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NLN-CNE Exam Format | NLN-CNE Course Contents | NLN-CNE Course Outline | NLN-CNE Exam Syllabus | NLN-CNE Exam Objectives

Number of Questions: 150 multiple-choice questions (130 scored, 20 unscored pretest questions).

Time Allotted: 3 hours (180 minutes).

Delivery Method: Computer-based testing at approved testing centers.

Passing Score: Determined using a criterion-referenced method; the exact passing score is not publicly disclosed.



Domain 1: Facilitate Learning

- Implement a variety of active teaching and learning strategies appropriate to:

- content/concepts

- setting

- learner attributes and needs

- learner outcomes

- method of delivery

- Use teaching and learning strategies based on:

- educational theories

- evidence-based practices related to education

- Modify teaching strategies and learning experiences based on consideration of learners:

- diversity

- social determinants of learning

- physical health

- psychosocial health

- economic stability

- physical environment

- social environment

- self-motivation

- past clinical, educational, and life experiences

- Use technologies to support the teaching-learning process

- Communicate effectively to convey ideas in a variety of contexts

- Model reflective thinking practices

- Create opportunities for learners to develop clinical judgment

- Ensure a positive and safe learning environment

- Model attributes that facilitate learning

- caring

- confidence

- patience

- integrity

- respect

- flexibility

- resilience

- enthusiasm

- Develop and maintain effective working relationships with healthcare and education partners

- Apply concepts of evidence-based practice in nursing to guide teaching



Domain 2: Facilitate Learner Development and Socialization



- Identify learner attributes and needs based on consideration of learners':

- diversity

- social determinants of learning

- physical health

- psychosocial health

- economic stability

- physical environment

- social environment

- self-motivation

- past clinical, educational, and life experiences

- Facilitate access to various resources to support diverse learners

- Assist learners to identify and develop a plan to meet professional goals

- Facilitate learners self-reflection, goal setting, and socialization to the role of the nurse

- Engage learners in thoughtful and constructive self and peer evaluation

- Promote professional development of learners



Domain 3: Use Assessment and Evaluation Strategies



- Design and apply formative and summative evaluation strategies

- Implement evidence-based exam and evaluation strategies in these learning domains:

- cognitive

- psychomotor

- affective

- Evaluate available methods for learner exam and evaluation

- Create exam methods to evaluate outcomes

- Implement evaluation methods that are congruent with learner and learning outcomes

- Analyze exam and evaluation data

- Apply exam and evaluation data to enhance the teaching-learning process

- Inform learners about exam and evaluation criteria

- Provide timely, constructive, and thoughtful feedback to learners



Domain 4: Participate in Curriculum Design and Evaluation of Program Outcomes

- Provide input for the development of nursing program standards and policies regarding:

- admission

- progression and retention

- graduation

- Demonstrate knowledge of curriculum development including:

- developing program outcomes and/or competency statements

- writing content objectives and course outcomes

- selecting learning activities and clinical experiences consistent with course outcomes

- designing evaluation strategies consistent with course and program outcomes

- Design the curriculum to reflect:

- institutional philosophy and mission

- current nursing and healthcare trends

- community, clinical partners, and societal needs

- nursing principles, standards, theory, and research

- educational principles, theory, research, and innovation

- use of technology

- mode of educational delivery

- Lead the development of curriculum design

- Lead the development of course design

- Design program evaluation that promotes continuous quality improvement

- Implement the program evaluation plan

- Analyze results of program evaluation

- Revise the curriculum based on evaluation of:

- program outcomes

- learner needs

- societal and health care trends

- stakeholder feedback

- learners

- agency personnel

- accrediting agencies

- advisory boards

- community

- clinical partners

- Implement curricular revisions using change theories and evidence-based strategies

- Evaluate the program evaluation plan



Domain 5: Function as a Change Agent and Leader



- Evaluate organizational effectiveness to determine needed change

- Adapt to changes created by external factors

- Create a culture for change within the nursing program and institution

- Design, implement, and evaluate strategies for change

- Model principles of diversity, equity, and inclusivity when advocating for change

