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Exam Number : NE-BC
Exam Name : ANCC Nurse Executive Certification
Vendor Name : Medical
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Exam : NE-BC
Exam Name : ANCC Nurse Executive Certification
Number of Questions : 175
Scored Questions : 150
Unscored Questions : 25

Category Domains of Practice No. of Questions Percent
I Structures and Processes 27 18%
II Professional Practice 55 37%
III Leadership 33 22%
IV Knowledge Management 35 23%
Total 150 100%

There are 175 questions on this examination. Of these- 150 are scored questions and 25 are pretest questions that are not scored. Pretest questions are used to determine how well these questions will perform before they are used on the scored portion of the examination. The pretest questions cannot be distinguished from those that will be scored- so it is important for a candidate to answer all questions. A candidate's score- however- is based solely on the 150 scored questions. Performance on pretest questions does not affect a candidate's score.

I. Structures and Processes (18%)
A. Human Capital Management
Knowledge of:
1. Federal and state laws (e.g.- Family and Medical Leave Act [FMLA]- American with Disabilities Act [ADA]- Fair Labor Standards Act [FLSA]- wage and hour laws- equal employment opportunities- Occupational Safety and Health Administration [OSHA]-
workers compensation)
2. Labor relations (e.g.- collective bargaining- contract negotiations- grievances and arbitrations- National Labor Relations Board [NLRB])
3. Resource utilization (e.g.- cross training- job descriptions )
4. Principles associated with human resources (e.g.- employee assistance and counseling- compensation- benefits- coaching- performance management)
5. Organizational culture (e.g.- just culture- transparency)
6. Organizational structure (e.g.- chain of command- organizational chart- span of control)
Skills in:
7. Participating in developing and modifying administrative policies and procedures
8. Implementing and enforcing administrative policies and procedures (e.g.- monitoring compliance)
9. Providing feedback on effectiveness of administrative policies and procedures
10. Evaluating the effectiveness of roles based on changing needs in the health care environment (e.g.- new or expanded job descriptions- professional development)
B. Financial Management
Knowledge of:
1. Basic financial and budgeting principles (e.g.- revenue cycle- supply and labor expenses- productivity- depreciation- return on investment [ROI]- cost-benefit analysis)
2. Reimbursement methods (e.g.- payor systems- pay for performance- payment bundling- value-based purchasing)
3. Contractual agreements (e.g.- vendors- materials- staffing)
4. Principles of staffing workload (e.g.- full-time equivalents [FTE]- hours per patient day- skill mix)
Skills in:
5. Developing a budget (e.g.- operational- capital)
6. Analyzing variances and managing a budget (e.g.- operational- capital)
7. Efficient resource utilization (e.g.- contractual agreements- outsourcing)
8. Determining appropriate staffing workload
C. Health and Public Policy
Knowledge of:
1. Legal issues (e.g.- fraud- whistle-blowing- the Health Insurance Portability and Accountability Act [HIPAA]- corporate compliance- electronic access and security- harassment- malpractice- negligence)
2. Consumer-driven health care (e.g.- public reporting- Community Health Needs Assessment [CHNA]- Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]- Healthgrades)
3. Emergency planning and response
4. Planning and responding to internal and external disasters
5. Planning and responding to health and public policy issues
6. Assessing- addressing- and preventing legal issues (e.g.- violations- fraud- whistleblowing- the Health Insurance Portability and Accountability Act [HIPAA]- corporate compliance- electronic access and security- harassment)

