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Certified Rehabilitation Registered Nurse Exam Dumps

CRRN Exam Format | Course Contents | Course Outline | Exam Syllabus | Exam Objectives

1. Rehabilitation nursing models and theories (6%)

2. Functional health patterns (theories, physiology, assessment, standards of care, and interventions in individuals with injury, chronic illness, and disability across the lifespan) (58%)

3. The function of the rehabilitation team and community reintegration (13%)

4. Legislative, economic, ethical, and legal issues (23%).

The CRRN Exam Content Outline lists each domain with related tasks, knowledge, and skill statements. It is the best source of information for exam content.

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Domain I: Rehabilitation Nursing Models and Theories (6%)

Task 1: Incorporate evidence-based practice, models, and theories into patient-centered care.

Knowledge of:

a. Evidence-based practice

b. Nursing theories and models significant to rehabilitation (e.g., King, Rogers, Neuman, Orem)

c. Nursing process (i.e., assessment, diagnosis, outcomes identification, planning, implementation, evaluation)

d. Rehabilitation standards and scope of practice

e. Related theories and models (e.g., developmental, behavioral, cognitive, moral, personality, caregiver development and function)

f. Patient-centered care Skill in:

a. Applying nursing models and theories

b. Applying rehabilitation scope of practice

c. Applying the nursing process

d. Incorporating evidence-based practice

Domain II: Functional Health Patterns (theories, physiology, assessment, standards of care, and interventions in individuals with injury, chronic illness, and disability across the lifespan) (58%)

Task 1: Apply the nursing process to optimize the restoration and preservation of the individual's health and wellbeing.

Knowledge of:

a. Physiology and management of health, injury, acute and chronic illness, and adaptability

b. Pharmacology

c. Rehabilitation standards and scope of practice

d. Technology (e.g., smart devices, internet sources, personal response devices, and telehealth)

e. Alterations in sexual function and reproduction

Skill in:

a. Assessing health status and health practices

b. Teaching interventions to manage health and wellness

c. Using rehabilitation standards and scope of practice

d. Using technology

e. Assessing goals related to sexuality and reproduction

f. Teaching interventions and technology related to sexuality and reproduction (e.g., body positioning,
mirrors, adaptive equipment, medication)

Task 2: Apply the nursing process to promote optimal nutrition.

Knowledge of:

a. Adaptive equipment and feeding techniques (e.g., modified utensils, scoop plates, positioning)

b. Anatomy and physiology related to nutritional and metabolic patterns (e.g., endocrine, obesity,
swallowing)

c. Diagnostic testing

d. Diet types (e.g., cardiac, diabetic, renal, dysphagia)

e. Fluid and electrolyte balance

f. Nutritional requirements

g. Skin integrity (e.g., Braden scale, pressure ulcer staging)

h. Pharmacology (e.g., anticholinergics, opioids, antidepressants)

i. Safety concerns and interventions (e.g., swallowing, positioning, food textures, fluid consistency)

Skill in:

a. Assessing nutritional and metabolic patterns (e.g., nutritional intake, fluid volume deficits, skin
integrity, metabolic functions, feeding and swallowing)

b. Implementing and evaluating interventions for nutrition

c. Implementing and evaluating interventions for skin integrity (e.g., skin assessment, pressure relief,
moisture reduction, nutrition and hydration)

d. Teaching interventions for swallowing deficits

e. Using adaptive equipment

Task 3: Apply the nursing process to optimize the individual's elimination patterns.

Knowledge of:

a. Anatomy and physiology of altered bowel and bladder function

b. Bladder and bowel adaptive equipment and technology (e.g., bladder scan, types of catheters,
suppository inserter)

c. Bladder and bowel training (e.g., scheduled self -catheterization, timed voiding, elimination
programs)

d. Pharmacologic and non-pharmacological interventions

Skill in:

a. Assessing elimination patterns (e.g., elimination diary, patients history)

b. Implementing and evaluating interventions for bladder and bowel management (e.g., nutrition,
exercise, pharmacological, adaptive equipment)

c. Teaching interventions to prevent complications (e.g., constipation, urinary tract infections,
autonomic dysreflexia)

d. Providing patient and caregiver education related to bowel and bladder management

e. Using adaptive equipment and technology

Task 4: Apply the nursing process to optimize the individuals highest level of functional ability.

