Certification Sentinel

March 2024

It’s my pleasure to bring you this message on behalf of the Certification Board of Commissioners.

For the certification committee, spring is a busy time, where we engage in item writing and test development activities for the three certification exams: CNE, CNEcl, and CNEn. We are grateful for our volunteers who graciously give their time to participate in this important work. Serving as an item writer for one of the certification exams is a wonderful opportunity to become involved in the NLN. If you are interested in becoming an item writer, submit your CV to Larry Simmons, director of certification programs, at lasimmons@nln.org.

Just a quick reminder that the deadline to renew your certification is October 1 if you are due to renewal this year. Use the Certelligence system to log your renewal activities. The system is easy to use. One suggestion is to collect and organize data demonstrating your renewal activities and have this information available as you enter your data into the Certelligence system.

This year, the NLN Education Summit will focus on competency-based education. It will be held September 18–20 in San Antonio, Texas. Summit information is available on the NLN website. I hope to see you there.

Brenda Morris, EdD, RN, CNE

Chair, Certification Board of Commissioners

Happy Certification Day! Congratulations to all certified nurse educators for this achievement.

As I write this column, I would like to tell everyone that the Certification Program has surpassed the 15,000 level for number of certified nurse educators since the inception of the program. Interest in global testing continues to grow, now reporting international testers from 21 countries. That is absolutely amazing.

The International Council of Nurses (ICN) has re-established, thanks to Dr. Malone and Dr. Cipriano, president at ICN and a familiar name in US nursing, the ICN Education Experts Advisory Committee. The committee will be based at the NLN's Washington, DC, office. That provides us with more exposure to nurse educators from the global community.

The newest certification, CNEn, has reached close to the 300 certified educator level. The CNEcl certification now has 700 certified clinical nurse educators. The future of the program looks solid.

I would like to remind everyone with an expiring certification in 2024 that all renewal applications are due to NLN by October 1. This allows us time to process renewals before the expiration date on the certificate of December 31.

Another reminder about the 2024 NLN Education Summit. The Summit is scheduled to be in San Antonio, Texas, on September 18-20. It is shaping up to be a fantastic educational experience so mark your calendars for registration.

As a note of interest for everyone, the NLN has developed and validated nurse educator competencies for practical/vocational nursing educators. There will be a webinar in May to describe the processes undertaken and to review the competencies. The will be eblasts advertising the webinar, so be sure to register and attend if you might be interested in this development.

Spring is fast approaching and summer will be right behind. I wish everyone a happy, successful spring and a wonderful summer.

Dr. Larry Simmons
Senior Director of Credentialing

Preparing Nursing Faculty to Take the CNE Examination: A Study Group Pilot Project

In April 2023, Dr. Archer and Dr. Petty assessed there was a need for a formal, faculty-driven program of study at their current university. Dr. Archer personally experienced the benefits of a formal CNE study group at her previous university. At their current university, only 10 of the last 54 faculty (18.5%) who were hired had previous experience as a nurse educator. That indicated 81.5% of new faculty were clinical experts and had little to no teaching experience, much less mastery as a nurse educator. Overall, only 31.6% of current faculty at their school of nursing were CNE certified.

Faculty recruited to participate in the program were full-time and had to meet CNE® eligibility requirements. The group size was limited to 10 faculty for the pilot project. Participants met weekly for one hour over 12 weeks via Zoom. Meetings were recorded for those who were unable to attend or for those wishing to watch the recording again after the meeting. A syllabus was provided and included course learning objectives and weekly topics with assigned readings, objectives, and assignments for evaluation of learning. The NLN’s detailed test blueprint was used to guide the study. Time allotment for each of the eight domains was determined by the assigned percentages on the CNE® exam. One faculty member functioned as a facilitator for the study group and requested that other CNE®-certified educators employed by the university be guest lecturers for the sessions in which they were recognized as experts. The following teaching strategies were employed to promote the successful attainment of CNE® certification: 1) PowerPoints; 2) reading assignments; 3) self-paced modules; 4) Canvas group discussions post; 5) case studies; 6) audiovisuals; 7) required online activities; 8) quizzes; and 10) practice examinations.

A budget was established for the program to include the expense of textbooks and the CNE® practice examination. Funding for the pilot project was provided by grant money from the school of nursing. The expense of the CNE® certification exam was not included in the budget. Participants were provided textbooks from the list approved by the NLN and are to be returned upon completion of the program. Facilitators, faculty experts, and the instructional design team were not compensated.