II. Professional Practice (37%)
A. Care Management/Delivery
Knowledge of:
1. Health care delivery models and settings (e.g.- accountable care organization [ACO]- patient-centered medical home [PCMH]- nurse-led clinic- telehealth- e-health- inpatient- ambulatory care- home health- rehabilitation- etc.)
2. Laws- regulations- and accrediting bodies (e.g.- The Joint Commission- Centers for Medicare and Medicaid Services- Nurse Practice Act)
3. Standards of nursing practice (e.g.- clinical practice guidelines- clinical pathways- ANA Scope and Standards of Practice- Nurse Practice Act)
Skills in:
4. Establishing staffing models (e.g.- primary care nursing- team nursing- nurse-patient ratios- skill mix- acuity)
5. Designing workflows based on care delivery model and population served (e.g.- patient centered medical home [PCMH]- interdisciplinary team- case management- disease management- throughput- staffing assignment and scheduling)
6. Developing policies and procedures that ensure regulatory compliance with professional standards and organizational integrity
B. Professional Practice Environment and Models
Knowledge of:
1. Professional practice models
2. Role delineation (e.g.- credentialing- privileging- certification)
3. Professional practice standards (e.g.- ANA Scope and Standards of Practice- Nurses Bill of Rights- Nurse Practice Act)
4. Employee performance feedback (e.g.- coaching- performance appraisal- Just Culture)
Skills in:
5. Developing clinical staff (e.g.- orientation- continuing education- competency validation- performance appraisal- peer review- mentoring- planning- lifelong learning)
6. Creating a professional environment for empowered decision making (e.g.- shared governance- staff accountability- critical thinking- civility)
7. Recruiting- recognizing- and retaining staff
8. Providing internal and external customer service (including service recovery)
9. Creating a vision for professional nursing practice that promotes patient and family centered care
C. Communication
Knowledge of:
1. Communication principles (e.g.- active listening- reflective communication- two-way communication- interviewing)
2. Communication styles (e.g.- persuasive- assertive- passive- aggressive- passiveaggressive)
3. Negotiation concepts and strategies (e.g.- compromising- collaborating- win-win)
4. Communication processes that support safe patient care (e.g.- documentation- handoffs or hand-overs- bedside reporting- incident reporting- reporting sentinel events)
Skills in:
5. Communicating using verbal (e.g.- oral and written) and nonverbal methods (e.g.- body language- eye contact- active listening)
6. Facilitating collaboration to achieve optimal outcomes (e.g.- team building- group dynamics- leveraging diversity)
7. Selecting the appropriate communication method for the audience and situation (e.g.- email- role playing- presentation- reports- staff meeting- board meeting- one-on-one conversation- patient/family council- consumer feedback)
8. Conflict management

III. Leadership (22%)
A. Leadership Effectiveness
Knowledge of:
1. Key elements of a healthy work environment
2. Leadership concepts- principles- and styles (e.g.- pervasive leadership- servant leadership- situational leadership- appreciative inquiry- culture of transparency- change management theories)
3. Coaching- mentoring- and precepting
4. Emotional intelligence
5. Sources of influence and power
Skills in:
6. Self reflection and personal leadership evaluation
7. Integrating diversity and sensitivity into the work environment
8. Change management
9. Building effective relationships through listening- reflecting- presence- communication- and networking
10. Succession planning
11. Creating an environment to engage and empower employees
B. Strategic Visioning and Planning
Knowledge of:
1. Strategic planning principles (e.g.- alignment of nursings strategic plan with the organizational plan- SWOT analysis- components of strategic planning)
2. New program development (e.g.- proposals- pro forma- business plans- marketing)
3. Trends that effect nursing practice and the healthcare environment
4. Communicating and building consensus and support for the strategic plan
5. Establishing baselines for processes (i.e.- measuring current performance)
6. Evaluating processes and outcome measures over time
7. Project management to support/achieve the strategic plan (e.g.- planning- implementing- and monitoring action plans)
C. Ethics and Advocacy
Knowledge of:
1. Ethical principles
2. Business ethics (e.g.- corporate compliance- privacy)
3. ANAs Code of Ethics
4. Patients Bill of Rights
Skills in:
5. Advocating for patients (e.g.- patient rights- access- and safety)
6. Advocating for staff (e.g.- healthy work environment- equipment- staffing)
7. Advocating for the nursing profession (e.g.- professional organizations- promoting education- certification- legislative influence)

IV. Knowledge Management (23%)
A. Quality Monitoring and Improvement
Knowledge of:
1. Systems theory
2. Continuous performance improvement (The Plan-Do-Study-Act [PDSA] Cycle- Lean- root cause analysis- tracer methodology)
3. Process and outcome measures (e.g.- clinical- financial- safety- patient satisfaction- employee satisfaction)
4. Culture of safety (e.g.- risk management- employee engagement- employee safety technologies [patient lifts]- patient safety technologies [bar coding])
Skills in:
5. Creating a culture of continuous performance improvement
6. Translating data into information (including use of internal and external benchmarks)- and disseminating it at various levels within the organization
7. Evaluating and prioritizing outcomes of care delivery (e.g.- nurse sensitive indicators- ORYX indicators- National Patient Safety Goals- core measures)
8. Selecting the appropriate continuous performance improvement technique
9. Action planning to address identified quality issues
B. Evidence-based Practice and Research
Knowledge of:
1. Institutional Review Board (IRB) requirements (e.g.- protection of human research subjects)
2. Research and evidence-based practice techniques (e.g.- literature review- developing research questions- study methods and design- data management- levels of evidence)
3. Distinguish between performance improvement- evidence-based practice- and research
4. Creating a culture and advocating for resources that support research and scholarly inquiry (e.g.- journal club- grant writing- research councils- research participation)
5. Communicating research and evidence-based findings to internal and external stakeholders
6. Incorporating evidence into policies- standards- procedures and guidelines
7. Evaluating and incorporating new knowledge and published research findings into practice
C. Innovation
Knowledge of:
1. Clinical practice innovation
2. Leadership practice innovation
Skills in:
3. Creating a culture that values- encourages- and recognizes new and innovative ideas that benefit the patient- family- organization- or community
4. Developing a framework for implementing innovations (e.g.- small tests of change- pilot studies)
5. Leveraging diversity to encourage new and innovative ideas or new patterns of thinking
6. Evaluating and applying technology to support innovation



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‘It’s difficult to Get Out’: How Caribbean scientific faculties Fail Their students | NE-BC examcollection and Dumps

ultimate summer, when Dr. Sneha Sheth went online to start filling out purposes for residency — the subsequent stage of her working towards after scientific college — she was hit with a jolt of disappointment.

