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1 Introducing the CNE Exam and its Blueprint • 17<br />
CASE STUDIES<br />
CASE STUDY 1.1<br />
Olivia is an NP with 4 years’ experience as a clinical educator in women’s<br />
health. She recently took a full-time position in a small private college and is<br />
responsible for the didactic portion of the women’s health course. She is feeling<br />
overwhelmed with preparing information for class and developing questions for<br />
examinations. Olivia is concerned because the learners do not agree with the<br />
answers on exams. Olivia fears that discussing this information with her mentor<br />
will indicate that she is unsuccessful in her new role.<br />
Should Olivia discuss this issue with her mentor?<br />
How should Olivia approach this issue with the learners?<br />
What data should Olivia be viewing to determine if the questions are<br />
discriminating?<br />
CASE STUDY 1.2<br />
Mark has 10 years’ experience in critical care nursing and also worked for<br />
3 years in quality improvement. He accepted a position in a mid-sized university<br />
and developed some learner-centered activities for class. The program director<br />
believes that Mark should lecture to be sure the learners are provided with the<br />
information and then use the learner-centered activities if time allows.<br />
How should Mark respond to the program director?<br />
How can Mark evaluate if the learner-centered activities have positive<br />
outcomes?<br />
REFERENCES<br />
AACN (American Academy of Colleges of Nursing). (2011). New AACN data on nursing<br />
enrollments and employment of BSN graduates. Retrieved from http://www.aacn<br />
.nche.edu/news/articles/2011/11enrolldata<br />
AACN (American Academy of Colleges of Nursing). (2012). The impact of education on<br />
nursing practice. Retrieved from http://www.aacn.nche.edu/media-relations/<br />
fact-sheets/impact-of-education<br />
Barr, F. (2010). Nursing peer review: Raising the bar on quality. American Nurse Today, 5(9).<br />
Retrieved from http://www.americannursetoday.com/article.aspx?id=7078&fid=6850<br />
Beilock, S. (2010). Choke: What the secrets of your brain reveal about getting it right when you have<br />
to. New York, NY: Free Press Simon & Schuster.<br />
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The<br />
Carnegie Foundation for the Advancement of Teaching.<br />
Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals:<br />
A meta-analysis across 13 societies. Journal of Educational Research, 102(2), 99–110.<br />
Frankel, A. (2009). Nurses’ learning styles: Promoting better integration of theory into<br />
practice. Nursing Times, 105(2), 24–27.<br />
© <strong>Springer</strong> <strong>Publishing</strong> Company, LLC.
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