NLN Certified Nurse Educator 2025 Practice Test

NLN-CNE exam Format | Course Contents | Course Outline | exam Syllabus | exam Objectives

Number of Questions: 150 multiple-choice questions (130 scored, 20 unscored pretest questions).
Time Allotted: 3 hours (180 minutes).
Delivery Method: Computer-based testing at approved testing centers.
Passing Score: Determined using a criterion-referenced method; the exact passing score is not publicly disclosed.

Domain 1: Facilitate Learning
- Implement a variety of active teaching and learning strategies appropriate to:
- content/concepts
- setting
- learner attributes and needs
- learner outcomes
- method of delivery
- Use teaching and learning strategies based on:
- educational theories
- evidence-based practices related to education
- Modify teaching strategies and learning experiences based on consideration of learners’:
- diversity
- social determinants of learning
- physical health
- psychosocial health
- economic stability
- physical environment
- social environment
- self-motivation
- past clinical, educational, and life experiences
- Use technologies to support the teaching-learning process
- Communicate effectively to convey ideas in a variety of contexts
- Model reflective thinking practices
- Create opportunities for learners to develop clinical judgment
- Ensure a positive and safe learning environment
- Model attributes that facilitate learning
- caring
- confidence
- patience
- integrity
- respect
- flexibility
- resilience
- enthusiasm
- Develop and maintain effective working relationships with healthcare and education partners
- Apply concepts of evidence-based practice in nursing to guide teaching

Domain 2: Facilitate Learner Development and Socialization

- Identify learner attributes and needs based on consideration of learners':
- diversity
- social determinants of learning
- physical health
- psychosocial health
- economic stability
- physical environment
- social environment
- self-motivation
- past clinical, educational, and life experiences
- Facilitate access to various resources to support diverse learners
- Assist learners to identify and develop a plan to meet professional goals
- Facilitate learners’ self-reflection, goal setting, and socialization to the role of the nurse
- Engage learners in thoughtful and constructive self and peer evaluation
- Promote professional development of learners

Domain 3: Use Assessment and Evaluation Strategies

- Design and apply formative and summative evaluation strategies
- Implement evidence-based assessment and evaluation strategies in these learning domains:
- cognitive
- psychomotor
- affective
- Evaluate available methods for learner assessment and evaluation
- Create assessment methods to evaluate outcomes
- Implement evaluation methods that are congruent with learner and learning outcomes
- Analyze assessment and evaluation data
- Apply assessment and evaluation data to enhance the teaching-learning process
- Inform learners about assessment and evaluation criteria
- Provide timely, constructive, and thoughtful feedback to learners

Domain 4: Participate in Curriculum Design and Evaluation of Program Outcomes
- Provide input for the development of nursing program standards and policies regarding:
- admission
- progression and retention
- graduation
- Demonstrate knowledge of curriculum development including:
- developing program outcomes and/or competency statements
- writing content objectives and course outcomes
- selecting learning activities and clinical experiences consistent with course outcomes
- designing evaluation strategies consistent with course and program outcomes
- Design the curriculum to reflect:
- institutional philosophy and mission
- current nursing and healthcare trends
- community, clinical partners, and societal needs
- nursing principles, standards, theory, and research
- educational principles, theory, research, and innovation
- use of technology
- mode of educational delivery
- Lead the development of curriculum design
- Lead the development of course design
- Design program evaluation that promotes continuous quality improvement
- Implement the program evaluation plan
- Analyze results of program evaluation
- Revise the curriculum based on evaluation of:
- program outcomes
- learner needs
- societal and health care trends
- stakeholder feedback
- learners
- agency personnel
- accrediting agencies
- advisory boards
- community
- clinical partners
- Implement curricular revisions using change theories and evidence-based strategies
- Evaluate the program evaluation plan

Domain 5: Function as a Change Agent and Leader

- Evaluate organizational effectiveness to determine needed change
- Adapt to changes created by external factors
- Create a culture for change within the nursing program and institution
- Design, implement, and evaluate strategies for change
- Model principles of diversity, equity, and inclusivity when advocating for change
- Serve as a leader to promote nursing and nursing education
- Facilitate interprofessional education and collaboration to impact health and educational outcomes
- Advocate for nursing, nursing education, and higher education
- Manage conflict effectively

