Cover -- Title -- Copyright -- Contents -- Contributors -- Foreword -- References -- Preface -- References -- Acknowledgments -- Chapter 1: Introducing the CNE Exam and Its Blueprint -- Learning Outcomes -- Why Become a CNE? -- Reach for Academic Excellence, Become a CNE -- Preparing for the CNE Examination -- Setting Up a Study Schedule -- Incorporating Key Topics into Your Review for the CNE Examination -- Planning and Registering for the CNE Examination Using the NLN Website to Establish Your Eligibility -- Nuts and Bolts of the CNE Examination -- Become Familiar With the CNE Examination -- Become Familiar With Electronic Testing Advantages -- Tips for Success -- Incorporate Strategies to Ease the Fear of Test Anxiety -- Utilize Learning Strategies -- Remember by Comparison -- Develop Mnemonic Devices -- Relate New Information to Be Learned to Information Already Mastered -- Correlate Testing With Practice -- How to Recertify After 5 Years -- Case Studies -- References -- Chapter 2: Facilitating Learning in the Classroom Setting -- Learning Outcomes -- Educational Philosophies -- Learning Theories -- Models Specific to Nursing -- Deep, Surface, and Strategic Learning -- Motivational Theories -- ARCS Model -- Brophy Model -- Vroom's Expectancy Model -- Belongingness -- Change -- Pedagogy and Andragogy -- Teaching Styles and Effectiveness -- Grasha's Classification of Teaching Styles -- Quirk's Classification of Teaching Styles -- Kelly's Teaching Effectiveness -- House, Chassie, and Spohn's Teaching Behaviors -- Choo's Characteristics of Educators -- Koshenin's Positive Teacher-Learner Relationship Attributes -- Hicks and Burkus's Master Teachers -- Story and Butts's Four "Cs" -- Mann's 11 Practical Tips -- The Myers-Briggs Type Indicator -- Faculty Incivility -- Learning Outcomes Versus Learning Objectives -- Bloom's Taxonomy.

Learning Domains -- Gagne's Conditions of Learning -- Developing a Lesson Plan -- Critical Thinking and Metacognition -- Metacognition -- Evidence-Based Teaching Practice -- Learning Activities -- Passive Learning Activities -- Active Learning Activities -- Cooperative/Collaborative Learning Techniques -- Self-Directed Learning -- Oral Questioning -- Reflective Education -- Journaling -- Classroom Management -- Closing and Not Just "Ending" a Course -- Case Studies -- Practice Questions -- References -- Chapter 3: Educational Technology -- Learning Outcomes -- Technology in the Learning Environment -- Informatics in the Learning Environment -- The Technology Informatics Guiding Education Reform Initiative -- Informatics Competencies -- Mobile Learning -- E-Books -- Case Studies -- Practice Questions -- References -- Chapter 4: Online Learning -- Learning Outcomes -- Online Teaching Versus Traditional Classroom Teaching -- Benchmarks and Quality Measures for Online Teaching -- Role of Nurse Educators -- Communication -- Benefits of the Online Learning Environment -- Copyright Law and Fair Use in Online Learning Environments -- Copyright Laws -- Fair Use -- The Teach Act (Technology, Education and Copyright Harmonization Act of 2002) -- Learner Assessment in the Online Learning Environment -- Summary -- Case Studies -- Practice Questions -- References -- Chapter 5: Skills Laboratory Learning -- Learning Outcomes -- Learning in the Laboratory -- Skills Laboratory Learning Activities -- Nursing Student Portfolio -- Practice Computer Documentation -- Practice the Skill of Delegation -- Equipment Needed to Ensure Learning Outcomes -- Equipment Learners Will Need -- Laboratory Attire, Appearance, and Behavior -- Personal Appearance -- Behavior -- Evaluation and Remediation -- Remediation -- Integrating Research in the Skills Laboratory.

