CNEcl flashcards
CNEcl · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- CNEcl credential
- A time-limited professional certification for nurse educators that requires an active RN license, qualifying education and educator experience, a passing examination, and periodic renewal.
- Criterion-referenced scoring
- Scoring that compares a candidate's performance to a predetermined standard rather than to other candidates, so all candidates could theoretically pass or fail.
- Unencumbered license
- An active nursing license without restrictions, probation, suspension, or conditions; certification eligibility typically requires this status at application and throughout the certification period.
- Recertification requirements
- Renewal conditions set by the certifying body, usually combining continuing education in nursing education and documented educator practice hours, or an alternative examination pathway.
- Andragogy
- Knowles' model of adult learning: adults are self-directed, bring substantial experience, are problem-centered, and are motivated by internal goals and relevance.
- Constructivism
- A learning theory holding that learners actively build knowledge by connecting new information to existing schemas, favoring contextual, problem-based, active instruction over passive transmission.
- Bloom's revised taxonomy
- A hierarchy of cognitive objectives ordered Remember, Understand, Apply, Analyze, Evaluate, Create; objectives and assessments should target the intended level.
- Constructive alignment
- The design principle that learning objectives, instructional activities, and assessments must all target the same content and cognitive level.
- Backward design
- Curriculum planning that starts with desired end outcomes, then designs assessments, then selects learning activities that prepare learners for those assessments.
- Cognitive load theory
- A theory distinguishing intrinsic load from content complexity and extraneous load from poor presentation; instruction should reduce extraneous load and segment intrinsic load.
- Benner novice-to-expert
- A model describing progression from rule-governed novice performance to context-dependent, intuitive expert practice; it guides how much structure learners need.
- Learning objective components
- A complete objective states an observable behavior, the conditions under which it is performed, and a criterion for acceptable performance.
- Formative versus summative
- Formative assessment occurs during learning and informs improvement without a grade consequence; summative assessment occurs after learning and judges achievement against a standard.
- Test blueprint
- A table mapping item counts to content areas and cognitive levels so an examination proportionally represents the curriculum and supports content validity.
- Item difficulty p-value
- The proportion of examinees answering an item correctly; extreme values near 0 or 1 reduce an item's ability to discriminate among candidates.
- Distractor analysis
- Review of incorrect options: a distractor selected by no one is nonfunctional, and one selected more by high scorers signals a flawed item.
- Content validity
- Evidence that an assessment adequately samples the intended domain, usually established through expert review and a blueprint tied to objectives.
- Interrater reliability
- Consistency of scores assigned by different evaluators; improved by rater training, explicit behaviorally anchored rubrics, and multiple observations.
- Halo effect
- A rating error in which a global impression of a learner biases ratings on unrelated specific behaviors, inflating or deflating scores.
- Simulation debriefing
- A structured post-scenario reflection with a trained facilitator that examines decisions and frames, and is where most simulation learning is consolidated.
- Flipped classroom
- A model that moves first exposure to content outside class through readings or videos, reserving class time for application, discussion, and problem solving.
- Deliberate practice
- Repetition of well-defined tasks at an appropriate difficulty with immediate specific feedback and refinement, rather than mere repetition of familiar performance.
- Community of Inquiry
- A framework for online learning comprising teaching presence, social presence, and cognitive presence, all of which must be designed into the course.
- Universal Design for Learning
- A framework offering multiple means of representation, engagement, and action/expression so diverse learners can access and demonstrate learning.
- Interprofessional education
- Learning that brings two or more health professions together with shared objectives and facilitated reflection to build collaborative practice skills.
- Five-minute preceptor
- A clinical teaching micro-model: obtain the learner's commitment, probe supporting evidence, teach a general rule, reinforce strengths, and correct errors.
- Cognitive apprenticeship
- An instructional model using modeling, coaching, scaffolding, articulation, reflection, and exploration to make expert thinking visible to learners.
- Effective feedback characteristics
- Feedback that is specific, behavioral, timely, focused on decisions and actions, and paired with an opportunity for the learner to respond and plan.
- Clinical reasoning questioning
- Questioning that surfaces learner thinking, such as asking what else the findings could indicate and what evidence would change the working conclusion.
- Boyer's scholarship model
- A model describing scholarship as discovery, integration, application, and teaching; teaching scholarship requires peer review and public dissemination.
- Test security and item banking
- Protecting examination validity by securing items, limiting exposure, proctoring exams, and rotating items so shared answers do not corrupt scores.
- Program evaluation cycle
- Systematic, recurring review of curriculum outcomes using data such as pass rates, employer feedback, and learner performance to drive documented improvement.