Nurse Educator Test Review
1. When evaluating literature, which of the following categories indicates that the data have supporting evidence from other studies and a good theoretical basis and are strongly recommended for implementation?
- Category IA
- Category IB
- Category II
- Category III
2. When writing measurable course objectives, which of the following items should be identified first?
- Time frame
- Assessment tools
3. Dropout rates for a particular nursing school show that men dropped out at twice the rate of women during the first semester. The most effective solution to this problem is to
- raise entry requirements for male students.
- focus on male health issues during the first semester.
- establish a mentoring program for male nurses.
- refer male students for tutoring assistance.
4. As part of a clinical evaluation, the nurse educator compares each student's performance to the performance of other students to arrive at a ranking among the students, according to skill level. This type of evaluation is
5. A horizontal structure of authority often leads to
- decreased accountability.
- increased accountability
- performance stagnation.
Answers and Explanations
- B: Category 1B is the correct answer. An inclusive list of the categories follows:
- Category IA: well supported by evidence from experimental, clinical, or epidemiologic studies and strongly recommended for implementation
- Category IB: supporting evidence from some studies, good theoretical basis, and strongly recommended for implementation
- Category IC: required by state or federal regulations or an industry standard
- Category II: supported by suggestive clinical or epidemiologic studies, has a theoretical basis, and is suggested for implementation
- Category III: supported by descriptive studies and may be useful
- Category IV: obtained from expert opinion or authorities only
- Unresolved: no recommendation because of a lack of consensus or evidence
- D: A first step is to identify who needs to change in some way, such as the educator, students, patients, teams, or the class as a whole. The desired outcome must be clearly outlined. The methods of assessing outcomes including tools, surveys, data, demonstrations, must be clear. Criteria determining the level of proficiency (i.e., the success or failure) should be delineated. The time frame needed to achieve objectives should be stated.
- C: Establishing a mentoring program with male nurses is likely the most effective solution to the high dropout rate for men because this provides role models and resources. Entering a field dominated by the opposite gender can be intimidating, and some students may benefit from talking to someone who has gone through the same experience. Establishing different entry requirements would be unfair, and simply referring students for tutoring or changing the class focus may not resolve the underlying issues.
- B: A norm-referenced evaluation compares each student's performance to the performance of other students to arrive at a ranking of students, according to skill level. Criterion-referenced evaluation focuses on students meeting prescribed criteria, such as demonstrating a particular skill. Formative evaluation provides feedback over the course of clinical experience to help students improve their skills. Summative evaluation is usually done at the completion of clinical experience or a prescribed period to evaluate the progress the student has made; grades are usually assigned.
- C: A horizontal structure of authority, such as that with teams that have the authority to make decisions, often results in increased accountability because members feel important to the organization and take more ownership of their roles. A rigid hierarchical structure in which those at the top of the structure impose their decisions on others, often with little or no discussion, may stifle innovation and change, and discontent may lead to instability as resentment builds.
Last Updated: 12/14/2017