Knowledge of:

a. Anatomy, physiology, and interventions related to musculoskeletal, respiratory, cardiovascular, and
neurological function

b. Assistive devices and technology (e.g., mobility aids, orthostatic devices, orthotic devices)

c. Clinical signs of sensorimotor deficits

d. Activity tolerance and energy conservation

e. Pharmacology (e.g., antispasmodics, vasopressors, analgesics)

f. Safety concerns (e.g., falls, burns, skin integrity, infection prevention)

g. Self-care activities (e.g., activities of daily living, instrumental activities of daily living)

Skill in:

a. Assessing and implementing interventions to prevent musculoskeletal, respiratory, cardiovascular,
and neurological complications (e.g., motor and sensory impairments, contractures, heterotrophic
ossification, aspiration, pain)

b. Assessing, implementing, and evaluating interventions for self-care ability and mobility

c. Implementing safety interventions (e.g., sitters, reorientation, environment, redirection, nonbehavioral restraints)

d. Using technology (e.g., mobility aids, pressure relief devices, informatics, assistive software)

e. Teaching interventions to prevent complications of immobility (e.g., skin integrity, DVT prevention)

Task 5: Apply the nursing process to optimize the individual's sleep and rest patterns.

Knowledge in:

a. Factors affecting sleep and rest (e.g., diet, sleep habits, alcohol, pain, environment)

b. Pharmacology

c. Physiology of sleep and rest cycles

d. Technology

Skill in:

a. Assessing sleep and rest patterns

b. Evaluating effectiveness of sleep and rest interventions

c. Teaching interventions and strategies to promote sleep and rest (e.g., energy conversation,
environmental modifications)

d. Using technology (e.g., sleep study, CPAP, BiPAP, relaxation technology)

Task 6: Apply the nursing process to optimize the individual's neurological function.

Knowledge of:

a. Measurement tools (e.g., Rancho Los Amigos, Glasgow, Mini Mental State Examination, ASIA, pain
analog scales)

b. Neuroanatomy and physiology (e.g., cognition, judgment, sensation, perception)

c. Pain (e.g., receptors, acute, chronic, theories)

d. Pharmacology

e. Safety concerns (e.g., seizure precautions, fall precautions, impaired judgment)

f. Technology

Skill in:

a. Assessing cognition, perception, sensation, apraxia, perseveration, and pain

b. Implementing and evaluating strategies for safety (e.g., personal response devices, alarms, helmets,
padding)

c. Teaching strategies for neurological deficits

d. Teaching strategies for pain and comfort management (e.g., pharmacological, non-pharmacological)

e. Using technology (e.g., TENS unit, baclofen pump)

f. Implementing behavioral management strategies (e.g., contracts, positive reinforcement, rule
setting)

Task 7: Apply the nursing process to promote the individuals optimal psychosocial patterns and holistic wellbeing.

Knowledge of:

a. Individual roles and relationships (e.g., cultural, environmental, societal, familial, gender, age)

b. Role alterations

c. Psychosocial disorders (e.g., substance abuse, anxiety, depression, bipolar, PTSD, psychosis)

d. Theories (e.g., self-concept, role, relationship, interaction, developmental, human behaviors)

e. Traditional and alternative modalities (e.g., medications, healing touch, botanicals)

f. Cultural competence

Skill in:

a. Assessing and promoting self-efficacy, self-care, and self-concept

b. Accessing supportive team resources and services (e.g., psychologist, clergy, peer support,
community support)

c. Promoting strategies to cope with role and relationship changes (e.g., individual and caregiver
counseling, peer support, education)

d. Including the individual and caregiver in the plan of care

e. Incorporating cultural and spiritual values

f. Promoting positive interaction among individual and caregivers

g. Evaluating the effects of values, belief systems, and spirituality of the individual

Task 8: Apply the nursing process to optimize coping and stress management skills of the individual and

caregivers.