Nursing Skills Laboratory Management -- Case Study -- Practice Questions -- References -- Chapter 6: Facilitating Learning in the Clinical Setting -- Learning Outcomes -- Selecting Appropriate CLEs Throughout the Curriculum -- Attributes of Clinical Educators -- Precepting -- Dedicated Educational Units (DEUs) -- Learning Activities for the Clinical Setting -- Making Learner Assignments -- Legal Considerations of Clinical Education -- Pre- and Postclinical Conferences -- The Affective Domain in Clinical Practice -- Strategies for Evaluating Learning in the Clinical Area -- The Clinical Evaluation Process -- Strategies for Dealing With Unsafe or Unsatisfactory Learner Behavior -- Case Study -- Practice Questions -- References -- Chapter 7: Learning With Simulation -- Learning Outcomes -- Types of Simulation -- Simulation Using the Human Patient Simulator -- Simulation Using Standardized Patients -- Hybrid Simulation -- Simulation Case Development -- Human Patient Simulator Simulation Cases -- Standardized Patient Simulation Cases -- Simulation Evaluation -- Human Patient Simulator Simulation -- Standardized Patient Simulation -- Debriefing -- Feedback -- Case Study -- Practice Questions -- References -- Chapter 8: Facilitating Learner Development and Socialization -- Learning Outcomes -- Assessing Readiness to Learn -- Individual Learning Styles -- Visual (Spatial) Learners (V) -- Aural, or Auditory, Learners (A) -- Learning by Reading or Writing (R) -- Kinesthetic or Active Learners (K) -- Multimodal/Mixtures (M) -- Other Learning Styles -- Verbal (Linguistic) Learners -- Tactile Learners -- Global Learners -- Intuitive Learners -- Sequential Learners -- Reflective Learners -- Analytical Learners -- Accommodative Learners -- Adult Learners -- Culturally Diverse Learners -- The TOEFL Examination -- Learning Disabilities.

The Elementary and Secondary Education Act -- The No Child Left Behind Act -- Learner Socialization -- Benner's Novice to Expert Theory -- Addressing Incivility -- Incivility in the Workplace -- Case Studies -- Practice Questions -- References -- Chapter 9: Facilitating Learner Development Through Service Learning -- Learning Outcomes -- Characteristics of SL -- Faculty and Institutional Roles in International SL -- Faculty and Learner Safety in SL International Situations -- Case Study -- Practice Questions -- References -- Chapter 10: Using Assessment and Evaluation Strategies -- Learning Outcomes -- Definitions -- Standards of University or College Nursing Programs -- Progression Policies -- The Evaluation/Assessment Process -- Philosophies of Evaluation -- Purposes of Evaluation -- Formative Evaluation -- Summative Evaluation -- Evaluation Models -- Evaluation Methods -- Achievement Tests and Assessments -- Guidelines for Developing Classroom Tests -- Planning the Test -- Identifying and Defining Learning Outcomes -- Determining the Types of Test Questions to Use -- Factors That Lower Reliability of Test Scores -- Item Analysis -- Item Discrimination -- Item Revision -- Collaborative Testing/Evaluation -- Role of Standardized Testing in the Curriculum -- Outcome Evaluation -- Case Studies -- Practice Questions -- References -- Chapter 11: Curriculum Design and Evaluation of Program Outcomes -- Learning Outcomes -- Leading the Program -- Responsibilities of Faculty in Curriculum Development -- Theoretical and Conceptual Frameworks -- Deconstructed, Conceptual, or Emancipator Curriculum Models -- Components of the Conceptual Curriculum -- The Carnegie Foundation for the Advancement of Teaching -- Multiculturalism in Nursing Education -- Violence in the Nursing Curriculum -- Program Goals, Objectives, and Outcomes -- Level Objectives.

Baccalaureate Outcomes of the AACN and NLN -- Changing or Revising the Curriculum -- Change Theories -- First-Order and Second-Order Changes -- Stages -- Planning Learning Within the Curriculum -- Case Studies -- Practice Questions -- References -- Chapter 12: Pursuing Continuous Quality Improvement in the Nurse Educator Role -- Learning Outcomes -- Socialization to the Educator Role -- Mentor and Support Faculty Colleagues -- Mentoring Throughout the Career Continuum -- Membership in Professional Organizations -- Active Participation in Professional Organizations -- Commitment to Lifelong Learning/Faculty Development -- Participation in Professional Opportunities to Enhance Ongoing Development -- Case Study -- Practice Questions -- References -- Chapter 13: Functioning as a Change Agent and Leader -- Learning Outcomes -- The Nurse Educator's Role as a Leader and Change Agent -- Skills and Attributes of a Leader -- Leadership Protocols -- Qualities of a Leader -- Leadership Styles -- Competencies Associated With Leadership -- Essential Leadership Skills -- Evaluating Organizational Effectiveness -- Outcomes -- Processes -- Structures -- Establishing a Culture of Change -- The Process of Change -- The Nurse Leader as a Change Agent -- Change Theories -- Characteristics of Various Change Theories -- Diffusion of Innovation Theory -- Cultural Sensitivity When Advocating for Change -- Strategies for Planned Change -- Political Action -- Political Action Resources -- Case Studies -- Practice Questions -- References -- Chapter 14: Engaging in the Scholarship of Teaching -- Learning Outcomes -- Scholarship in Nursing Education -- The Scholar's Role -- Boyer's Model of Scholarship -- The Use of Boyer's Model -- Scholarly Teaching, Scholarship of Teaching, SoTL, and Being a Scholar -- The Science of Nursing Education.

Developing the Science of Nursing Education.