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* Read the article on page 294.


* Take the test. Each question has only one correct answer.


* The test for this CE activity is to be taken online at


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Registration Deadline: December 31, 2018


Provider Accreditation:


Lippincott Williams & Wilkins, publisher of the Journal for Nurses in Staff Development, will award 2.0 contact hours for this continuing nursing education activity.


Lippincott Williams & Wilkins is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.


This activity is also provider approved by the California Board of Registered Nursing, Provider Number CEP 11749 for 2.0 contact hours. Lippincott Williams & Wilkins is also an approved provider of continuing nursing education by the District of Columbia, Georgia, and Florida #50-1223. Your certificate is valid in all states.


The ANCC's accreditation status of Lippincott Williams & Wilkins Department of Continuing Education refers only to its continuing nursing educational activities and does not imply Commission on Accreditation approval or endorsement of any commercial product.


Disclosure Statement:


The authors and planners have disclosed that they have no financial relationships related to this article.


Payment and Discounts:


* The registration fee for this test is $21.95.




GENERAL PURPOSE: To feature the winning examples of innovative nursing professional development practices.


LEARNING OBJECTIVES/OUTCOMES: After completing this educational activity, you should be able to:


1. Describe the development of a tiered clinical orientation program for new graduate nurses.


2. Explain a process used by a nursing professional development department to align its goals with strategic initiatives of the organization.


3. Describe the use of the nursing professional development specialist's position as a tool for designing succession planning within an organization.


4. List examples of game elements useful in nursing professional development to enhance student learning and knowledge retention.


Questions 1-5 refer to Figure 1, "Tackling Tiers to Ensure Successful New Graduate Nurse Role Transition."


1. In the tiered orientation program, which tier of competencies must be accomplished first?


a. basic nursing competencies


b. specialty-specific competencies


c. required classroom orientation


2. One goal of the tiered orientation program was to


a. add skills content to the current program.


b. foster clinical judgment.


c. standardize the pace of orientation advancement.


3. What tool was used to evaluate orientees' clinical judgment?


a. Lasater Clinical Judgment Rubric


b. Center for Clinical Excellence Tool


c. Simulation Assessment Rubric


4. Quantitative results from the study indicate that a tiered orientation can foster clinical judgment


a. early on in the orientation process.


b. once specialty-specific competencies are achieved.


c. if directed through the progression at the expected pace.


5. When presented the statement that the tiered orientation process allowed flexibility of movement through orientation at the orientee's own pace, five of the preceptor survey respondents answered


a. "strongly agree."


b. "agree."


c. "disagree."



Questions 6-10 refer to Figure 2, "Exemplifying the Value of Nursing Professional Development Through Demonstrated Outcomes."


6. Nursing Professional Development departments must align themselves with the strategic initiatives of the organization in order to


a. demonstrate organizational loyalty.


b. share personnel resources and reduce costs.


c. provide tangible outcomes of their work.


7. Key strategies put in place to increase awareness of the outcomes of the Center for Clinical Excellence department included


a. becoming involved in organizational and national level initiatives.


b. increasing the size of the department by hiring more educators.


c. promoting community outreach through growth of public offerings.


8. The initiation of an annual retreat was a tactic used to accomplish what strategy?


a. showcase projects and results


b. develop an accomplishments dashboard


c. become involved in national level initiatives


9. Which tactic would be most appropriate to showcase projects and disseminate results?


a. Implement a nurse residency program.


b. Promote Magnet readiness.


c. Discuss initiatives on meeting agendas.


10. Demonstrated outcomes from the development and implementation of the strategies included


a. a greater sense of collaboration and teamwork.


b. reduced turnover within the department.


c. an increase in annual departmental budget.



Questions 11-14 refer to Figure 3, "Make the Leap: From the Nursing Professional Development Scope and Standards of Practice to a Position Description."


11. What minimum requirements should be reflected in the nursing professional development (NPD) position description as a starting point for recruitment?


a. years of experience and former specialties


b. education and certification


c. work history and educational goals


12. What responsibility and success criteria is specified for the NPD but not for the Unit Educator?


a. Develop, revise, and maintain competency-based orientation.


b. Improve critical thinking, interpersonal, and technical skills.


c. Serve as a clinical expert on a day-to-day basis.


13. As specified on Table 1 of the poster, NPD Specialist responsibilities include


a. measuring the quality of what is learned.


b. participation in unit leadership tasks.


c. being the expert in specialty content.


14. In which clinical areas was it most difficult to match desired education with clinical expertise?


a. emergency and trauma


b. behavioral health and dual diagnosis


c. critical care and perioperative



Questions 15-18 refer to Figure 4, "But No One Ever Told Me That! Using Gamification to Promote Learning, Retention, and Inquiry."


15. An expected outcome of using gamification is


a. motivating action to solve problems.


b. measuring an individual's creativity and spontaneity.


c. increasing collaboration within a group.


16. The element of aesthetics provides


a. explanations about rules and rewards.


b. visual elements that are engaging.


c. frequent, constructive information about progress.


17. At the study hospital, many of the challenges were timed in order to increase the


a. sense of competition.


b. number of games that could be played.


c. amount of information that could be covered.


18. The subjects in the gamification research study were


a. adolescent inpatients.


b. experienced staff nurses.


c. nurses attending orientation.