- Serve as a leader to promote nursing and nursing education

- Facilitate interprofessional education and collaboration to impact health and educational outcomes

- Advocate for nursing, nursing education, and higher education

- Manage conflict effectively



Domain 6: Pursue Continuous Quality Improvement in the Academic Nurse Educator Role

- Participate actively in professional nursing and educational organizations

- Demonstrate a commitment to lifelong learning

- Use feedback gained from self, peer, learner, and administrative evaluation to improve role effectiveness

- Stay current with legal practices and ethical codes relevant to nursing and educational settings

- Remain informed with healthcare policy relevant to nursing and educational settings

- Seek mentors for professional development in the academic nurse educator role

- Engage in self-reflection and self-care to improve teaching practices



Domain 7: Engage in Scholarship

- Foster a culture of scholarly inquiry

- Demonstrate qualities of a scholar: integrity, courage, perseverance, vitality, and creativity

- Design and implement scholarly activities

- Disseminate the outcomes of scholarly activities



Domain 8: Function within the Organizational Environment and the Academic Community

- Analyze the impact of social, technological, economic, political, and institutional factors on nursing and higher education

- Apply knowledge of historical and current trends and issues to decision making in nursing and higher education

- Integrate the values of civility, collegiality, professionalism, and caring to build an organizational climate that fosters the development of learners and colleagues

- Demonstrate support of diversity, equity, and inclusion initiatives to align with the organizations mission and vision

- Incorporate the mission and goals of the nursing program and the parent institution when managing issues

- Manage the teaching, scholarship, and service demands congruent with the requirements of the institutional setting

- Serve as a leader in governance and activities within the nursing program and/or the parent institution

- Use social media in a manner consistent with professional and institutional guidelines

- Provide input into the budgetary processes of the program and parent institution

- Maintain professional role boundaries as an educator

- Seek opportunities to mentor and support faculty colleagues to optimize role of an academic nurse educator

- Participate in the development of policies and procedures related to learners, faculty, and the educational environment



- Academic, professional, and community service opportunities

- Accreditation, regulatory standards, and policies

- Advisement and counseling strategies

- Change management strategies

- Characteristics and functions of various healthcare teams

- Characteristics of a safe and inclusive learning environment

- Characteristics of change agents

- Communication methods specific to audience and situation

- Community and societal needs

- Conflict resolution methods

- Constructive feedback techniques

- Critical and reflective thinking strategies

- Dissemination of information

- Educational principles, theory, and research

- Educational resources for supporting diverse learners

- Evidence-based teaching strategies specific to learner needs and outcomes

- Formative and summative learner evaluations

- Goal setting

- How to be an advocate

- Identification of personal attributes as a tool to facilitate learning

- Institutional philosophy and mission

- Integration of data into practice (i.e., clinical, educational)

- Interpretation of research literature

- Interprofessional education competencies

- Leadership behaviors in nursing education

- Learning and socialization needs of diverse learners

- Legal and ethical issues in healthcare and higher education

- Measures of organizational effectiveness

- Mentoring principles and methods

- Methods to assess and evaluate learning

- Methods to assess learner needs

- Methods to collaborate with interprofessional teams

- Methods to create collegial working relationships

- Methods to develop clinical judgment in the learner

- Methods to evaluate the learning environment

- Nursing and health care trends

- Organizational structure and governance

- Principles and methods of continuous quality improvement

- Principles and methods of curriculum design and revision

- Principles and methods of program evaluation

- Principles of diversity, equity, inclusion, and belonging

- Principles of ongoing professional learning

- Professional development activities

- Professional organizations that support ongoing professional learning

- Professional roles and boundaries

- Qualities of a scholar

- Quality improvement and evidence-based practice methodologies

- Research methodology

- Role modeling

- Role of professional nurse and nurse educator

- Self-care techniques

- Self-evaluation and reflection techniques

- Social determinants of learning

- Socialization process

- Spirit of inquiry

- Strategies to promote a culture of safety and quality

- Student success strategies

- Teaching, scholarship, and service demands

- Technologies and equipment to facilitate learning

- Technology trends in healthcare and higher education

- Test and item analysis

- Test development

- Variations of educational settings and delivery methods

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