Outcome measures will give summative data to the facilitators on the pilot project’s effectiveness in meeting the stated purpose and goal. The three outcome measures will be CNE® certification success rate, study group participants’ confidence level, and study group participants’ knowledge level. The success rate will be compared to the national pass rate for the CNE®. Also, participants of the pilot project who have completed the study modules and passed the CNE® will be asked about changes in their teaching practices and their confidence in content delivery, outcome analysis, and curriculum planning and resiliency.

The initial reaction by both participants and facilitators contributing to the project has been encouraging. Participants express feeling supported and encouraged to take the CNE®. Drs. Archer's and Petty's expectation is that this pilot project will fill gaps in nursing education literature regarding the CNE® and student outcomes.

Andrea Archer, DNP, RN, CNE
Deborah Petty, DNP, APRN, ACNS-BC, CNE

Update: 2023 CNE Test Blueprint

Part of the CNE Practice Analysis, which was completed in January 2023, included subject matter experts reviewing the CNE Competencies to ensure relevance to the job functions of a CNE. The process in 2023 resulted in more changes in the CNE Competencies and subsequent CNE test blueprint than the previous CNE Practice Analysis. This update will provide an overview of the changes that occurred in the CNE test blueprint from the 2023 CNE Practice Analysis.

In looking at the overall major content areas on the 2019 and 2023 CNE test blueprint (see Table 1), a big change from the 2019 CNE test blueprint is found in Content Area 6. Engage in Scholarship, Service and Leadership, which was divided out in the 2023 CNE blueprint into Content Areas 5. Function as a Change Agent and Leader, 7. Engage in Scholarship, and 8. Function within the Organizational Environment and the Academic Community.

While there was not a change in the number of items on the examination, there were changes to the percentages of items based on the Content Areas. There was an increase in the percentage of questions related to Content Area 1. Facilitate Learning from 22% in the 2019 version to 36% in the 2023 version. All other areas decreased in percentage of content in the 2023 test blueprint except when looking at the change in the 2019 Content Area 6 Engage in Scholarship, Service and Leadership. With the dividing of this Content Area in the 2023 test blueprint, the overall percentage went up from 15% in the 2019 version to a combined 19% in the 2023 version.

Table 1 CNE Major Content Areas in 2019 and 2023

2019 Major Content Areas	2019 Percent on Examination	2023 Major Content Areas	2023 Percent on Examination
1. Facilitate Learning	22%	1. Facilitate Learning	36%
2. Facilitate Learner Development and Socialization	15%	2. Facilitate Learner Development and Socialization	14%
3. Use Assessment and Evaluation Strategies	19%	3. Use Assessment and Evaluation Strategies	14%
4. Participate in Curriculum Design and Evaluation of Program Outcomes	17%	4. Participate in Curriculum Design and Evaluation of Program Outcomes	10%
5. Pursue Continuous Quality Improvement in the Academic Nurse Educator Role	12%	5. Function as a Change Agent and Leader	7%
6. Engage in Scholarship, Service and Leadership 6A Function as a Change Agent and Leader 6B Engage in Scholarship of Teaching 6C Function Effectively with the Institutional Environment and the Academic Community	15%	6. Pursue Continuous Quality Improvement in the Academic Nurse Educator Role	7%
		7. Engage in Scholarship	5%
		8. Function within the Organizational Environment and the Academic Community	7%

In taking a further look at the changes in the test blueprint (see Table 2), there is a clear effort on the part of the subject matter experts to update the language to incorporate current trends and issues in nursing and higher education (e.g., diversity, social determinants of learning, clinical judgement, learning competencies). There was also a shifting of task statements that occurred between the Content Areas due to examining the goodness of fit from the 2019 version. An example of this is found in the task statement “Provide input for the development of nursing program standards and policies regarding: 1. Admission, 2. Progression, and 3. Graduation,” which was shifted from Content Area 3. Use Assessment and Evaluation Strategies in the 2019 version to Content Area 4. Participate in Curriculum Design and Evaluation of Program Outcomes in the 2023 version. Additionally, task statements were condensed in many of the Content Areas such as in Content Area 1. Facilitate Learning where there were 17 task statements in the 2019 version, which was changed to 11 task statements in the 2023 version.