Domain 6: Pursue Continuous Quality Improvement in the Academic Nurse Educator Role
- Participate actively in professional nursing and educational organizations
- Demonstrate a commitment to lifelong learning
- Use feedback gained from self, peer, learner, and administrative evaluation to Strengthen role effectiveness
- Stay current with legal practices and ethical codes relevant to nursing and educational settings
- Remain informed with healthcare policy relevant to nursing and educational settings
- Seek mentors for professional development in the academic nurse educator role
- Engage in self-reflection and self-care to Strengthen teaching practices

Domain 7: Engage in Scholarship
- Foster a culture of scholarly inquiry
- Demonstrate qualities of a scholar: integrity, courage, perseverance, vitality, and creativity
- Design and implement scholarly activities
- Disseminate the outcomes of scholarly activities

Domain 8: Function within the Organizational Environment and the Academic Community
- Analyze the impact of social, technological, economic, political, and institutional factors on nursing and higher education
- Apply knowledge of historical and current trends and issues to decision making in nursing and higher education
- Integrate the values of civility, collegiality, professionalism, and caring to build an organizational climate that fosters the development of learners and colleagues
- Demonstrate support of diversity, equity, and inclusion initiatives to align with the organization’s mission and vision
- Incorporate the mission and goals of the nursing program and the parent institution when managing issues
- Manage the teaching, scholarship, and service demands congruent with the requirements of the institutional setting
- Serve as a leader in governance and activities within the nursing program and/or the parent institution
- Use social media in a manner consistent with professional and institutional guidelines
- Provide input into the budgetary processes of the program and parent institution
- Maintain professional role boundaries as an educator
- Seek opportunities to mentor and support faculty colleagues to optimize role of an academic nurse educator
- Participate in the development of policies and procedures related to learners, faculty, and the educational environment

- Academic, professional, and community service opportunities
- Accreditation, regulatory standards, and policies
- Advisement and counseling strategies
- Change management strategies
- Characteristics and functions of various healthcare teams
- Characteristics of a safe and inclusive learning environment
- Characteristics of change agents
- Communication methods specific to audience and situation
- Community and societal needs
- Conflict resolution methods
- Constructive feedback techniques
- Critical and reflective thinking strategies
- Dissemination of information
- Educational principles, theory, and research
- Educational resources for supporting diverse learners
- Evidence-based teaching strategies specific to learner needs and outcomes
- Formative and summative learner evaluations
- Goal setting
- How to be an advocate
- Identification of personal attributes as a tool to facilitate learning
- Institutional philosophy and mission
- Integration of data into practice (i.e., clinical, educational)
- Interpretation of research literature
- Interprofessional education competencies
- Leadership behaviors in nursing education
- Learning and socialization needs of diverse learners
- Legal and ethical issues in healthcare and higher education
- Measures of organizational effectiveness
- Mentoring principles and methods
- Methods to assess and evaluate learning
- Methods to assess learner needs
- Methods to collaborate with interprofessional teams
- Methods to create collegial working relationships
- Methods to develop clinical judgment in the learner
- Methods to evaluate the learning environment
- Nursing and health care trends
- Organizational structure and governance
- Principles and methods of continuous quality improvement
- Principles and methods of curriculum design and revision
- Principles and methods of program evaluation
- Principles of diversity, equity, inclusion, and belonging
- Principles of ongoing professional learning
- Professional development activities
- Professional organizations that support ongoing professional learning
- Professional roles and boundaries
- Qualities of a scholar
- Quality improvement and evidence-based practice methodologies
- Research methodology
- Role modeling
- Role of professional nurse and nurse educator
- Self-care techniques
- Self-evaluation and reflection techniques
- Social determinants of learning
- Socialization process
- Spirit of inquiry
- Strategies to promote a culture of safety and quality
- Student success strategies
- Teaching, scholarship, and service demands
- Technologies and equipment to facilitate learning
- Technology trends in healthcare and higher education
- Test and item analysis
- Test development
- Variations of educational settings and delivery methods

