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NSGD 2216 Final Exam 2026: Modules 1–4 Comprehensive – 300 Questions with Answers & Rationale

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Prepare for the NSGD 2216 Final Exam with this comprehensive 300-question practice set covering Modules 1–4, complete with correct answers and detailed rationales. This all-in-one resource covers every major content area: Module 1: Foundations of Professional Nursing Practice & Critical Inquiry – History of nursing research (early 1900s nursing education focus), consumers vs. producers of research, deductive vs. inductive reasoning, Carper's ways of knowing (empirics, ethics, personal, aesthetics), Chinn & Kramer's emancipatory knowing, tacit vs. explicit knowledge, critical inquiry process (questioning, gathering, analyzing, discussing, reflecting), Bermudez's four thinking tools (problem posing, reflective skepticism, multi-perspectivity, systemic thinking), attributes of critical inquiry (analytical thinking, reflective reasoning, evidence evaluation, synthesis, open-mindedness, intellectual curiosity), antecedents and consequences of critical thinking, RED Model (Recognize Assumptions, Evaluate Information, Draw Conclusions), SBAR communication, five rights of delegation, advance directives (living will vs. durable power of attorney) Module 2: Research Paradigms, Philosophies & Evidence-Informed Practice – Positivism (objective reality, quantitative, deductive, etic) vs. Constructivism (subjective reality, qualitative, inductive, emic) vs. Critical Social Theory vs. Indigenous Research Paradigms, methodological congruence, research vs. clinical questions, PICOT framework (Population, Intervention, Comparison, Outcome, Time), evidence hierarchy (meta-analysis of RCTs highest, then RCTs, cohort, case-control, cross-sectional, case series, expert opinion), primary vs. secondary sources, quantitative vs. qualitative characteristics, study designs (RCT, quasi-experimental, pre-experimental, longitudinal, cross-sectional, prospective/cohort, retrospective/case-control, case study), sampling (probability/random vs. non-probability/convenience/purposive), internal vs. external validity, reliability vs. validity, Hawthorne effect, social desirability bias, statistical vs. clinical significance (p 0.05 vs. practical importance), systematic review vs. meta-analysis, blinding (single/double-blind), CINAHL, MEDLINE/PubMed, PsycINFO, Cochrane Library, Boolean operators (AND, OR, NOT) Module 3: Research Ethics & Indigenous Data Sovereignty – TCPS 2 core principles (Respect for Persons, Concern for Welfare, Justice), four core ethical principles (autonomy, beneficence, nonmaleficence, justice), informed consent, confidentiality vs. anonymity, vulnerable populations, harm vs. discomfort, REB/IRB role, Nuremberg Code, Declaration of Helsinki, Tuskegee Syphilis Study, CNA Code of Ethics, OCAP (Ownership, Control, Access, Possession), Indigenous Data Sovereignty, FPIC (free, prior, informed consent), CBPR (community-based participatory research), Two-Eyed Seeing (Etuaptmumk), relational accountability, data repatriation, cultural safety, ethics of care, procedural vs. ethics in practice, minimal risk, equipoise, therapeutic vs. non-therapeutic research Module 4: Leadership, Ethics, Interprofessional Collaboration & Information Literacy – Interprofessional collaboration (IPEC core competencies: values/ethics, roles/responsibilities, communication, teams/teamwork), huddle vs. debrief, psychological safety, shared decision-making, transformational vs. transactional vs. situational leadership, change management (Kotter's 8 steps), change champions, knowledge brokers, KTA framework (knowledge-to-action), RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, Maintenance), audit and feedback, PDSA cycles, just culture, root cause analysis (RCA), quality improvement vs. research, quadruple aim, delegation (five rights), scope of practice, CNO role, Canadian Nurses Association, emotional intelligence, conflict resolution, second victim, horizontal vs. vertical violence, advocacy, chain of command, shared governance, credentialing vs. privileging, accreditation (Accreditation Canada), incident reporting, sentinel event, human factors, active vs. latent errors, checklists, resilience vs. burnout, compassion fatigue, peer support, mentorship vs. coaching, reflective practice, simulation (low-fidelity vs. high-fidelity), formative vs. summative feedback, social media guidelines, digital literacy vs. information literacy, AI in healthcare, telehealth vs. telemedicine, virtual care (synchronous vs. asynchronous), patient portals, digital equity, CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose), SCONUL Seven Pillars (Identify, Scope, Plan, Gather, Evaluate, Manage, Present), Big Six Model, information cycle (data → information → knowledge), misinformation vs. disinformation Ideal for nursing students in NSGD 2216, final exam preparation, nursing research, evidence-informed practice, leadership, ethics, and interprofessional collaboration courses.

