ANCC NPD-BC Cheat Sheet

Credential

NPD-BC

Total questions

150 multiple-choice

Scored questions

125 count toward score

Pretest questions

25 unscored, indistinguishable

Exam time

3 hours

Passing score

350 scaled, 500 maximum

Testing vendor

Prometric test centers

Scheduling window

120 days after authorization

Credential term

5 years

Exam fee

$295 ANA | $395 nonmember

2025 pass rate

72% first-time (1,064/1,486)

Eligibility hours

2,000 NPD hours, 3 years

Analyze, Design, Develop, Implement, Evaluate

Adults need the why first

1. Cognitive knowledge recall→E-learning module(Asynchronous and trackable)
2. Psychomotor skill→Demonstration plus return demonstration(Hands-on required)
3. Affective attitude change→Discussion or role-play(Values exploration)
4. High-risk, low-volume event→Simulation with debriefing(Safe rehearsal)
5. Complex clinical judgment→Unfolding case study(Staged decisions)
6. Knowledge needed at bedside→Job aid(Just-in-time)
7. New device rollout→Superusers plus hands-on practice(At-elbow support)
8. Team communication failure→TeamSTEPPS simulation(Interprofessional)
9. Staff spread across sites→Virtual synchronous session(Live interaction)

Model source

ANPD Scope and Standards, 4th

Inputs

Scanning, learner, roles, standards

Throughputs

Six NPD responsibility areas

Outputs

Learning, change, role competence

Ultimate beneficiary

Healthcare consumer and partner

Throughput anchor

Organization mission and vision

Six responsibilities

Orientation, competency, education, roles, partnerships, inquiry

Standards of Practice

Standards 1 through 6

Standards 1-6

Assess, diagnose, outcomes, plan, implement, evaluate

Professional Performance standards

Standards 7 through 18

Audience, Behavior, Condition, Degree

Improve during, judge after

1. Did learners like it→Kirkpatrick Level 1(Reaction survey)
2. Did knowledge increase→Kirkpatrick Level 2(Pre and post test)
3. Has practice changed→Kirkpatrick Level 3(Observation or audit)
4. Did outcomes improve→Kirkpatrick Level 4(Organizational metric)
5. Did it pay off→Level 5 ROI(Phillips monetary return)
6. Improving while designing→Formative evaluation(Pilot feedback)
7. Judging after completion→Summative evaluation(Final outcome)