Table 2 Comparison of 2019 CNE Detailed Test Blueprint and 2023 CNE Detailed Test Blueprint

2019 CNE Detailed Test Blueprint

2023 CNE Detailed Test Blueprint

1. Facilitate Learning

A. Implement a variety of teaching strategies appropriate to:
1. content
2. setting (i.e., clinical versus classroom)
3. learner needs
4. learning style
5. desired learner outcomes
6. method of delivery )e.g., face-to-face, remote, simulation)

A. Implement a variety of active teaching and learning strategies appropriate to:
1. content/concepts
2. setting
3. learner attributes and needs
4. learner outcomes
5. method of delivery

B. Use teaching strategies based on:
1. educational theory
2. evidence-based practices related to education

B. Use teaching and learning strategies based on:
1. educational theories
2. evidence-based practices related to education

C. Modify teaching strategies and learning experiences based on consideration of learners’:
1. cultural background
2. past clinical experiences
3. past educational and life experiences
4. generational groups (i.e., age)

C. Modify teaching strategies and learning experiences based on consideration of learners’:
1. diversity
2. social determinants of learning (i.e., physical health, psychosocial health, economic stability, physical environment, social environment, and self-motivation)
3. past clinical, education, and life experiences

D. Use information technologies to support the teaching-learning process

D. Use technologies to support the teaching-learning process

E. Practice skilled oral and written (including electronic) communication that reflects an awareness of self and relationships with learners (e.g., evaluation, mentorship, and supervision)

E. Communicate effectively to convey ideas in a variety of contexts

F. Communicate effectively orally and in writing with an ability to convey ideas in a variety of contexts

F. Model reflective thinking practices

G. Model reflective thinking practices, including critical thinking

G. Create opportunities for learners to develop clinical judgement

H. Create opportunities for learners to develop their own critical thinking skills

H. Ensure a positive and safe learning environment

I. Create positive learning environment that fosters a free exchange of ideas

I. Model attributes that facilitate learning (e.g., caring, confidence, patience, integrity, respect, flexibility, resilience, enthusiasm)

J. Show enthusiasm for teaching, learning, and the nursing profession that inspires and motivates students

J. Develop and maintain effective working relationships with healthcare and education partners

K. Demonstrate personal attributes that facilitate learning (e.g., caring, confidence, patience, integrity, respect, and flexibility)

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

L. Respond effectively to unexpected events that affect instruction

M. Develop collegial working relationships with clinical agency personnel to promote positive learning environments

N. Use knowledge of evidence-based practice to instruct learners

O. Demonstrates ability to teach clinical skills

P. Act as a role model in practice settings

Q. Foster a safe learning environment

2. Facilitate Learner Development and Socialization

A. Identify individual learning styles and unique learning needs of learners with these characteristics:
1. culturally diverse (including international)
2. English as an additional language
3. traditional vs. non-traditional (i.e., recent high school graduates vs. those in school later)
4. at-risk (e.g., educationally disadvantaged, learning and/or physically challenged, social, and economic issues)
5. previous nursing education

A. Identify learner attributes and needs based on consideration of learners':
1. diversity
2. social determinants of learning (i.e., physical health, psychosocial health, economic stability, physical environment, social environment, and self-motivation)
3. past clinical, educational, and life experiences

B. Provide resources for diverse learners to meet their individual learning needs

B. Facilitate access to various resources to support diverse learners

C. Advise learners in ways that help them meet their professional goals

C. Assist learners to identify and develop a plan to meet professional goals

D. Create learning environments that facilitate learners' self-reflection, personal goal setting, and socialization to the role of the nurse

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

E. Foster the development of learners in these areas:
1. cognitive domain
2. psychomotor domain
3. affective domain

E. Engage learners in thoughtful and constructive self and peer evaluation

F. Assist learners to engage in thoughtful and constructive self and per evaluation

F. Promote professional development of learners

G. Encourage professional development of learners

3. Use Assessment and Evaluation Strategies

A. Provide input for the development of nursing program standards and policies regarding:
1. admission
2. progression
3. graduation

A. Design and apply formative and summative evaluation strategies

B. Enforce nursing program standards related to
1. admission
2. progression
3. graduation

B. Implement evidence-based assessment and evaluation strategies in these
learning domains:
1. cognitive
2. psychomotor
3. affective

C. Use a variety of strategies to assess and evaluate learning in these domains:
1. cognitive
2. psychomotor
3. affective

C. Evaluate available methods for learner assessment and evaluation

D. Incorporate current research in assessment and evaluation practices

D. Create assessment methods to evaluate outcomes

E. Analyze available resources for learner assessment and evaluation

E. Implement evaluation methods that are congruent with learner and learning outcomes

F. Create assessment instruments to evaluate outcomes

F. Analyze assessment and evaluation data

G. Use assessment instruments to evaluate outcomes

G. Apply assessment and evaluation data to enhance the teaching-learning

H. Implement evaluation strategies that are appropriate to the learner and learning outcomes

H. Inform learners about assessment and evaluation criteria

I. Analyze assessment and evaluation data

I. Provide timely, constructive, and thoughtful feedback to learners

J. Use assessment and evaluation data to enhance the teaching-learning process

K. Advise learners regarding assessment and evaluation criteria

I. Provide timely, constructive, and thoughtful feedback to learners

4. Participate in Curriculum Design and Evaluation of Program Outcomes

A. Demonstrate knowledge of curriculum development including:
1. identifying program outcomes
2. developing competency statements
3. writing course objectives
4. selecting appropriate learning activities
5. selecting appropriate clinical experiences
6. selecting appropriate evaluation strategies