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NLN-CNE PDF trial Questions

NLN-CNE trial Questions

Question: 1
Which of the following responsibilities falls under the domain of managing teaching, scholarship, and service demands as a nurse educator?
A. Budget planning and allocation
B. Facility maintenance and operations
C. Clinical practice and patient care
D. Curriculum development and revision
Answer: D
Explanation: Curriculum development and revision fall under the domain of managing teaching, scholarship, and service demands as a nurse educator. This responsibility involves designing, updating, and aligning the curriculum with educational standards and best practices. Budget planning and allocation (option A) pertain to financial management. Clinical practice and patient care (option C) are typically the responsibilities of healthcare providers rather than nurse educators. Facility maintenance and operations (option D) involve administrative and logistical tasks.
Question: 2
A nurse educator is actively involved in governance and activities within a nursing program. What does this role entail?
A. Maintaining a passive role and not participating in program activities.
B. Only participating in activities related to teaching and learning.
C. Focusing exclusively on administrative tasks and responsibilities.
D. Taking a leadership role in program governance and activities.
Answer: D Explanation: Being actively involved in governance and activities within a nursing program entails taking a leadership role. Nurse educators contribute to decision-making processes, collaborate with colleagues, and engage in activities that promote the growth and development of the program. Maintaining a passive role and not participating in program activities (Option A), only participating in activities related to teaching and learning (Option B), and focusing exclusively on administrative tasks and responsibilities (Option D) do not encompass the full scope of the nurse educator's role in program governance and activities.
Question: 3
When managing issues in a nursing program, which factor should a nurse educator consider in addition to the mission and goals of the nursing program?
A. Personal preferences
B. Parent institution's mission and goals
C. Student demands
D. Market trends
Answer: B
Explanation: When managing issues in a nursing program, a nurse educator should consider not only the mission and goals of the nursing program but also the mission and goals of the parent institution. The parent institution's mission and goals provide a broader context and framework within which the nursing program operates. Personal preferences (option A), student demands (option C), and market trends (option D) may be relevant considerations in certain situations, but they should be aligned with the overall mission and goals of both the nursing program and the parent institution.
Question: 4
Which of the following actions demonstrates support for diversity, equity, and inclusion initiatives in nursing and higher education?
A. Excluding individuals with diverse backgrounds from leadership positions
B. Implementing policies that promote equal opportunities for all learners
C. Creating a curriculum that only reflects the perspectives of the majority
D. Discouraging conversations about sensitive courses related to diversity
Answer: B
Explanation: Implementing policies that promote equal opportunities for all learners demonstrates support for diversity, equity, and inclusion initiatives in nursing and higher education. This action ensures that individuals from diverse backgrounds have fair access to educational resources and opportunities. Excluding individuals with diverse backgrounds from leadership positions (option B) contradicts the principles of diversity and inclusion. Creating a curriculum that only reflects the perspectives of the majority (option C) perpetuates exclusion and marginalization. Discouraging conversations about sensitive courses related to diversity (option D) hinders open dialogue and understanding.
Question: 5
When managing issues in a nursing program, what should be considered in order to align with the mission and goals of the nursing program and the parent institution?
A. Ignoring the organizational mission and goals for personal preferences.
B. Prioritizing personal interests over program and institutional objectives.
C. Disregarding the impact of decisions on the program and institution.
D. Aligning decisions with the stated mission and goals of the program and institution.
Answer: D
Explanation: When managing issues in a nursing program, decisions should be aligned with the stated mission and goals of the program and the parent institution. It is important to consider the overarching objectives and values of the organization to ensure that decisions are in line with its vision and purpose. Ignoring the organizational mission and goals for personal preferences (Option A), prioritizing personal interests over program and institutional objectives (Option B), and disregarding the impact of decisions on the program and institution (Option D) are not conducive to effective management and may undermine the overall mission and goals.
Question: 6
Which of the following actions aligns with using social media in a manner consistent with professional and institutional guidelines?
A. Sharing confidential patient information on personal social media accounts
B. Engaging in online debates and arguments with colleagues
C. Posting derogatory or offensive content about nursing students
D. Promoting evidence-based nursing practices through informative posts
Answer: D
