NLN CNE Study Questions (Billings & Halstead, 2005)
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| Knowledge level | define, identify, list
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| Comprehension level | Describe, explain, summarize
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| Application level | apply, demonstrate, use
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| Analysis level | Compare, contrast, differentiate
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| Synthesis level | Construct, develop, formulate
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| Evaluation level | critique, evaluate, judge
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| Cognitive Domain | Learner focuses on aquisition and recall of specific facts, concepts and principles. Simple(knowledge) to complex (synthesis/evaluation)
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| Affective Domain | Learning encompasses attitudes, beliefs,values, feelings and emotions
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| Psychomotor Domain | Encompasses fine motor, gross motor and manual skills. Commonly used in clinical techniques
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| Formative evaluation | occurs while learning process is unfolding
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| Summative evaluation | Completed at the end of a course/program - The final outcome.
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| Behavioral Learning Theory | All behavior is learned and can be shaped/rewarded to attain desired ends.
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| Cognitive Learning Theory | Conditions of learning influence acquisition/retention by modifying existing cognitive structures. Assimilation, accommodation and construction of knowledge are the basic processes of learning
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| Cognitive Development Learning Theory | Development is sequential and progresses in an uneven/interrupted manner through several phases.
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| Cognitive development: Sociocultural historical influences Learning Theory | Learning is interactive and occurs in a social/historical context. Knowledge, ideas, attitudes and values are developed as a result of relationships with people.
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| Multiple Intelligences Learning Theory | Human beings have unique profiles composed of varying degrees of eight and one half research-based intelligences
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| Adult Education Philosophy | Adults are self-directed and problem centered and need to learn useful information
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| Caring Philosophy | Education consists of an integration of humanistic-existential, phenomenological, feminist and caring ideologies
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| Critical Philosophy | The liberation fo thought occurs through analysis of power and realtionships within social structure information
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| Feminist Philosophy | Intellectual growth, activism, and empowerment can change injustice and inequity for all persons.
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| Humanism | Education Motivates the development of human potential
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| Narrative Pedagogy | A practical discourse using nine themes allows education to be gained thru experiences of teachers, students and clinicians to direct nursing education.
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| Phenomenology | Understanding the hows and whys of humans expereince. Perception of events results in learning.
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| Postmodern Discourse | Truth is related to specific context and is constantly being constructed
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| Nursing's Metaparadigm | Includes statements on: Person/client, Nursing, Environement, Health, and sometimes Nursing Education
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| Metaphysics | study of reality vs. what is fantasy/illusion (post-modern in nature)
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| Epistemology | Focus is on: What is truth?
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| Axiology | Focus is on: What is good?
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| Essentialism Ed. Theory | Student encouraged to expand mind by inquiry, discovery, aesthetics, synthesis and application of knowledge to life. Belief in strong liberal arts foundation.(Idealism Philosphy)
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| Behaviorism Ed. Theory | Student subject to natural law; motivated to learn through positive reinforcement; rewareded for scientific objectivity and objective analysis.(Realism Philosophy)
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| Reconstructionism Ed. Theory | Student to expeirence inquiry thru active learning and exploration; involvement in social and community activites (Pragmatist Philosophy)
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| Progressivism Ed. Theory | Students assisted to develop the self through filed trips, lab work, simulation; apply learning to daily life and society (Pragmastist Philosophy)
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| Humanism Ed. Theory | Encouraged to freely choose own path to learning; assume responsibility for life (Existential Philosophy)
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| Scholarship of Discovery | Generation of new knowledge for application and integration into the discipline and teaching; developing knowledge base of Nursing
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| Scholarship of Integration | Interpretation and synthesis of knowledge across discipline boundaries; requires communication and interdisciplinary collaboration
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| Scholarship of Application | Connects theory to practice; "How can knowledge be responsibly applied to consequential problems?" - Service to boards and organizations, policy development
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| Scholarship of Teaching | Requires evidence of effective teaching and dissemination of the knowledge that is aquired as a result of teaching; curriculum development, use of innovative teaching/learning strategies; dissemination of teaching knowledge/expertise
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