CNE Quiz
Earn Contact Hours
How to Obtain Contact Hours by Reading This Issue
Instructions
3.0 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of
measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not
require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the
evaluation form online at https://villanova.gosignmeup.com. To obtain contact hours you must:
1. Read the following articles, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and
understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing
the quiz.
• DSM-5: Historical Perspectives
Margaret Jordan Halter, PhD, APRN; Donna Rolin-Kenny, PhD, APRN, PMHCNS-BC; and Faye Grund, MS, APRN, PMHNP-BC, on pages 22-29.
• An Overview of the DSM-5: Changes, Controversy, and Implications for Psychiatric Nursing
Margaret Jordan Halter, PhD, APRN; Donna Rolin-Kenny, PhD, APRN, PMHCNS-BC; and Laura Cox Dzurec, PhD, PMHCNS-BC, on pages 30-39.
• How Culture Is Assessed in the DSM-5
Barbara Jones Warren, PhD, RN, CNS-BC, FAAN, on pages 40-45.
2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If
you have incorrect answers, return to the article for further study.
3. Go to the Villanova website listed above to register for contact hour credit. You will be asked to provide your name, contact information, and
a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be
automatically generated.
This activity is valid for continuing education credit until March 31, 2015.
Contact Hours
This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated.
Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission
on Accreditation.
Activity Objectives
1. Describe the history of the psychiatric classification systems in the United States.
2. Review the changes within the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) (including controversial topics) and their
implications for psychiatric nursing.
3. Explain how culture is assessed in the DSM-5.
Disclosure Statements
Neither the planners nor the authors have any conflicts of interest to disclose.
doi:10.3928/02793695-20130313-98
Questions #1-5 refer to the article about historical perspectives of the
DSM-5 by Halter, Rolin-Kenny, and Grund on pages 22-29.
1. What distinguished the DSM from prior mental health
classification systems such as the International Statistical
Classification of Diseases (ICD)?
A. It provided detailed examples of patients with the described
mental health diagnosis.
B. It was the first pragmatic, clinical utility manual with consistent
diagnostic criteria for mental health practitioners.
C. It provided a clear mechanism whereby psychiatric clinicians could
bill for services.
D. It broadly categorized spectrum disorders, enabling the clinician to
make clear distinctions in mental health disorders.
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2. What is true regarding the intersection between the DSM and the
ICD?
A. The American Psychiatric Association (APA) has sought to align
DSM codes with ICD codes.
B.The DSM contains psychiatric diagnoses whereas the ICD does not.
C.The ICD was discontinued with the introduction of the DSM.
D. The APA hopes to replace ICD codes for diagnosing psychiatric
diagnoses.
3.
All of the following statements are true regarding the DSM-5 EXCEPT:
A. This edition and future editions will use Arabic numbers rather
than Roman numerals.
B. A life span approach was used to emphasize a developmental
approach to diagnostics.
Copyright © SLACK Incorporated
C. It is the most recent edition of the DSM.
D. Psychiatric nurse practitioners contributed to writing the manual
for the first time.
4. Which is a true statement regarding nursing’s involvement in
the classification system process?
A. Nurses rejected involvement in the development of the DSM-5
due to its medical nature.
B. The APA rejected the involvement of psychiatric nurses in clinical
field trials.
C. Florence Nightingale was an early advocate for classifying
diseases for hospital morbidity statistics.
D. The original DSM was developed in collaboration with the
American Nurses Association.
5. Which statement is true regarding homosexuality and the DSM?
A. It shifted from a pathological condition to an ego-dystonic
condition to outright removal.
B. Empirical research showed lack of a relationship between
homosexuality and psychopathology.
C. The public pressured the APA’s board to remove controversial
disorders.
D. All of the above.
Questions #6-10 refer to the article about the overview of the DSM-5
by Halter, Rolin-Kenny, and Dzurec on pages 30-39.
6. Disorder categories in the new DSM-5 will be arranged
according to:
A. alphabetical order.
B. numerical order.
C. severity of symptom constellations.
D. neurodevelopmental sequencing.
7. One concern expressed repeatedly in response to the recategorization of some disorders is that:
A. access to services may be curtailed as a consequence.
B. clinicians will experience confusion relative to previous
categorizations.
C. inconsistencies between the DSM-5 and the ICD-9 will emerge.
D. stigma for affected clients will increase.
8. As a consequence of re-working the DSM-5, client input in
regard to a final diagnosis will:
A. decrease, as many new objective measures will be used in
diagnosis.
B. increase, as psychosocial, perceptual, and contextual variables
are assessed.
C. stay about the same because the specific DSM diagnoses are well
defined.
D. not be present because objectivity and consistency are
important in a diagnosis.
9.
Suicidal behavior disorder is considered for inclusion in the
DSM-5 to:
A. pathologize the behavior and stigmatize individuals who
demonstrate suicidal behaviors.
B. track the frequency and presence of suicidal behavior as a
predictor of risk.
C. compare the incidence of suicide attempts between major
diagnoses.
D. measure severity of illness.
Journal of Psychosocial Nursing • Vol. 51, No. 4, 2013
10. Which of the following issues is NOT one of the controversies
brought on by the DSM-5 revision?
A. Multidisciplinary input for revision through public comment and
inclusion in field trials.
B. Inclusion of Asperger’s disorder within autism spectrum
disorders.
C. The addition of disruptive mood dysregulation disorder.
D. Inclusion of binge eating as a psychiatric disorder.
Questions #11-15 refer to the article about culture and the DSM-5 by
Warren on pages 40-45.
11. The Outline for Cultural Formulation includes the following
areas:
A. cultural identity.
B. sexual orientation.
C.religion.
D.gender.
12. Experts in the area of culture believed that the DSM-IV lacked:
A. a global perspective related to culture.
B. clients’ social and political context.
C. information on culture-bound syndromes.
D. a mental illness focus.
13. The preliminary review of information on the DSM-5 indicates
that the assessment of culture will be expanded to include:
A. a definition of culture.
B. the importance of the role of culture.
C. a prioritization for cultural assessment.
D. all of the above.
14. Criticisms of how culture was assessed in prior versions of the
DSM include all of the following EXCEPT that culture:
A. was only addressed in the Appendices.
B. should be assessed from the clinician’s perspective.
C. was thought to be assessed with inclusion of client viewpoints.
D. assessment was vague without any tools for clinician utility.
15. Which of the following is incorporated into the DSM-5 to help
nurses address clients’ cultural assessments?
A. Sample client scenarios with sample contextual questions.
B. Recommendations to use client-centered data.
C. The Cultural Formulation Interview, which can be used as a
teaching tool.
D. An evaluation tool to assist with clinician interpretation of
cultural data.
CNE Answers
April 2013
1.B
2.A
3.D
4. C
5. D
6. D
7. D
8. B
9. B
10. A 13. D
11. A 14. C
12. B 15. C