Explanation: Promoting evidence-based nursing practices through informative posts aligns with using social media in a manner consistent with professional and institutional guidelines. When using social media as a nurse educator, it is important to share accurate and helpful information that contributes to the dissemination of knowledge and best practices. Sharing confidential patient information (option A), engaging in online debates and arguments (option B), and posting derogatory or offensive content (option D) are all violations of professional and ethical standards.
Question: 7
Which role does a nurse educator serve in governance and activities within a nursing program or parent institution?
A. Advocate
B. Mediator
C. Facilitator
D. Administrator
Answer: A
Explanation: A nurse educator serves as an advocate in governance and activities within a nursing program or parent institution. As an advocate, the nurse educator represents the interests of learners, colleagues, andthe nursing profession as a whole. They work to ensure that the needs and perspectives of these stakeholders are considered and addressed in decision-making processes. While facilitation (option A), mediation (option B), and administration (option D) may be part of the nurse educator's role to some extent, advocacy is specifically focused on championing the rights and well-being of others.
Question: 8
Which of the following values is essential for building an organizational climate that fosters the development of learners and colleagues?
A. Indifference
B. Competition
C. Respect
D. Hierarchy
Answer: C
Explanation: Respect is an essential value for building an organizational climate that fosters the development of learners and colleagues. Respect promotes a supportive and collaborative environment, where individuals feel valued, heard, and safe to express their ideas and concerns. Competition (option B) may create a hostile or individualistic climate that hinders development and collaboration. Indifference (option C) and hierarchy (option D) are contrary to fostering a climate of growth and development.
Question: 9
Which of the following assessment methods is best suited for evaluating a nursing student's clinical skills and decision-making abilities?
A. Objective structured clinical examination (OSCE)
B. Written essays
C. Multiple-choice tests
D. Group presentations
Answer: A
Explanation: OSCE is a practical assessment method that simulates real-life clinical scenarios. It allows nursing students to demonstrate their clinical skills, decision-making abilities, and communication skills in a controlled and standardized environment. Multiple-choice tests primarily assess theoretical knowledge. Written essays may evaluate critical thinking and written communication skills but may not directly measure clinical skills. Group presentations focus more on communication and teamwork rather than individual clinical skills.
Question: 10
Which of the 3-step processes for reflective journaling that was defined by Riley-Doucet and Wilson would be considered correct for sharing questions that the learners might have become aware of during the journaling process?
A. Critical appraisal
B. Peer group discussion
C. Self evaluation
D. Lecturing
Answer: B
Explanation: According to Riley-Doucet and Wilson's 3-step process for reflective journaling, after learners have engaged in the journaling process, they can share questions that they have become aware of through peer group discussions. This allows for collaborative learning and the opportunity to explore and discuss different perspectives and insights. Critical appraisal refers to the evaluation of one's own work or the work of others, self-evaluation involves reflecting on one's own experiences and performance, and lecturing is a method of teaching and conveying information through a formal presentation format.
Question: 11
Which of the following teaching strategies is most effective for promoting critical thinking skills in nursing students?
A. Lecture-based instruction
B. Multiple-choice quizzes
C. Memorization of facts
D. Case-based learning
Answer: D
Explanation: Case-based learning presents students with realistic patient scenarios that require critical thinking and problem-solving skills. By analyzing and applying knowledge to these cases, nursing students develop their ability to think critically and make sound clinical judgments. Lecture-based instruction primarily involves the passive transmission of information and may not actively engage students in critical thinking. Memorization of facts focuses on rote learning rather than critical analysis. Multiple-choice quizzes assess knowledge recall rather than critical thinking skills.
Question: 12
A nurse educator is considering the implementation of a new teaching strategy that incorporates social media platforms for student engagement. Which of the following actions aligns with professional and institutional guidelines for social media use?
A. Allowing students to post confidential patient information on social media platforms for educational purposes.
B. Engaging in inappropriate and unprofessional conversations with students on social media.
C. Sharing evidence-based research articles and educational resources related to nursing on social media.
D. Using social media platforms to publicly criticize colleagues and supervisors.
Answer: C Explanation: Sharing evidence-based research articles and educational resources related to nursing on social media aligns with professional and institutional guidelines for social media use. It promotes the dissemination of accurate and valuable information, contributes to professional development, and supports the educational goals of nursing. Options A, B, and D involve inappropriate or unprofessional behaviors, such as breaching patient confidentiality, engaging in inappropriate conversations, and publicly criticizing colleagues, which violate professional and ethical standards.
Question: 13
