a CNE review course either in person<br />

or via webcast. The course will provide an overall review of information such as<br />

item writing and test development, learning needs of special groups, curriculum<br />

development, teaching styles, and evaluation of program outcomes. The course presents<br />

an opportunity to practice items with educators who are certified and allows<br />

time to ask questions. Taking the course will impact your understanding of the key<br />

concepts.<br />

Incorporating Key Topics Into Your Review for the CNE Examination<br />

••<br />

Key topics for inclusion in your review include those in Exhibit 1.1.<br />

EXHIBIT 1.1<br />

Key Topics to Include in Your Review<br />

Teaching styles—authoritarian, Socratic,<br />

heuristic, and behavioral<br />

Active learning<br />

Cooperative testing<br />

Critical thinking activities—classroom and<br />

clinical<br />

Domains—cognitive, psychomotor, and<br />

affective<br />

Graduation and retention rates<br />

Teaching–learning process<br />

Cooperative learning<br />

Planning clinical learning<br />

experiences<br />

Characteristics of learners<br />

(cultural, traditional, nontraditional,<br />

and educationally<br />

disadvantaged)<br />

Promotion of professional<br />

responsibility by selfassessment<br />

and peer review<br />

Academic appeals process<br />

Bloom’s taxonomy<br />

Test blueprint<br />

(continued )<br />

© <strong>Springer</strong> <strong>Publishing</strong> Company, LLC.

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