Knowledge of:

a. Community resources (e.g., face-to-face support groups, internet, respite care, clergy)

b. Coping and stress management strategies for individuals and support systems

c. Cultural competence

d. Physiology of the stress response

e. Safety concerns regarding harm to self and others

f. Technology for self-management

g. Theories (e.g., developmental, coping, stress, grief and loss, self-esteem, self-concept)

h. Types of stress and stressors

i. Stages of grief and loss

Skill in:

a. Assessing potential for harm to self and others

b. Assessing the ability to cope and manage stress

c. Facilitating appropriate referrals

d. Implementing and evaluating strategies to reduce stress and improve coping (e.g., biofeedback,
cognitive behavioral therapy, complementary alternative medicine, pharmacology)

e. Using therapeutic communication

Task 9: Apply the nursing process to optimize the individual's ability to communicate effectively.

Knowledge of:

a. Anatomy and physiology (e.g., cognition, comprehension, sensory deficits)

b. Communication techniques (e.g., active listening, anger management, reflection)

c. Cultural competence

d. Developmental factors

e. Linguistic deficits (e.g., aphasia, dysarthria, language barriers)

f. Assistive technology and adaptive equipment

Skill in:

a. Assessing comprehension and communication (e.g., oral, written, auditory, visual)

b. Implementing and evaluating communication interventions

c. Involving and educating support systems

d. Using assistive technology and adaptive equipment

e. Using communication techniques

Domain III: The Function of the Rehabilitation Team and Community Reintegration (13%)

Task 1: Collaborate with the interdisciplinary/interprofessional team to achieve patient-
centered goals.
Knowledge of:

a. Goal setting and expected outcomes (e.g., SMART goals, functional independence measures [FIM],
WeeFIM)

b. Types of healthcare teams (e.g., interdisciplinary/
interprofessional, multidisciplinary, transdisciplinary)

c. Rehabilitation philosophy and definition

d. Roles and responsibilities of team members

e. Theory (e.g., change, leadership, communication, team function, organizational)

Skill in:

a. Advocating for inclusion of appropriate team members

b. Applying appropriate theories (e.g., change, leadership, communication, team function,
organizational)

c. Communicating and collaborating with the interdisciplinary/
interprofessional team

d. Developing and documenting plans of care to attain patient-centered goals

Task 2: Apply the nursing process to promote the individual's community reintegration.

Knowledge of:

a. Technology and adaptive equipment (e.g., electronic hand-held devices, electrical simulation, service
animals, equipment to support activities of daily living)

b. Community resources (e.g., housing, transportation, community support systems, social services,
recreation, CPS, APS)

c. Personal resources (e.g., financial, caregiver support systems, caregivers, spiritual, cultural)

d. Professional resources (e.g., psychologist, neurologist, clergy, teacher, case manager, vocational
rehabilitation counselor, home health, outpatient therapy)

e. Teaching and learning strategies for self-advocacy

Skill in:

a. Accessing community resources

b. Assessing readiness for discharge

c. Assessing barriers to community reintegration

d. Evaluating outcomes and adjusting goals (e.g., interdisciplinary/interprofessional team and patientcentered)

e. Identifying financial barriers and providing appropriate resources

f. Initiating referrals

g. Participating in team and patient caregiver conferences

h. Planning discharge (e.g., home visits, caregiver teaching)

i. Teaching health and wellness maintenance

j. Teaching life skills

k. Using adaptive equipment and technology (e.g., voice activated call systems, computer supported
prosthetics)

Domain IV: Legislative, Economic, Ethical, and Legal Issues (23%)

Task 1: Integrate legislation and regulations to guide management of care.

Knowledge of:

a. Agencies related to regulatory, disability, and rehabilitation (e.g., CARF, The Joint Commission, APS,
CPS, CMS, SSA, OSHA)

b. Specific legislation related to disability and rehabilitation (e.g., Medicare, Medicaid, ADA,
rehabilitation acts, HIPAA, Affordable Care Act, workers compensation, IDEA, Vocational, IMPACT
Act)

Skill in:

a. Accessing, interpreting, and applying legal, regulatory, and accreditation information

b. Using assessment, measurement, and reporting tools (e.g., functional independence measures [FIM],
patient satisfaction, IRF-PAI)

Task 2: Use the nursing process to deliver cost effective patient-centered care.