As a nurse educator, what is the primary responsibility when managing the teaching, scholarship, and service demands congruent with the requirements of the institutional setting?
A. Balancing teaching, scholarship, and service responsibilities effectively.
B. Focusing solely on research and scholarship activities.
C. Prioritizing personal career advancement over teaching responsibilities.
D. Neglecting service activities in favor of teaching and scholarship.
Answer: A
Explanation: The primary responsibility when managing the teaching, scholarship, and service demands congruent with the requirements of the institutional setting is to balance these responsibilities effectively. Nurse educators have a multifaceted role that includes teaching, engaging in scholarly activities, and contributing to service initiatives within the institution and the nursing profession. Prioritizing personal career advancement over teaching responsibilities (Option A) or solely focusing on research and scholarship activities (Option B) neglects the importance of teaching and service. Neglecting service activities in favor of teaching and scholarship (Option D)
does not encompass the holistic responsibilities of a nurse educator.
Question: 14
Which of the following responsibilities is associated with providing input into the budgetary processes of a nursing program and parent institution?
A. Evaluating learner performance and providing feedback
B. Developing strategic partnerships with healthcare organizations
C. Conducting research and scholarly activities
D. Participating in financial planning and decision making
Answer: D
Explanation: Participating in financial planning and decision making is associated with providing input into the budgetary processes of a nursing program and parent institution. This responsibility involves collaborating with relevant stakeholders to establish budgets, allocate resources, and make financial decisions that align with the goals and priorities of the nursing program and parent institution. Evaluating learner performance and providing feedback (option A) pertain to educational assessment. Developing strategic partnerships with healthcare organizations (option B) relates to professional networking. Conducting research and scholarly activities (option C) focuses on academic pursuits.
Question: 15
Which of the following learning theories emphasizes the importance of the learner's internal cognitive processes in acquiring knowledge?
A. Behaviorism
B. Gestalt theory
C. Humanism
D. Constructivism
Answer: D
Explanation: Constructivism is a learning theory that highlights the learner's active role in constructing knowledge through their internal cognitive processes. It emphasizes that learners actively build their understanding of the world by assimilating new information with their existing knowledge and experiences. Behaviorism focuses on external stimuli and responses, while humanism emphasizes personal growth and self-directed learning. Gestalt theory explores how individuals perceive and organize information holistically.
Question: 16
Which of the following factors is an example of a social factor that can impact nursing and higher education?
A. Technological advancements
B. Economic policies
C. Cultural norms
D. Political regulations
Answer: C
Explanation: Social factors refer to the influence of societal and cultural norms on nursing and higher education. Option D, cultural norms, exemplifies a social factor that can shape the practices, values, and expectations within the nursing profession and higher education institutions. Technological advancements (option A) fall under the category of technological factors. Economic policies (option B) belong to economic factors. Political regulations (option C) are categorized as political factors.
Question: 17
When making decisions in nursing and higher education, which approach involves considering both historical and current trends and issues?
A. Reactive approach
B. Proactive approach
C. Contextual approach
D. Evidence-based approach
Answer: C
Explanation: The contextual approach involves considering historical and current trends and issues when making decisions in nursing and higher education. This approach recognizes the importance of understanding the context in which decisions are made, taking into account past practices and current circumstances. The reactive approach (option A) involves responding to immediate situations without necessarily considering historical or future implications. The proactive approach (option B) focuses on anticipating and taking action to prevent future problems. The evidence-based approach (option C) emphasizes using research evidence to inform decision-making but may not explicitly address historical trends and issues.
Question: 18
A nurse educator is working in a nursing program that values diversity, equity, and inclusion. How can the educator demonstrate support for these initiatives?
A. Excluding diverse perspectives in the curriculum and instructional materials.
B. Creating an inclusive and respectful learning environment for all students.
C. Promoting unequal opportunities for students based on their backgrounds.
D. Fostering a culture of discrimination and biases within the nursing program.
Answer: B
Explanation: The nurse educator can demonstrate support for diversity, equity, and inclusion initiatives by creating an inclusive and respectful learning environment for all students. This includes valuing and incorporating diverse perspectives in the curriculum and instructional materials. Options A, B, and D go against the principles of diversity, equity, and inclusion by excluding diverse perspectives, promoting unequal opportunities, and fostering a culture of discrimination and biases.

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