A. Provide input for the development of nursing program standards and policies regarding:
1. admission
2. progression and retention
3. graduation

B. Actively participate in the design of the curriculum to reflect:
1. institutional philosophy and mission
2. current nursing and health care trends
3.community and societal needs
4. nursing principles, standards, theory, and research
5. educational principles, theory, and research
6. use of technology

B. Demonstrate knowledge of curriculum development including:
1. developing program outcomes and/or competency statements
2. writing content objectives and course outcomes
3. selecting learning activities and clinical experiences consistent with course outcomes
4. designing evaluation strategies consistent with course and program outcomes

C. Lead the development of curriculum design

C. Design the curriculum to reflect:
1. institutional philosophy and mission
2. current nursing and healthcare trends
3. community, clinical partners, and societal needs
4. nursing principles, standards, theory, and research
5. educational principles, theory, research, and innovation
6. use of technology
7. mode of educational delivery

D. Lead the development of course design

D. Lead the development of curriculum design

E. Analyze results of program evaluation

E. Lead the development of course design

F. Revise the curriculum based on evaluation of:
1. program outcomes
2. learner needs
3. societal and health care trends
4. stakeholder feedback (e.g., from learners, agency personnel, accrediting agencies, advisory boards)

F. Design program evaluation that promotes continuous quality improvement

G. Implement curricular revisions using appropriate change theories and strategies

G. Implement the program evaluation plan

H. Collaborate with community and clinical partners to support educational goals

H. Analyze results of program evaluation

I. Design program assessment plans that promote continuous quality improvement

I. Revise the curriculum based on evaluation of:
1. program outcomes
2. learner needs
3. societal and health care trends
4. stakeholder feedback (e.g., learners, agency personnel, accrediting agencies, advisory boards, community and clinical partners)

J. Implement the program assessment plan

J. Implement curricula revisions using change theories and evidence-based strategies

K. Evaluate the program assessment plan

K. Evaluate the program evaluation plan

5. Pursue Systematic Self-Evaluation and Improvement in the Academic Nurse Educator Role

5. Function as a Change Agent and Leader

A. Engage in activities that promote one's socialization to the role

A. Evaluate organizational effectiveness to determine needed change

B. Maintain membership in professional organizations

B. Adapt to changes created by external factors

C. Participate actively in professional organizations through committee work and/or leadership roles

C. Create a culture for change within the nursing program and institution

D. Demonstrate a commitment to lifelong learning

D. Design, implement, and evaluate strategies for change

E. Participate in professional development opportunities that increase ones' effectiveness in the role

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

F. Manage the teaching, scholarship, and service demands as influenced by the requirements of the institutional setting

F. Serve as a leader to promote nursing and nursing education

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

G. Facilitate interprofessional education and collaboration to impact health and educational outcomes

H. Practice according to legal and ethical standards relevant to higher education and nursing education

H. Advocate for nursing, nursing education, and higher education

I. Mentor and support faculty colleagues in the role of an academic nurse educator

I. Manage conflict effectively

J. Engage in self-reflection to improve teaching practices

6. Engage in Scholarship, Service, and Leadership

6. Pursue Continuous Quality Improvement in the Academic Nurse Educator Role

A. Function as a Change Agent and Leader
1. Function as a Change Agent and Leader
·         Model cultural sensitivity when advocating for change
·         Evaluate organizational effectiveness in nursing education
2. Enhance the visibility of nursing and its contributions by providing leadership in the:
·         nursing program
·         parent institution
·         local community
·         state or region
3. Participate in interdisciplinary efforts to address health care and educational needs:
·         within the institution
·         locally
·         regionally
4. Implement strategies for change within the:
·         nursing program
·         institution
·         local community
5. Develop leadership skills in others to shape and implement change
6. Adapt to changes created by external factors
7. Create a culture for change within the:
·         nursing program
·         institution
8. Advocate for nursing, nursing education, and higher education in the political arena

A. Participate actively in professional nursing and education organizations

B. Engage in Scholarship of Teaching
1. Exhibit a spirit of inquiry about teaching and learning, student development, and evaluation methods
2. Use evidence-based resources to improve and support teaching
3. Participate in research activities related to nursing education
4. Share teaching expertise with colleagues and others
5. Demonstrate integrity as a scholar

