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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Analysis of First-Time Unsuccessful Attempts on the Certified Nurse Educator Examination
1About the Author John D. Lundeen, EdD, RN, CNE, COI, is associate professor and nurse anesthesia simulation coordinator, Ida V. Moffett School of Nursing, Samford University, Birmingham, Alabama. The author acknowledges the following members of his University of Alabama dissertation committee: Drs. Roy Ann Sherrod (chair), Susan Gaskins, John Dantzler, Nirmala Erevelles, and Larry Simmons. He also thanks Drs. Gretchen McDaniel and Sharron Schlosser for their assistance with the preparation of this manuscript. For more information, write to Dr. Lundeen at jdlundee@samford.edu.
Aim:
This retrospective analysis examined first-time unsuccessful attempts on the Certified Nurse Educator (CNE) examination from September 2005 through September 2011 (n = 390).
Background:
There are few studies examining certification within the academic nurse educator role. There is also a lack of evidence to assist nurse educators in understanding those factors that best support success on the CNE exam.
Method:
Nonexperimental, descriptive, retrospective correlational design using chi-square test of independence and factorial analyses of variance.
Results:
A statistically significant relationship was found between first-time failure and highest degree obtained and institutional affiliation on the CNE exam. There was no statistically significant effect on mean scores in any of the six content areas measured by the CNE exam as related to highest degree or institutional affiliation.
Conclusion:
The findings from this study support a previous recommendation for faculty development, experience in the role, and doctoral preparation prior to seeking certification.
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