Free CBIC CIC Practice Exam with Questions & Answers | Set: 9

The CBIC Certified Infection Control Exam Study Guide (6th edition) explains that microfiber cleaning materials are preferred over traditional cotton cloths and mops because of their electrostatic properties, which enhance cleaning effectiveness. Microfiber is composed of very fine synthetic fibers that become positively charged, allowing them to attract and trap negatively charged dirt, dust, and microorganisms rather than simply pushing them across surfaces.

This electrostatic attraction enables microfiber to remove a significantly higher percentage of bacteria and organic material from surfaces compared to cotton, even when used with less cleaning solution or disinfectant. The split fiber structure also increases surface area, allowing microorganisms and debris to be captured within the fibers rather than redistributed. These properties make microfiber particularly effective for environmental cleaning in healthcare settings, where surface contamination contributes to transmission of healthcare-associated infections.

Option A is incorrect because microfiber products are often more expensive initially, though they may be cost-effective over time. Option C is incorrect because microfiber must be laundered separately under specific conditions to maintain effectiveness. Option D may be true but is not the primary reason for preference.

For the CIC® exam, it is important to recognize that microfiber’s positive charge and superior ability to attract and retain microorganisms are the key reasons it is favored over cotton for environmental cleaning and infection prevention.

The most effective way to assess emergency preparedness for an influx of patients with viral hemorrhagic fever (VHF) is through tabletop exercises or full-scale drills. These exercises simulate real-life scenarios, allowing hospitals to test protocols, identify weaknesses, and improve response efforts.

Why the Other Options Are Incorrect?

A. Meet frequently with emergency management professionals – While important, meetings alone do not provide hands-on testing of preparedness.

B. Conduct regular rounding in the Emergency Department – Rounding helps with policy compliance, but does not test the entire emergency response plan.

D. Collaborate to assess the availability of supplies and PPE – This is one component of preparedness but does not evaluate the facility’s response in real-time.

CBIC Infection Control Reference

APIC recommends full-scale emergency drills as the gold standard for assessing preparedness for emerging infectious diseases​.

An outcome measure tracks the end result of healthcare processes. The CAUTI rate per 1,000 catheter days directly measures the frequency of infections, making it an ideal outcome metric.

From the APIC Text:

“An incidence rate (i.e., the number of new cases during a time period, such as the rate of patients with urinary catheters who get a CAUTI) is a frequently used outcome performance measure.”

Other choices like care compliance or training are process measures, not outcomes.

The correct answer is D, "A device used one time on a patient during a procedure and then discarded," as this accurately describes a single-use medical device. According to the Certification Board of Infection Control and Epidemiology (CBIC) guidelines, a single-use device (SUD), also known as a disposable device, is labeled by the manufacturer for one-time use on a patient and is intended to be discarded afterward to prevent cross-contamination and ensure patient safety. This definition is consistent with regulations from the Food and Drug Administration (FDA), which designate SUDs as devices that should not be reprocessed or reused due to risks of infection, material degradation, or failure to restore sterility (CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competency 3.3 - Ensure safe reprocessing of medical equipment). Examples include certain syringes, catheters, and gloves, which are designed for single use to eliminate the risk of healthcare-associated infections (HAIs).

Option A (a device which can be used on a single patient) is too vague and could apply to both single-use and reusable devices, as reusable devices are also often used on a single patient per procedure before reprocessing. Option B (a device that is sterilized and can be used again on the same patient) describes a reusable device, not a single-use device, as sterilization and reuse are not permitted for SUDs. Option C (a device used on a patient and reprocessed prior to being used again) refers to a reusable device that undergoes reprocessing (e.g., sterilization), which is explicitly prohibited for SUDs under manufacturer and regulatory guidelines.

The focus on discarding after one use aligns with CBIC’s emphasis on preventing infection through adherence to device labeling and safe reprocessing practices, ensuring that healthcare facilities avoid the risks associated with improper reuse of SUDs (CBIC Practice Analysis, 2022, Domain III: Infection Prevention and Control, Competency 3.5 - Evaluate the environment for infection risks). This practice is critical to maintaining a sterile and safe healthcare environment.

The Certification Study Guide (6th edition) emphasizes that documentation of cleaning, disinfection, and sterilization processes is a fundamental requirement for regulatory compliance and patient safety assurance. Accurate and complete documentation demonstrates that reprocessing activities are performed according to established policies, manufacturer instructions for use (IFUs), and evidence-based standards. This documentation is essential for meeting expectations set by regulatory agencies, accrediting bodies, and internal quality assurance programs.

Documentation provides verifiable proof that critical steps—such as cleaning, monitoring of sterilization parameters, load release, and equipment maintenance—have been performed correctly. In the event of a healthcare-associated infection investigation, recall, or survey, records serve as objective evidence that proper reprocessing practices were followed. The study guide highlights that “if it is not documented, it is considered not done”, a principle commonly tested on the CIC exam.

The other options reflect secondary or indirect benefits but do not represent the primary reason for documentation. Cost reduction is not the intent of reprocessing records. While Spaulding classification informs how items should be reprocessed, documentation alone does not ensure compliance with that framework. Ensuring processes occur regularly is an operational issue rather than a documentation purpose.

CIC exam questions frequently reinforce that documentation supports accountability, traceability, regulatory compliance, and accreditation readiness, making compliance with policies, regulations, and standards the best answer.

The correct answer is D, "baseline knowledge of the subject," as this is the necessary first step when assessing a patient’s infection prevention and control educational needs. According to the Certification Board of Infection Control and Epidemiology (CBIC) guidelines, effective patient education in infection prevention and control requires a tailored approach that begins with understanding the patient’s existing knowledge and comprehension of the topic. Determining baseline knowledge allows the infection preventionist (IP) to identify gaps, customize educational content to the patient’s level of understanding, and ensure the information is relevant and actionable (CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competency 4.1 - Develop and implement educational programs). This step ensures that education is neither too basic nor overly complex, maximizing its effectiveness in promoting behaviors such as hand hygiene, wound care, or adherence to isolation protocols.

Option A (severity of illness) is an important clinical consideration that may influence the timing or method of education delivery, but it is not the first step in assessing educational needs. The severity might affect the patient’s ability to learn, but it does not directly inform the content or starting point of the education. Option B (educational background) provides context about the patient’s general learning capacity (e.g., literacy level or language preference), but it is secondary to assessing specific knowledge about infection prevention, as background alone does not reveal current understanding. Option C (duration of hospitalization) may impact the opportunity for education but is not a primary factor in determining what the patient needs to learn; it is more relevant to scheduling or prioritizing educational interventions.

The focus on baseline knowledge aligns with adult learning principles endorsed by CBIC, which emphasize assessing learners’ prior knowledge to build effective educational strategies (CBIC Practice Analysis, 2022, Domain IV: Education and Research, Competency 4.2 - Evaluate the effectiveness of educational programs). This approach ensures patient-centered care and supports infection control by empowering patients with the knowledge to participate in their own prevention efforts.