Knowledge of:

a. Clinical practice guidelines

b. Community and public resources

c. Insurance and reimbursement (e.g., PPS, workers compensation)

d. Regulatory agency audit process

e. Staffing patterns and policies

f. Utilization review processes

Skill in:

a. Analyzing quality and utilization data

b. Collaborating with private, community, and public resources

c. Incorporating clinical practice guidelines

d. Managing current and projected resources in a cost effective manner

Task 3: Integrate ethical considerations and legal obligations that affect nursing practice.

Knowledge of:

a. Ethical theories and resources (e.g., deontology, ombudsperson, ethics committee)

b. Legal implications of healthcare related policies and documents (e.g., HIPAA, advance directives,
powers of attorney, POLST/MOLST, informed consent)

Skill in:

a. Advocating for the individual

b. Documenting services provided

c. Identifying appropriate resources to assist with legal documents

d. Implementing strategies to resolve ethical dilemmas

e. Applying ethics in the delivery of care

Task 4: Integrate quality and safety in patient-centered care.

Knowledge of:

a. Quality measurement and performance improvement processes (e.g., Agency for Healthcare
Research and Quality; Institute of Medicine; National Database of Nursing Quality Indicators)

b. Models and tools used in process improvement (e.g., Plan, Do, Check, Act; Six Sigma; Lean approach)

c. Federal quality measurement efforts

d. Reporting requirements (e.g., infection rates, healthcare acquired pressure injury, sentinel events,
discharge to community, readmission rates)

Skill in:

a. Assessing safety risks

b. Minimizing safety risk factors

c. Implementing safety prevention measures

d. Utilizing assessment, measurement, and reporting tools (e.g., functional independence
measurement; patient satisfaction)

e. Incorporating standards of professional performance

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CRRN PDF Sample Questions

CRRN Sample Questions

Medical
CRRN
Certified Rehabilitation Registered Nurse
https://killexams.com/pass4sure/exam-detail/CRRN
QUESTION: 1
Which of the following is the BEST description of naturopathy?
A. A system that focuses on strengthening the body's defense mechanisms rather than trying to
heal particular disease symptoms.
B. A system that involves balancing qi (vital energy) by inserting tiny needles into specific sites
referred to as acupoints.
C. A system that involves applying pressure or electric stimulation at acupoints to promote
healing.
D. A system that involves various manipulations of muscles and joints and alignment of the
spine to maintain health.
Answer: A
QUESTION: 2
A patient with a spinal cord injury develops signs of autonomic dysreflexia (sweating and
flushing above injury, severe headache, nasal congestion, anxiety, nausea). He first does a
pressure release and checks his indwelling catheter, which is in place and draining freely. What
should he do next?
A. Perform digital stimulation to stimulate a bowel movement.
B. Lie down flat.
C. Call 9-1-1.
D. Take nifedipine or nitroglycerine sublingually.
Answer: A
QUESTION: 3
Constraint-induced movement therapy (CIMT) for those with stroke or traumatic brain injury
(TBI) includes constraint of the uninvolved upper extremity and which of the following other
measure(s)?
A. Forced use of weakened limbs for 90 minutes daily.
B. Massed practice.
C. Forced use of weakened limbs for 90% of waking hours and massed practice.
D. Doing progressively more difficult tasks in small steps for 90 minutes daily with positive
reinforcement.
1
Answer: C
QUESTION: 4
A patient with a spinal cord injury has developed a stage II pressure ulcer (4 cm in diameter) on
the medial aspect of the right knee. In addition to relieving pressure, which of the following is
the MOST appropriate treatment?
A. Cleanse with antiseptic and expose to the air.
B. Apply wet-to-dry saline dressings.
C. Cleanse with normal saline and apply a hydrocolloid dressing.
D. Apply a heat lamp to the area 3 times daily.
Answer: C
QUESTION: 5
A 19-year-old man with an above-knee right amputation is depressed and refuses to see his
parents. The parents ask the rehabilitation nurse for an update on their son's condition. Which of
the following is MOST appropriate in accordance with HIPAA regulations?
A. Advise the parents that information regarding the patient's condition is private.
B. Provide a brief general update, without specific details
C. Refer the parents to the physician to get information.
D. Tell the patient he should speak to his parents.
Answer: A
2
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CRRN Nurse test

CRRN Nurse test :: Article Creator

Eight Lejeune excessive college students flow national exam, become licensed nurse aides prior to commencement

Eight Lejeune high college students have passed the national Nurse Aide evaluation application exam with ultimate scores, an accomplishment that has made them college and career competent.