Behaviorism

Stimulus, response, reinforcement

Cognitivism

Internal processing, memory, schema

Constructivism

Learner builds meaning from experience

Social constructivism

Learning through social interaction

Humanism

Self-direction toward self-actualization

Social cognitive theory

Bandura modeling and self-efficacy

Educational neuroscience

Brain-based attention and memory

Kolb cycle

Experience, reflect, conceptualize, experiment

Learning styles

Preference claim, weak evidence

Learner characteristics

Generation, literacy, language, experience

Reaction, Learning, Behavior, Results, then ROI

Competency is measured, competence inferred

Need to know

Explain relevance before content

Self-concept

Self-directed and autonomous

Prior experience

Experience is a resource

Readiness

Tied to role demands

Orientation

Problem-centered, not subject-centered

Motivation

Mostly internal drivers

Novice, Advanced beginner, Competent, Proficient, Expert

ADDIE

Analyze, design, develop, implement, evaluate

Professional practice gap

Current versus desired performance

Educational need

Knowledge, skill, and/or practice

Needs assessment

Data gathered before designing

Gap analysis

Compares actual to expected

Learning outcome

What the learner achieves

Learning domains

Cognitive, affective, psychomotor

Bloom cognitive levels

Remember, understand, apply, analyze, evaluate, create

ABCD objective

Audience, behavior, condition, degree

SMART objective

Specific, measurable, achievable, relevant, timed

Verb rule

One observable, measurable action verb

Weak verbs

Understand, know, appreciate, learn

Orientation

Introduces organization and role

In-service

Short, site-specific skill update

Continuing education

Builds beyond entry-level practice

Interprofessional education

Two or more professions together

Just-in-time training

Delivered at point of need

Microlearning

Short single-objective learning unit

Skills fair

Multi-station competency verification event

Unfolding case

Scenario revealed in stages

Preceptorship

Assigned one-to-one role teaching

Wright model domains

Technical, critical thinking, interpersonal

Return demonstration

Observed performance of skill

Case study

Applies judgment to scenario

Exemplar

Written story of practice

Peer review

Colleague evaluates observed performance

Quality monitor

Chart audit or outcome data

Mock event

Simulated drill under pressure

Post-test

Verifies knowledge, not skill

Self-assessment

Learner rates own confidence

Shared accountability

Employee helps choose verification

Initial competency

Verified during orientation period

Ongoing competency

Reassessed on defined cycle

Level 1 Reaction

Satisfaction right after activity

Level 2 Learning

Knowledge or skill gained

Level 3 Behavior

Transfer into actual practice

Level 4 Results

Organizational outcome change

Level 5 ROI

Phillips added monetary return

ROI formula

Net benefits divided by costs

Benefit-cost ratio

Benefits divided by costs

Formative evaluation

During; improves the activity

Summative evaluation

After; judges the result

Level 3 method

Observation, audit, chart review

Contact hour

Sixty minutes of learning

AMA equivalence

One credit equals one hour

Gap requirement

Every activity needs identified gap

Ineligible company content

May not award contact hours

Ineligible company logos

Only in required disclosure

Integrity standards

Integrity and Independence in education

Initial accreditation

Up to two years

Re-accreditation

Up to four years

Approved Provider term

No longer than three years

Plan, Do, Study, Act, then repeat

1. Event already happened→Root cause analysis(Retrospective)
2. Risk before go-live→FMEA(Prospective)
3. Small rapid test→PDSA cycle(One unit first)
4. Reduce process variation→Six Sigma DMAIC(Data heavy)
5. Remove waste and delays→Lean value stream(Flow focus)
6. Many possible causes→Fishbone diagram(Categorize causes)
7. Must prioritize causes→Pareto chart(Vital few)
8. Track change over time→Run or control chart(Watch shifts)

PDSA

Plan, do, study, act

DMAIC

Define, measure, analyze, improve, control

Lean

Removes waste, adds value

Six Sigma

Reduces variation and defects

Value stream map

Maps steps and delays

Fishbone diagram

Groups possible causes visually

Pareto chart

Vital few causes first

Run chart

Data plotted over time

Control chart

Adds statistical control limits

Gemba

Observe work where performed

Five Whys

Repeated questioning finds cause

Project charter

Scope, sponsor, objectives, timeline

Stakeholder analysis

Maps influence and interest

Gantt chart

Tasks across a timeline

Milestone

Checkpoint marking progress

Scope creep

Uncontrolled growth of work

Structure measure

Resources, staffing, capacity

Process measure

Whether steps were done

Outcome measure

Result for patient, staff

Balancing measure

Watches unintended consequences

Benchmark

Compare to external standard

Sustainment plan

Owner, audit, and refresh

Hardwiring

Embed into policy, workflow

1. 1.150 items; 125 are scored
2. 2.Pass = 350 scaled, 500 maximum
3. 3.Three hours, Prometric test center
4. 4.Leadership 27% is largest domain
5. 5.Educational Process 26% is second
6. 6.Technology and Ethics each 15%
7. 7.Program management 11%, research 6%
8. 8.Six responsibilities, seven NPD roles
9. 9.Standards 1-6 practice, 7-18 performance
10. 10.Contact hour equals 60 minutes
11. 11.Retest after 60 calendar days
12. 12.Maximum three attempts per year
13. 13.Certification lasts five years
14. 14.Renewal: 75 hours plus category
15. 15.ANA Code now has ten provisions
16. 16.Wright: technical, thinking, interpersonal
17. 17.RCA looks backward, FMEA forward
18. 18.Preceptor assigned, mentor chosen
19. 19.Debriefing drives simulation learning