Of the five hundred residency classes she changed into due to the fact, essentially half had been labeled unfriendly to overseas medical college students, like her, by way of the website suit a Resident, which helps scientific college students overseas navigate the U.S. residency utility manner. Dr. Sheth submitted her applications in September and spent months on area. Then got here the distress of rejections from a lot of classes, and no responses from others.

“There are 50 p.c of classes that don’t want you, which is a horrifying feeling,” noted Dr. Sheth, 28, who graduated currently from a Caribbean medical faculty. “It’s like, if they don’t want you, who will?”

The frustrations of the fit manner, which assigns graduates to classes the place they could start practising drugs, made Dr. Sheth query whether she had been silly to join a Caribbean scientific school. She had spent tens of thousands of dollars but ended up shut out of yank residency classes (youngsters she these days landed a spot in a Canadian one).

in the Seventies, a wave of medical faculties all started to open across the Caribbean, catering largely to American students who had now not been authorised to U.S. clinical colleges; today there are roughly eighty of them. in contrast to their U.S. counterparts, the colleges are predominantly for-profit institutions, their extra revenue from training and costs going to buyers.

Admissions specifications at Caribbean schools are typically more lax than at faculties within the united states. Many do not agree with ratings on the standardized scientific college Admission check as a factor in admissions. Acceptance prices at some are 10 times as excessive as these at American schools. They also do not ensure as clear a profession path. The residency in shape expense for overseas clinical graduates is about 60 %, compared with over ninety four p.c for U.S. graduates.

In 2019, Tania Jenkins, a medical sociologist, studied the composition of U.S. residency classes and located that at more than a third of the nation’s greatest college-affiliated inner drugs courses, the residency inhabitants was made up overwhelmingly of U.S. scientific graduates. Caribbean medical college college students match into residencies at a fee 30 percent aspects lower than their U.S. counterparts.

“U.S. scientific college graduates enjoy tailwinds,” Ms. Jenkins referred to. “Caribbean medical college students journey headwinds. they have a couple of barriers they ought to overcome to be able to be given a chance at lessen-status and reduce-first-class practising associations.”

The challenges that Caribbean medical students face in career development have raised questions in regards to the excellent of their training. but with the quick upward push within the number of medical schools worldwide — from round 1,seven hundred within the year 2000 to roughly three,500 today — monitoring and reporting on the great of medical schools overseas has proved a tricky project.

In exact years, clinical educators and accreditors have made a more concerted effort to evaluate the credibility of those associations, with the intention of keeping applicants suggested about subpar Caribbean colleges, which cost tens of hundreds of dollars in lessons and costs and sometimes fail to place their students for career success.

That effort has generally been led by means of the academic fee for overseas clinical Graduates, which stories and gives credentials for graduates of overseas scientific colleges, together with documentation of their examination scores and their educational histories. In 2010, the fee introduced an initiative requiring every physician applying for certification to have graduated from an authorised scientific school. The group also mentioned it will more intently scrutinize the necessities for organizations that accredit medical schools all over. the brand new rule will take impact by 2024.

The commission has already penalized two Caribbean clinical colleges — the tuition of Science, Arts & know-how college of medication in Montserrat and the Atlantic university school of drugs in Antigua and Barbuda. The neighborhood refused to provide credentials to any of those faculties’ graduates, saying it had discovered the schools to be “egregious when it comes to how they treated college students and misrepresented themselves.” The medical college in Montserrat because of this sued the commission, however the case become pushed aside in a U.S. federal courtroom. The college of Science, Arts & know-how faculty of medicine in Montserrat didn't reply to requests for comment.

“I’m very involved about students’ being taken skills of with the aid of faculties that may additionally no longer supply them appropriate advice as to how they’re going to be taught and what their alternatives are going to be when they finish college,” said Dr. William Pinsky, head of the fee.

He pointed out he hoped that students can be more advantageous protected through 2024, when accrediting companies plan to complete critiques of all overseas clinical faculties through a more rigorous accreditation technique.

one of the crucial fundamental accrediting their bodies for Caribbean scientific faculties is the Caribbean Accreditation Authority for education in drugs and other health Professions, known as CAAM-HP. Lorna Parkins, executive director of the company, referred to that one of the most key components the community considers in denying accreditation consist of excessive attrition costs and low examination pass rates.