On June 1, the eight Lejeune excessive college health Sciences college students have been administered the all-day examination and all eight scored a one hundred%, now officially making them each North Carolina licensed Nurse Aides (CNAs).

Jacksonville metropolis Councilwoman, Lejeune excessive college health Sciences Educator and Nurse Aide program Coordinator Dr. Angelia Washington informed The day by day news these college students completed 230 hours of lecture room idea, 40 hours of medical placement training at Naval clinical center Camp Lejeune, an eight-hour Cardiopulmonary Resuscitation primary existence guide route and underwent and bought criminal background protection clearance.

The curriculum is comparable to that discovered at submit-secondary colleges, akin to community schools.

“high faculty students of our active-obligation provider participants now have a skill set, are actually considered faculty and career-competent, as well as aggressive and marketable in nowadays’s healthcare trade where the nursing box is experiencing a scarcity,” Washington observed.

The eight college students who achieved the program and handed the exam are Katelyn Ann Burrows, McKynzi Sumiko Garcia, Ainsley Bliss Hallett, Mikaiah Kinley Aliza Henderson, Kahina Elizabeth Millner, Katlyn Rachelle Nix, Alicia Renelique and Lillian O’Brien Soucie.

Washington brought these eight younger ladies now have the credentials to take them into the militia as a medic, develop into a Naval officer, or enter into employment correct out of high school making equivalent, if not extra, than what their folks are making.

Washington based the software in 2010, which is still the only department of protection excessive school in the continuous united states to present the health sciences software for military-connected students aboard a U.S. militia installing.

Washington is also the most effective African-American instructor in the entire department of defense (DoDEA) system that teaches this software.

She noted former LHS essential Eric Steimel became instrumental in hiring her and turned into extraordinarily supportive to make certain she had the entire governmental fiscal materials to enforce and sustain the CTE fitness Sciences software.

moreover, in may additionally 2022, 2013 Lejeune high school alumni Dr. Malcolm Hunter graduated from medical faculty, fitting the application’s first health practitioner. 2019 Lejeune high school Alumni Malik Francis was also the application’s first male nurse. he's currently an ER nurse in Greensboro.

as a result of the COVID-19 pandemic, the application turned into suspended from March 2020 via July 2022, but resumed this 12 months.

“college students will also be very resilient, particularly when you’re speaking about defense force college students,” Washington talked about. “Their resilience level is one to be admired. My eight younger women, seniors and juniors, in fact desired this course. They gave it their all, they put in the work. there have been moments of joy, moments of highs, moments of crying, moments of exhilaration, however these ladies in fact stuck with the application. Their strength and their fortitude basically came via.”

All eight college students, as well as Washington, have been also given individual cognizance and commendation letters from the Navy medication Readiness and practising Command Camp Lejeune Commander, Jacksonville Mayor Sammy Phillips, u.s. Senator Thom Tillis-NC and Rep. Greg Murphy (NC-03).

Secretary of the North Carolina department of military and Veterans Affairs LtGen Walter E. Gaskin, USMC Retired will also be providing a letter to the students and Washington.

LtGen Walter E. Gaskin, USMC (Ret), Secretary of the North Carolina department of militia and Veterans Affairs

“As an elected chief, once I first came to Lejeune high college, i used to be simply Dr. Angelia Washington, a citizen of Jacksonville, as a result of I, myself, graduated from Jacksonville high faculty and took the fitness sciences application,” Washington mentioned. “So, every thing my college students are doing, I did whereas i was in Onslow County schools.”

Washington pointed out the program was a stepping stone into her future career, and when she appears at her students, it takes her lower back to that point.

“It’s now not a direction for the faint of heart since it’s going to examine you, it’s going to start to prepare you for these actual-lifestyles experiences,” Washington talked about. “For my students to ranking a perfect ranking after three years of lying dormant, that basically suggests the testomony to the fortitude and the intellectual potential of my nurse aide college students.”

Reporter Morgan Starling can also be reached at mstarling@jdnews.com.

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