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CBIC Certified Infection Control Exam Sample Questions (Q54-Q59):

NEW QUESTION # 54
Immediate use steam sterilization is NOT recommended for implantable items requiring immediate use because

A. chemical indicators may not be accurate at high temperatures.
B. results of biologic indicators are unavailable prior to use of the item.
C. the length of time is inadequate for the steam to penetrate the pack.
D. the high temperature may damage the items.

Answer: B

Explanation:
The correct answer is C, "results of biologic indicators are unavailable prior to use of the item," as this is the primary reason immediate use steam sterilization (IUSS) is not recommended for implantable items requiring immediate use. According to the Certification Board of Infection Control and Epidemiology (CBIC) guidelines, IUSS is a process used for sterilizing items needed urgently when no other sterile options are available, typically involving a shortened cycle (e.g., flash sterilization). However, for implantable items- such as orthopedic hardware or prosthetic devices-ensuring absolute sterility is critical due to the risk of deep infection. Biologic indicators (BIs), which contain highly resistant spores to verify sterilization efficacy, require incubation (typically 24-48 hours) to confirm the kill, but IUSS does not allow time for BI results to be available before the item is used (CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competency 3.3 - Ensure safe reprocessing of medical equipment). This lack of immediate verification poses a significant infection risk, making IUSS inappropriate for implants, as per AAMI ST79 standards.
Option A (the high temperature may damage the items) is a consideration for some heat-sensitive materials, but modern IUSS cycles are designed to minimize damage, and this is not the primary reason for the restriction on implants. Option B (chemical indicators may not be accurate at high temperatures) is incorrect, as chemical indicators (e.g., color-changing strips) are reliable at high temperatures and serve as an immediate check, though they are not a substitute for BIs. Option D (the length of time is inadequate for the steam to penetrate the pack) is not the main issue, as IUSS cycles are optimized for penetration, though the shortened time may be a secondary concern; the unavailability of BI results remains the decisive factor.
The focus on biologic indicator results aligns with CBIC's emphasis on ensuring the safety and sterility of reprocessed medical devices, particularly for high-risk implantable items (CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competency 3.5 - Evaluate the environment for infection risks). This recommendation is supported by AAMI and CDC guidelines, which prioritize BI confirmation for implants to prevent healthcare-associated infections (AAMI ST79:2017, CDC Sterilization Guidelines, 2019).
References: CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competencies 3.3 - Ensure safe reprocessing of medical equipment, 3.5 - Evaluate the environment for infection risks. AAMI ST79:2017, Comprehensive guide to steam sterilization and sterility assurance in health care facilities. CDC Guidelines for Disinfection and Sterilization in Healthcare Facilities, 2019.

NEW QUESTION # 55
An infection preventionist (IP) is tasked with developing an infection prevention training program for family members. What step should the IP take FIRST?

A. Create clearly defined goals and objectives for the training.
B. Develop a plan to create an appropriate training environment.
C. Assess the needs of the family members at the facility.
D. Ensure that all content in the training is relevant and practical.

Answer: C

Explanation:
The correct answer is A, "Assess the needs of the family members at the facility," as this is the first step the infection preventionist (IP) should take when developing an infection prevention training program for family members. According to the Certification Board of Infection Control and Epidemiology (CBIC) guidelines, effective education programs begin with a needs assessment to identify the specific knowledge gaps, cultural factors, and practical challenges of the target audience-in this case, family members. This initial step ensures that the training is tailored to their level of understanding, language preferences, and the infection risks they may encounter (e.g., hand hygiene, isolation protocols), aligning with adult learning principles (CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competency 4.1 - Develop and implement educational programs). Without this assessment, subsequent steps risk being misaligned with the audience's needs, reducing the program's effectiveness.
Option B (create clearly defined goals and objectives for the training) is a critical step but follows the needs assessment, as goals should be based on identified needs to ensure relevance. Option C (ensure that all content in the training is relevant and practical) depends on understanding the audience's needs first, making it a later step in the development process. Option D (develop a plan to create an appropriate training environment) is important for implementation but requires prior knowledge of the audience and content to design effectively.
The focus on assessing needs aligns with CBIC's emphasis on evidence-based education design, enabling the IP to address specific infection prevention priorities for family members and improve outcomes in the facility (CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competency 4.2 - Evaluate the effectiveness of educational programs). This approach is supported by CDC guidelines, which recommend audience assessment as a foundational step in health education programs.
References: CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competencies 4.1 - Develop and implement educational programs, 4.2 - Evaluate the effectiveness of educational programs. CDC Health Education Curriculum Analysis Tool, 2019.

NEW QUESTION # 56
Which of the following active surveillance screening cultures would be appropriate for carbapenem-resistant Enterobacterales (previously known as carbapenem-resistant Enterobacteriaceae) (CRE)?

A. Throat or nasopharyngeal cultures
B. Nares or axillary cultures
C. Abscess or blood cultures
D. Rectal or peri-rectal cultures

Answer: D

Explanation:
Carbapenem-resistant Enterobacterales (CRE) colonization is most commonly found in the gastrointestinal (GI) tract. Therefore, rectal or peri-rectal cultures are recommended for active surveillance screening.
Why the Other Options Are Incorrect?
* B. Nares or axillary cultures - CRE is not primarily found in the nasal or axillary region; this method is more relevant for detecting MRSA.
* C. Abscess or blood cultures - While CRE may be present in clinical infections, these cultures are not used for screening asymptomatic carriers.
* D. Throat or nasopharyngeal cultures - CRE does not commonly colonize the upper respiratory tract, so these are not ideal for active screening.
CBIC Infection Control Reference
The CDC and APIC guidelines emphasize rectal or peri-rectal swabbing as the most effective active surveillance method for CRE detection.

