CFCN study plan

Define spirituality, spiritual well-being, and spiritual distress in your own words, and contrast each with religiosity and with organized religious practice.

Diagram the components of a spiritual assessment (belief, meaning, hope, ritual, relationships, community) and write two open-ended questions for each component.

Conduct three 15-minute practice spiritual-care conversations with a peer, using reflective listening and summarizing rather than advice-giving.

Differentiate the faith community nurse's spiritual-care role from the chaplain's or clergy member's role, and list four situations that require referral.

Compare how spiritual distress presents in children, adults, and older adults, listing three observable indicators per life stage.

Sequence the wellness-education cycle (assess, diagnose need, plan, teach, evaluate) and label where spiritual care intersects each step.

Contrast two health-behavior frameworks (for example, the health belief model and the stages-of-change model) and state one concrete teaching application for each.

Draft a 15-minute teaching outline on a wellness topic for an adult faith-community group, writing two measurable objectives.

Rewrite one teaching handout in plain language so it scores at or below a 6th-grade reading level on a readability checker.

Demonstrate the teach-back method on a single self-care topic in a recorded 5-minute role-play, confirming learner understanding without yes/no questions.

Assemble six preventive screening or vaccination recommendations appropriate for a faith-community population and cite one authoritative source for each.

Adapt one lesson for a learner with low health literacy or limited English proficiency, naming three specific modifications.

Gather demographic, epidemiologic, and community-asset data for one real or simulated community from at least three data sources.

Distinguish a needs assessment from an asset mapping and produce one of each for the chosen community.

Prioritize three identified health needs using a weighted scoring matrix with explicit criteria (severity, prevalence, feasibility, community readiness).

Map the referral pathway for one prioritized need, identifying intake criteria, cost, transportation, and follow-up responsibilities.

Diagram the care-coordination workflow from identification through referral, eligibility determination, follow-up, and closure, marking the nurse's accountability at each step.

Compile a 10-entry local resource directory listing service, eligibility, cost, contact route, and access barriers for each entry.

Apply a shared decision-making script during a role-play of an older adult facing a care transition, documenting the person's stated values and preferences.

Identify two ethical tensions in resource allocation or referral (for example, limited slots, insurance gaps) and state the escalation path for each.

Apply a four-step ethical decision-making model to two written vignettes involving boundaries, consent, or confidentiality, writing the chosen action and its rationale.

Differentiate advocacy, whistleblowing, and mandatory reporting, and give one faith-community example of each.

Compare three faith traditions' practices regarding diet, prayer, modesty, and end-of-life care, and state one nursing accommodation for each practice.

Rehearse a cultural-humility inquiry script (ask, listen, negotiate, accommodate) in a role-play with a peer acting as a patient from a different tradition.

Audit ten de-identified or self-written documentation entries against a checklist covering assessment, intervention, response, referral, and spiritual-care notation.

List five safety risks specific to home visits and faith-community settings, and pair each with a concrete mitigation step.

Design a single-cycle improvement plan (plan-do-study-act) targeting the most frequent documentation gap you found in the audit.

Construct a care plan for a patient whose faith tradition requires a specific practice (fasting, ritual washing, Sabbath restrictions), building the accommodation into the plan.

Rank all seven domains by practice-test accuracy and re-study the two weakest using targeted review notes.

Reproduce from memory the 20 highest-yield concepts on a blank page, then check and correct each against your notes.

Complete a 60-question timed mixed simulation under exam conditions and categorize every error by domain and error type.

Condense assessment mnemonics, ethical decision steps, documentation elements, and screening intervals into a single one-page reference sheet.