CWCA (ABWM) study plan

Label the skin layers, phases of wound healing, and primary versus secondary intention healing on a blank diagram from memory

Differentiate pressure, arterial, venous, neuropathic, surgical/traumatic, and atypical ulcers using at least four distinguishing criteria for each

Perform a complete wound assessment on written case vignettes covering location, stage/etiology, measurements, depth, tissue composition, exudate, periwound skin, odor, and pain

Calculate wound surface area and estimate percentage of granulation, slough, and eschar from supplied measurements

Document each assessment using objective, measurable, defensible language rather than subjective descriptors

Apply current pressure injury staging criteria to 15 written vignettes and justify each assigned stage in one sentence

Compare the Braden, Norton, and PUSH-type tools and state the appropriate use and limitation of each

Explain the TIME framework and match every component to at least two evidence-based interventions

Select a debridement method (sharp, enzymatic, autolytic, mechanical, biologic) for 8 scenarios and state the rationale plus one contraindication for each

Distinguish when wound measurement changes represent true healing versus measurement error or artifact

Classify at least 12 dressing categories by mechanism, indicated exudate level, tissue type, and contraindication

Build a dressing selection algorithm with at least four decision branches keyed to exudate volume and wound bed tissue

Justify dressing change frequency, layering, and securement for 6 patient scenarios

Describe indications, contraindications, and safety monitoring for negative pressure wound therapy

Identify when cleansing technique, irrigation pressure, or product choice risks damaging new tissue

Distinguish contamination, colonization, critical colonization, and deep or spreading infection using at least five clinical criteria

Interpret wound culture and sensitivity results and explain when a tissue biopsy or quantitative culture is preferred over a surface swab

List the clinical and radiographic indicators of underlying osteomyelitis and state the referral trigger

Apply antimicrobial stewardship principles, including when antiseptics rather than systemic antibiotics are appropriate and when biofilm-directed therapy is indicated

Identify systemic signs that mandate urgent escalation of care

Identify laboratory and anthropometric markers of nutritional status that are relevant to wound healing and state the thresholds that prompt referral

Explain how diabetes, peripheral artery disease, venous insufficiency, immunosuppression, obesity, and advanced age alter the healing trajectory

State general protein, calorie, fluid, and micronutrient considerations in wound healing and describe when to refer to a dietitian

List medication classes and lifestyle factors that impair healing and describe the corresponding plan modification

Describe how glycemic control, perfusion, and edema management change local wound care decisions

Select a support surface, repositioning schedule, and skin care regimen based on assessed risk level and patient tolerance

Apply compression therapy selection criteria for venous leg ulcers and state the ankle-brachial index thresholds that govern safe use

Differentiate offloading strategies for plantar neuropathic ulcers, including total contact casting and removable devices, with adherence requirements

Assemble a pressure injury prevention bundle for a long-term care resident that addresses mobility, moisture, nutrition, and friction/shear

Recognize when lower extremity ulcer presentation warrants vascular referral before local treatment continues

Write patient education in plain language at approximately a sixth-grade reading level for three wound self-care topics

Script two teach-back encounters and two motivational interviewing exchanges that address a specific adherence barrier

Match at least two concrete strategies to each common barrier, including cost, dexterity, cognition, transportation, and health literacy

Adapt the same teaching content for a low-literacy learner, a non-English-speaking patient using an interpreter, and a cognitively impaired patient's caregiver

State the documentation required to demonstrate that education was delivered and understood

Draft an SBAR handoff and an interdisciplinary referral note for three complex wound cases

Map care coordination responsibilities across nursing, therapy, dietetics, podiatry, vascular, and case management for a single patient trajectory

Complete 150 timed mixed-domain practice questions under exam conditions and log every incorrect item by domain and error type

Re-study the two weakest domains until a repeat 30-question set in each reaches 80% or higher

Assemble a one-page rapid-review sheet of high-yield staging, dressing, and infection criteria