Dr. EltiganiCredit...by way of Yasien Eltigani

however Caribbean colleges on occasion misrepresent their accreditation popularity on their websites, Ms. Parkins brought. She occasionally hears from college students who are struggling to transfer out of decrease-first-class faculties.

“It’s my each day situation,” Ms. Parkins said. “i know college students have very excessive loans, and their families make extraordinary sacrifices to train them.”

making use of to clinical college within the u.s. requires a definite degree of knowledge: how to examine for the MCAT; a way to observe for loans; and how to make your self competitive for a opt for variety of spots. applicants with much less access to materials and mentoring are at a disadvantage and are from time to time less aware of the drawbacks of foreign scientific schooling.

Dr. Yasien Eltigani, 27, who's Sudanese and immigrated from the United Arab Emirates to the united states, mentioned he had little counsel in navigating the obstacle course of scientific school purposes. He applied to most effective 9 faculties, all in Texas, now not realizing that the majority U.S. students follow more generally, and turned into rejected from all of them. Two years later, when he noticed a fb advertisement for St. George’s university in Grenada, he determined to apply.

looking lower back, he says he wished he had reapplied to American faculties instead of going the Caribbean route. besides the fact that children he become able to fit into a residency application, which he recently begun, he discovered the manner to be nervousness-inducing.

“in case you fall at the back of in a U.S. scientific school, your chances of matching are good, whereas in a Caribbean clinical faculty you’re at risk,” he stated. “As an immigrant, I didn’t have much within the approach of suggestions.”

Caribbean medical faculty administrators say their intentions are straightforward: They purpose to expand opportunities for students to move to scientific school, specifically these from racially, socioeconomically and geographically distinct backgrounds, to encompass people who could not have historically pursued careers in medicine.

“U.S. clinical schools have extra candidates than they comprehend what to do with,” mentioned Neil Simon, president of the American institution of Antigua college of medicine. “So why do they object to medical colleges that have acquired approval and are instructing a student population it's a great deal extra diverse? Wouldn’t you consider they’d welcome us with open arms?”

Mr. Simon spoke of that he became aware of the bias that A.U.A.’s graduates confront as they apply for residency positions within the united states and that he saw the stigma as unfounded. He brought that international scientific graduates have been greater prone to pursue family unit medicine and to work in underserved areas, specifically rural communities.

however experts say that the proliferation of for-earnings scientific colleges doesn't all the time serve the top-rated pursuits of students. The Liaison Committee on clinical schooling, which credentials U.S. faculties, didn't respect any for-earnings faculties until 2013, when it modified its stance following an antitrust ruling mandating that the American Bar affiliation accredit for-profit legislation schools. among clinical educators, sizeable skepticism nevertheless exists towards the for-profit model.

“If scientific college students are seen as greenback indications as opposed to trainees that require a lot of funding, help and suggestions, that essentially changes the practising event of those college students and the style their schooling pans out,” Ms. Jenkins mentioned.

Some students at Caribbean clinical colleges observed the quality of their schooling had declined even further in fresh years as some campuses confronted natural mess ups.

In 2017 when storm Maria hit Dominica, the place Ross institution college of medication’s campus changed into based, the faculty determined to offer its college students accommodations on a ship docked close St. Kitts. To one of the vital college students, this seemed like an experience. however as quickly as they arrived on the boat, they realized that it did not lend itself to rigorous analyze.

With few analyze spots or electric retailers obtainable on the ship, Kayla, a first-12 months-student, wakened daily at 2 a.m. to claim a place the place she could analyze for the day. (Kayla requested to be identified by means of just her first identify in order that she might freely share her event.) Her exams had been held in a room full of home windows that seemed out over the ocean waves. She and her classmates mentioned that in the event that they seemed up from their exams, they had immediately felt nauseated. She couldn’t take Dramamine, she stated, because that exacerbated her fatigue. some of her classmates left before the semester ended as a result of they couldn't tackle look at circumstances on the ship.

“We remember that extenuating instances posed challenges for all,” a spokesman for Adtalem international training, the mother or father firm of Ross university school of medication, spoke of in an email. “We took remarkable measures to provide options for college students to continue their reports or to take a go away of absence until campus amenities can be restored.”

however the combined challenges of these schools have given strategy to a asserting: “It’s extraordinarily convenient to get into Caribbean schools,” noted Dr. Abiola Ogunbiyi, a exact graduate of Trinity scientific Sciences institution in Saint Vincent. “nevertheless it’s tough to get out.”

As accreditation specifications evolve, Ms. Jenkins mentioned one of the crucial essential the right way to protect students became to make certain transparency from the schools. “individuals may still go into their training with their eyes huge open,” she noted.




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