ANCC Nurse Executive Certification Exam Dumps
NE-BC Exam Format | Course Contents | Course Outline | Exam Syllabus | Exam 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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NE-BC PDF Sample Questions
NE-BC Sample Questions
Medical
NE-BC
ANCC Nurse Executive Certification
https://killexams.com/pass4sure/exam-detail/NE-BC
Question: 45
Which law mandates that employers must find, and use, safer medical devices to
ensure the safety of staff in the health care workplace?
A. The Occupational Safety Act
B. The Occupational Safety and Health Administration (OSHA) Act
C. The Bloodborne Pathogens Act
D. The Needle stick Safety and Prevention Act
Answer: D
The Needle stick Safety and Prevention Act is the law that mandates employers to
find, and use, safer medical devices in order to ensure the safety of staff in the
health care workplace. This relatively new law intends to ensure workplace safety
in reference to sharps which is a major workplace safety threat. Among other
things that this law requires is a complete and accurate log of all sharps injuries,
and the active involvement of front line staff in the selection of safer sharps.
Category: Performance improvement - Monitoring/promoting workplace safety
requirements
Question: 46
What is an effective way with which you can prevent procrastination, particularly
when it comes to large and complex projects?
A. To understand that procrastination results from doing too much
B. First identify what things are leading to the procrastination
C. Select and do the most interesting part of the task first
D. Select and do the easiest part of the task first
Answer: B
An effective way with which you can prevent procrastination, particularly when it
comes to large and complex projects, is to first identify what things are leading to
the procrastination. You should then make at least one aspect of this project as
your next priority. Many procrastinators gain momentum when they attack the
most difficult and least interesting aspect of the project first. Then, the other
aspects may more readily fall into place and get done. Category: Strategic
management and technology - Managing projects
Question: 47
Which of the following steps, in correct sequence, are used in the project
management process?
A. Forming, storming and norming
B. Storming, forming and norming
C. Planning/design, Initiation, implementation, monitoring and completion
D. Initiation, planning/design, implementation, monitoring and completion
Answer: D
Initiation, planning/design, implementation, monitoring and completion are the
steps of the project management process in correct sequential order. These steps
are closely aligned with those of the problem solving process (defining the
problem, looking at and deciding among options, implementation and evaluation).
Category: Strategic management and technology - Managing projects
Question: 48
An example of an engineering control that promotes workplace safety is:
A. The adherence to standard precautions.
B. The solidification of blood.
C. The proper disposal of needles and other sharps.
D. The proper use of personal protective equipment.
Answer: B
An example of an engineering control that promotes workplace safety is the
solidification of blood. Some other engineering controls are needleless systems
and retractable scalpel blades. The adherence to standard precautions, the proper
disposal of needles, and other sharps, and the proper use of personal protective
equipment are considered work practice controls, and not engineering controls.
Category: Performance improvement - Monitoring/promoting workplace safety
requirements
Question: 49
The US military and their response teams should be part of a health care facility’s:
A. Flood contingency plan.
B. Storm contingency plan.
C. Workplace violence contingency plan.
D. Bioterrorism contingency plan.
Answer: D
The US military and their response teams should be part of a health care facility’s
bioterrorism contingency plan. Bioterrorism is a major threat in our nation,
especially after the World Trade Center’s destruction. Bioterrorism involves the
intentional act of releasing toxins, bacteria and viruses to harm others. Category:
Strategic management and technology - Contingency plans
Question: 50
The primary purpose of contingency plans in business is to:
A. Enhance efficiency, effectiveness and timeliness of service despite changes in
the external environment.
B. Enhance efficiency, effectiveness and timeliness of service despite changes in
the internal environment.
C. Reduce redundancies and to maintain quality despite the ever changing internal
environment.
D. Reduce risk and to maintain quality despite the ever changing internal and
external environments.
Answer: D
The primary purpose of contingency plans in business is to reduce risk and to
maintain quality despite the ever-changing internal and external environments.
For example, a business may have a contingency plan when sudden staff cuts are
needed (a change in the internal environment) to maintain quality and to reduce
the risks of profit losses associated with this sudden change. Efficiency,
effectiveness and timeliness are only some of the aspects of quality so the best
response is D. Additionally redundancies are often intentionally built into
processes in order to ensure safety and quality. Category: Strategic management
and technology - Contingency plans
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References
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