NEW QUESTION # 57
An infection preventionist is putting together an educational program for families of patients newly diagnosed with Clostridioides difficile infection (CDI). Which of the following educational formats would involve active learning?

A. Having the family members demonstrate ways to prevent CDI transmission
B. Providing a brief 10-minute lecture on ways to prevent CDI transmission
C. Distributing a pamphlet describing ways to prevent CDI transmission
D. Watching a 5-minute YouTube video demonstrating ways to prevent CDI transmission

Answer: A

Explanation:
The correct answer is D, "Having the family members demonstrate ways to prevent CDI transmission," as this educational format involves active learning. According to the Certification Board of Infection Control and Epidemiology (CBIC) guidelines, active learning engages learners through participation, practice, and application of knowledge, which is more effective for skill development and behavior change compared to passive methods. In this context, having family members demonstrate techniques-such as proper hand hygiene, use of personal protective equipment (PPE), or environmental cleaning-requires them to actively apply the information, reinforcing understanding and retention (CBIC Practice Analysis, 2022, Domain IV:
Education and Research, Competency 4.1 - Develop and implement educational programs). This hands-on approach also allows the infection preventionist to provide immediate feedback, ensuring correct practices to prevent CDI transmission, which is critical given the spore-forming nature of Clostridioides difficile.
Option A (providing a brief 10-minute lecture on ways to prevent CDI transmission) is a passive learning method where information is delivered to the audience without requiring their active participation, limiting its effectiveness for skill-based learning. Option B (distributing a pamphlet describing ways to prevent CDI transmission) is also passive, relying on the family to read and interpret the material independently, which may not ensure comprehension or application. Option C (watching a 5-minute YouTube video demonstrating ways to prevent CDI transmission) is a more engaging passive method, as it provides visual and auditory learning, but it still lacks the interactive component of active participation or demonstration.
The focus on active learning aligns with CBIC's emphasis on tailoring educational programs to promote practical skills and sustained behavior change, which is essential for infection prevention among families of CDI patients (CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competency 4.2 - Evaluate the effectiveness of educational programs). This approach supports the goal of reducing transmission risks in both healthcare and home settings.
References: CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competencies 4.1 - Develop and implement educational programs, 4.2 - Evaluate the effectiveness of educational programs.

NEW QUESTION # 58
An infection preventionist is reviewing employee health immunization policies. What is the recommendation for tetanus toxoid, reduced diphtheria toxoid, and acellular pertussis (Tdap) for a 55-year-old nurse who received all childhood vaccinations?

A. One dose of Tdap vaccine
B. No additional vaccination is recommended
C. Two doses of Tdap vaccine at least 28 days apart
D. Two doses of Tdap vaccine at least 14 days apart

Answer: A

Explanation:
The correct answer is A, "One dose of Tdap vaccine," as this is the recommended immunization for a 55-year- old nurse who received all childhood vaccinations. According to the Certification Board of Infection Control and Epidemiology (CBIC) guidelines, which align with recommendations from the Centers for Disease Control and Prevention (CDC) and the Advisory Committee on Immunization Practices (ACIP), adults who have completed a primary series of childhood vaccinations (typically 5 doses of DTaP or DTP) should receive a single booster dose of Tdap if they have not previously received it. This is especially critical for healthcare personnel, such as a 55-year-old nurse, due to their increased risk of exposure to pertussis and the need to protect vulnerable patients (CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competency 3.2 - Implement measures to prevent transmission of infectious agents). The Tdap vaccine, which protects against tetanus, diphtheria, and pertussis, is recommended once between ages 11-64, with a preference for administration in early adulthood (e.g., 19-26 years) or as soon as feasible for older adults, including this 55-year-old nurse, to ensure immunity against pertussis, which wanes over time. For individuals aged 65 and older, Tdap is still recommended if not previously received, though Tdap is preferred over Td (tetanus and diphtheria only) for healthcare workers to address pertussis risk.
Option B (two doses of Tdap vaccine at least 14 days apart) and Option C (two doses of Tdap vaccine at least
28 days apart) are not standard recommendations for adults with a complete childhood vaccination history.
Multiple doses are typically reserved for individuals with incomplete primary series or specific high-risk conditions, not for this scenario. Option D (no additional vaccination is recommended) is incorrect because, even with a complete childhood series, a Tdap booster is advised for healthcare workers to maintain protection, especially given the nurse's occupational exposure risks (CDC Immunization Schedules, 2024).
After receiving the Tdap booster, a Td booster every 10 years is recommended to maintain tetanus and diphtheria immunity, but the initial Tdap dose is the priority for this nurse.
The recommendation for one Tdap dose aligns with CBIC's emphasis on evidence-based immunization policies to prevent transmission of vaccine-preventable diseases in healthcare settings (CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competency 3.1 - Collaborate with organizational leaders). This ensures the nurse is protected and contributes to herd immunity, reducing the risk of pertussis outbreaks in the healthcare environment.
References: CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competencies 3.1 - Collaborate with organizational leaders, 3.2 - Implement measures to prevent transmission of infectious agents. CDC Immunization Schedules, 2024. ACIP Recommendations for Tdap, 2011 (updated 2023).

NEW QUESTION # 59
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CBIC Certified Infection Control Exam Sample Questions (Q54-Q59):

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