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Medical NE-BC : ANCC Nurse Executive Certification Exam

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Test Number : NE-BC
Test Name : ANCC Nurse Executive Certification
Vendor Name : Medical
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NE-BC test Format | NE-BC Course Contents | NE-BC Course Outline | NE-BC test Syllabus | NE-BC test Objectives


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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Medical test

Sniffing Out COVID-19: A odor examine to support stop the unfold | NE-BC test dumps and test Questions

with no COVID-19 vaccine, the virus will stay existing in society for months, possibly years. however with lessen degrees of situations in many city areas, businesses are working to figure out methods to reopen safely. Temperature tests assist, however as much as 30 percent of individuals under no circumstances get a fever besides the fact that they could unfold the virus. trying out has turn into greater speedy and respectable, however is costly. 

Dr. Sarah Davis SAFER Diagnostics

Dr. Sarah Davis (Courtesy: SAFER Diagnostics)

Dallas-based mostly SAFER Diagnostics has developed a distinct approach for companies to screen employees and residents, providing non-invasive, quickly, and competitively priced screening that is more comprehensive than temperature exams at the door. SAFER has developed a test for anosmia or hyposmia, the loss, or reduced potential to odor, one of the most commonplace and legit signs of COVID-19. 

lack of odor is likely one of the earliest signs of COVID-19, and Harvard medical faculty analysis says, “brief loss of odor, or anosmia, is the main neurological symptom and one of the most earliest and most frequently mentioned warning signs of COVID-19. reviews suggest it enhanced predicts the disorder than different accepted symptoms reminiscent of fever and cough…” while fever may also dissipate right now, loss of odor can linger for weeks, giving an organization extra facts about how the disorder is impacting a bunch of people. 

different research analyzed electronic health data and located that COVID-19 patients are 27 instances greater prone to have a lack of scent than the typical affected person. Fever, cough, or respiratory issue were most effective 2.2 to 2.6 instances more doubtless in COVID sufferers than the average patient. those symptoms can be from a couple of diseases, whereas the loss of smell is a lot rarer. 

experiences indicate anosmia greater predicts the ailment than different frequent signs such as fever and cough. Analyses of electronic fitness statistics point out that COVID-19 sufferers are 27 instances greater likely to have a lack of odor, however are only round 2.2 to 2.6 times more more likely to have a fever, cough, or respiratory problem than sufferers devoid of COVID-19.

because it is an earlier and more suitable predictor of COVID-19, the test will also be used to inform a company to determine if COVID-19 can be spreading, and additional testing is needed. SAFER founder and inner medicine medical professional Dr. Sarah Davis’ become prompted to find a higher solution when her daughter shriveled COVID-19 whereas working at a summer time camp. Davis additionally runs her apply and wanted to discover a greater relaxed solution to reveal her sufferers. “people with COVID lose their experience of odor, which is barely very pleasing. They don’t see that in different infectious illnesses,” she says. “i needed whatever thing that would be clear, neat, disposable, and was some thing that I knew that people without COVID might comfortably scent.”

To boost the examine, Davis worked through a couple of smells and settled on several simply recognizable smells for these with a full experience of smell. The look at various contains a scented card with a QR code so that the results may also be tracked. A failed look at various capacity the particular person should get a examine, and a number of screw ups could tell a company that they may have an endemic. An supplier, university, or lodge may administer the check to workforce or college students. The QR codes connected to the people may supply assistance about how the virus may be spreading through a dorm or wing. And the QR code could additionally serve as a method for a person to tell a company that they've these days passed a odor verify. 

the cardboard may also be scanned with any smartphone, a directions will guide the consumer how to take the look at various. It will also be achieved in precisely 20 seconds. A passing test offers the adult a mobile circulate to let others understand they've handed. In her trying out, Davis says that two-thirds of COVID-fantastic sufferers had been unable to establish the smell, and ninety p.c of these with out COVID-19 had been in a position to establish the scent. 

The business remains in its early days however is in talks with organizations, inns, and universities to put into effect its answer. “I think it holds a ton of capabilities as a result of this is cheap for them to make use of for his or her employees,” Davis says. “specially for their personnel coming into locations where it’s intricate to social distance.”

Many positive exams could provide an organization immediate counsel that the virus may be spreading. “You’ll be capable of comprise anything earlier than it spreads, and also you needed to shut down and quarantine an incredible neighborhood of people,” she says. 


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