B. Demonstrate a commitment to lifelong learning

C. Function effectively within the organizational environment and the academic community
1. Identify how social, economic, political, and institutional forces influence nursing and higher education
2. Make decisions based on knowledge of historical and current trends and issues in higher education
3. Integrate the values of respect, collegiality, professionalism, and caring to build an organizational climate that fosters the development of learners and colleagues
4. Consider the goals of the nursing program and the mission of the parent institution when proposing change or managing issues
5. Participate on institutional and departmental committees

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

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

E. Remain informed with healthcare policy relevant to nursing and educational settings

F. Seek mentors for professional development in the academic nurse educator role

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

7. Engage in Scholarship

A. Foster a culture of scholarly inquiry

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

C. Design and implement scholarly activities

D. Disseminate the outcomes of scholarly activities

8. Function within the Organizational Environment and the Academic Community

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

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

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

D. Demonstrate support of diversity, equity, and inclusion initiatives to align with the organization's mission and vision

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

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

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

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

I. Provide input into the budgetary processes of the program and parent institution

J. Maintain professional role boundaries as an educator

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

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

While there were more changes to the CNE test blueprint in the CNE 2023 Practice Analysis than in previous reviews, it is important to note the rigor in the process. The 2023 Practice Analysis and subsequent changes to the CNE blueprint were guided by a psychometrician and included the review and revision the CNE Competencies by subject matter experts, a validation survey with current CNE practitioners of the revised CNE Competencies along with a rating of the importance of the CNE Competencies, revision to the test blueprint based upon the results of the validation survey, and standard setting for the cut score of the CNE examination using a modified Angoff method. This process ensures the CNE Competencies are applicable to nursing education and the CNE certification remains a mark of distinction for academic nurse educators.

Erin Killingsworth, PhD, RN, CNE

Chair of Certification Test Development

Meet the Board

Frank Hicks

Frank D. Hicks, PhD, RN, CNE is professor of adult health and gerontological nursing and associate dean for academic programs and affairs at Rush University College of Nursing. He received his BSN from Indiana University, a MS and PhD in Nursing Sciences from the University of Illinois at Chicago and completed a two-year post-doctoral fellowship in nursing and neurobehavior at the University of Michigan. Dr. Hicks’ scholarship focused on decision-making processes of providers and patients, as well as aspects of the philosophy of nursing science and theory development. His most recent scholarship has examined the benefits of simulation vs. clinical experience in nursing students, and the long-term outcomes of nurse residency programs.

Hicks’ clinical background includes positions in medical and surgical critical care areas. He has held positions as a staff nurse, charge nurse, assistant head nurse, and preceptor, as well as Clinical Nurse Specialist for the heart transplant program at Rush University Medical Center.

He has taught at Indiana University Northwest, Loyola University Chicago, and Rush University College of Nursing and Carthage College. While at Rush, as assistant dean for academic affairs, Hicks led the development and implementation of the pre-licensure and post-licensure Clinical Nurse Leader master’s degree programs. Dr. Hicks was the founding director for the BSN and RN-BSN programs at Carthage College in Kenosha, Wisconsin. During his time at Carthage, he led the newly created Department of Nursing through its successful initial accreditation visit, established an undergraduate fellowship in population health, and successfully established and promoted opportunities for undergraduate research.

For more than 20 years, he has been recognized as an excellent teacher, having won Teacher of the Year for the Niehoff School of Nursing at Loyola Chicago, Sigma Theta Tau Alpha Beta Chapter Excellence in Education Award, and the Excellence in Education for Rush University. He was chosen as an Illinois Board of Higher Education Nursing Education Fellow in 2014 and received certification as a nurse educator (CNE) from the National League of Nursing. He is an alumnus of the AACN's Leadership in Academic Nursing program and was an AACN-Wharton Fellow Executive Leadership program. Dr. Hicks serves as a CCNE Accreditation team leader and visitor for academic and resident programs, as well as serving on the Report Review Committee and the Educational Standards Committee of CCNE. Additionally, Dr. Hicks is vice chair of the Illinois Association of Colleges of Nursing, a member of the Editorial Board for the Journal of Nursing Education and is a commissioner and vice chair for the National League for Nursing Certified Nurse Educator Examination Board.

Certification Board of Commissioners

Back Row: Larry Simmons, Senior Director of Credentialing; Frank Hicks; Vanessa Lyon; Christopher Blackwell; Erin Killingsworth; Brenda Morris; Benjamin Brebonaria

Front Row: Pamela Fifer; Anne Fink; Roseminda Santee