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NSGD 2216 Final Exam – Modules 1-4
Comprehensive 2026 – 300 Questions with
Answers & Rationales

Module 1: Foundations of Professional Nursing Practice & Critical Inquiry
(Questions 1–75)
1. Which group would be best served by clinical nursing research?
A) Nursing administrators
B) Practicing nurses
C) Nurses' clients
D) Healthcare policymakers

✅ Correct Answer: C
Rationale: While all groups benefit from nursing research, the ultimate
beneficiary is the patient (nurses' clients). Clinical nursing research aims to
improve patient outcomes directly. Research utilization by practicing nurses
and administrators ultimately serves the client's wellbeing .


2. In the United States, in what area does research play an important role in
nursing?
A) Chronic illness
B) Credentialing and status
C) Nurses' personalities
D) Nurses' education

✅ Correct Answer: B
Rationale: In the United States, nursing research has played a significant role
in credentialing and professional status. Nursing research has helped
establish nursing as a distinct academic discipline and profession with its
own body of knowledge .

,3. What is the role of a consumer of nursing research?
A) Read research reports for relevant findings
B) Participate in generating evidence by doing research
C) Participate in a journal club in a practice setting
D) Solve clinical problems and make clinical decisions

✅ Correct Answer: A
Rationale: A consumer of nursing research reads and appraises research
reports to stay informed of relevant findings that may impact their clinical
practice. Consumers may also implement evidence-based changes but do not
necessarily conduct original research themselves .


4. What is the role of a producer of nursing research?
A) Read research reports to keep up-to-date on findings
B) Actively design and undertake studies
C) Implement evidence-based guidelines
D) Participate in journal clubs

✅ Correct Answer: B
Rationale: Producers of nursing research are nurses who actively design and
undertake studies. They generate new knowledge through systematic
inquiry, while consumers read and apply research findings .


5. What was the concern of most nursing studies in the early 1900s?
A) Client satisfaction
B) Clinical problems
C) Health promotion
D) Nursing education

,✅ Correct Answer: D
Rationale: In the early 1900s, most nursing studies focused on nursing
education rather than clinical practice. Early nursing research addressed
questions about how nurses should be trained, curriculum development, and
the professionalization of nursing education .


6. Which topic most closely conforms to the priorities that have been
suggested for future nursing research?
A) Attitudes of nursing students toward smoking
B) Promotion of excellence in nursing science
C) Nursing staff morale and turnover
D) Number of doctorate prepared nurses in various clinical specialties

✅ Correct Answer: B
Rationale: Promotion of excellence in nursing science aligns with national
research priorities that emphasize advancing the scientific basis of nursing
practice. Research priorities typically focus on clinical outcomes, quality of
care, patient safety, and health promotion .


7. What is the process of deductive reasoning?
A) Verifying assumptions that are part of our heritage
B) Developing specific predictions from general principles
C) Empirically testing observations that are made known through our senses
D) Forming generalizations from specific observations

✅ Correct Answer: B
Rationale: Deductive reasoning moves from general principles to specific
predictions. For example, if all humans need oxygen (general principle), then
this patient will need oxygen (specific prediction). Quantitative research
typically uses deductive reasoning .

, 8. What is the ontological assumption of those espousing a naturalistic
(constructivist) paradigm?
A) Objective reality and that natural phenomena are regular and orderly
B) Phenomena are not haphazard and result from prior causes
C) Reality is multiply constructed and multiply interpreted by humans
D) Reality is not fixed, but is rather a construction of human minds

✅ Correct Answer: C
Rationale: The naturalistic (constructivist) paradigm holds that reality is
subjective, multiple, and multiply constructed by individuals. There is no
single objective reality; rather, individuals construct their own realities based
on their experiences and perspectives .


9. What is the epistemological assumption of those espousing a positivist
paradigm?
A) The researcher is objective and independent of those being studied
B) Phenomena are not haphazard, but rather have antecedent causes
C) The researcher instructs those being studied to be objective in providing
information
D) Reality is not fixed, but is rather a construction of human minds

✅ Correct Answer: A
Rationale: Positivism's epistemological assumption is that the researcher can
and should be objective, detached, and independent from those being
studied. This allows for unbiased observation and discovery of truth .


10. Which is NOT a characteristic of traditional scientific method?
A) Control over external factors
B) Systematic measurement and observation of natural phenomena
C) Deductive reasoning
D) Emphasis on a holistic view of a phenomenon, studied in a rich context

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