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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Introducing the CNE Test and Its Blueprint | |
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| Introduction | |
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| Preparing for the CNE Examination | |
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| Planning and Registering for the CNE Examination | |
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| Nuts and Bolts of the CNE Examination | |
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| Tips for Success | |
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| Facilitating Learning | |
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| Introduction | |
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| Educational Philosophies | |
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| Learning Philosophies | |
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| Learning Theories | |
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| Assessing the Learner and the Teacher | |
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| Using Learning Style Assessments to Facilitate Learning Outcomes | |
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| Assessing Faculty Teaching Styles | |
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| Learning Outcomes Versus Learning Objectives | |
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| Developing a Lesson Plan | |
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| Critical Thinking | |
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| Role Modeling | |
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| Teaching Strategies | |
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| Classroom Management | |
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| Closing and Not Just "Ending" a Course | |
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| Case Studies | |
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| Practice Questions | |
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| Facilitating Learner Development and Socialization | |
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| Introduction | |
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| Assessing Readiness to Learn | |
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| Individual Learning Styles | |
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| Other Learning Styles | |
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| Adult Learners | |
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| Web-Based Learning | |
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| Addressing Incivility | |
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| Service Learning | |
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| Culturally Diverse Students | |
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| Learning Disabilities | |
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| Student Socialization | |
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| Case Studies | |
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| Practice Questions | |
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| Using Assessment and Evaluation Strategies | |
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| Introduction | |
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| Standards of the University/College/Nursing Program | |
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| The Evaluation/Assessment Process | |
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| Planning the Test | |
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| Outcome Evaluation | |
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| Case Studies | |
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| Practice Questions | |
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| Curriculum Design and Evaluation of Program Outcomes, Clinical Teaching, and Learning | |
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| Introduction | |
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| Leading the Program | |
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| Responsibilities of Faculty in Curriculum Development | |
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| Theoretical and Conceptual Frameworks | |
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| Program Goals, Objectives, and Outcomes | |
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| Level Objectives | |
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| Baccalaureate Outcomes of the AACN | |
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| Changing or Revising the Curriculum | |
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| Change Theory | |
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| Planning Learning Within the Curriculum | |
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| Clinical Teaching and Learning | |
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| Selecting Appropriate Clinical Experiences Throughout the Curriculum | |
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| Good Attributes for Clinical Teachers | |
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| Instructional Techniques for the Clinical Setting | |
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| Making Assignments | |
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| Pre-and Postconference | |
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| The Affective Domain in Clinical Practice | |
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| Strategies for Evaluating Student Learning in the Clinical Area | |
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| Case Study | |
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| Practice Questions | |
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| Functioning as a Change Agent and Leader | |
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| Introduction | |
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| The Nurse Educator's Role as a Leader and Change Agent | |
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| Clinical Faculty Orientation | |
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| Interfacing With the Larger Academic Community and Administration | |
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| Strategies for Improving University-Community Collaboration | |
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| Partnerships to Expand the Learning Environment | |
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| Political Action Resources | |
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| Service Learning | |
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| Case Studies | |
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| Practice Questions | |
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| Pursuing Continuous Quality Improvement in the Nurse Educator Role | |
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| Introduction | |
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| Socialization to the Educator Role | |
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| Mentor and Support Faculty Colleagues | |
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| Membership in Professional Organizations | |
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| Active Participation in Professional Organizations | |
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| Commitment to Lifelong Learning/Faculty Development | |
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| Participation in Professional Development Opportunities to Enhance Ongoing Development | |
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| Keeping Up With Information and Advances in Technology | |
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| Technology in the Learning Environment | |
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| Informatics in the Learning Environment | |
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| The Technology Informatics Guiding Education Reform (TIGER) Initiative | |
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| Informatics Competencies | |
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| Balancing Teaching, Scholarship, Service, and Institutional Demands | |
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| Use Feedback to Improve Role Effectiveness | |
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| Engage in Self-Reflection for Professional Growth and Development | |
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| Case Studies | |
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| Practice Questions | |
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| Engaging in Scholarship | |
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| Introduction | |
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| Scholarship in Nursing Education | |
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| The Scholar's Role | |
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| Boyer's Model of Scholarship | |
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| The Use of Boyer's Model | |
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| Teaching, Scholarly Teaching, Scholarship of Teaching, and Scholarship of Teaching and Learning | |
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| The Science of Nursing Education | |
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| Developing the Science of Nursing Education | |
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| Funding the Science of Nursing Education | |
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| Evidence-Based Nursing Education | |
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| Summary | |
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| Case Study | |
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| Practice Questions | |
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| Functioning Effectively Within the Institutional Environment and Academic Community | |
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| Introduction | |
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| Internal and External Forces Influencing Nursing and Higher Education | |
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| The Academic Setting | |
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| Academic Responsibilities | |
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| Appointment, Promotion, and Tenure | |
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| Career Development for Nurse Educators | |
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| Case Study | |
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| Practice Questions | |
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| Comprehensive Practice Questions | |
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| Answers to End-of-Chapter Practice Questions | |
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| Additional Study Resources | |
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| Index | |