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  • PDF File Disch_Exploring_how_nsg_schools_handle_student_errors.pdf

    Site: ncsbn.org

    In our experience, some faculty members continue to believe that indi­ vidual self­vigilance is what matters most, and that if an error or a near miss occurs, the student is at fault. Others have commented that talking about errors or By Joanne Disch, PhD, RN, FAAN, Jane Barnsteiner, PhD, RN, FAAN, Susan Connor, PhD, RN, and Fabiana Brogren, BA 26 AJN ▼ October 2017 ▼ Vol. 117, No. 10 ajnonline.com acknowledging the need for a cultural change toward errors might inadvertently condone their occurrence. There is also concern that if the fact of student errors becomes public knowledge, clinical organizations may be reluctant to have students in their facilities.

  • PDF File Nursing Student Errors and Near Misses: Three Years of Data

    Site: ncsbn.org

    The 10 ‘R’s of safe multidisciplinary drug administration. Nurse Prescribing, 13(8), 398–406. https://doi. org/10.12968/npre.2015.13.8.398 Elliott, M. N., Lehrman, W. G., Beckett, M. K., Goldstein, E., Hambar- soomian, K., & Giordano, A. (2012). Gender differences in patients’ perceptions of inpatient care. Health Services Research, 47(4), 1482– 1501. https://doi.org/10.1111/j.1475-6773.2012.01389.x Freeman, M.

  • PDF File Spector-Silvestre-The-Effects-of-the-COVID-19-Pandemic-on-Nursing-Education-Programs.pdf

    Site: ncsbn.org

    Address correspondence to Nancy Spector, PhD, RN, FAAN, National Council of State Boards of Nursing, 111 East Wacker Drive, Suite 2900, Chicago, IL 60601; email: nspector@ncsbn.org. Disclosure: The authors have disclosed no potential conflicts of inter- est, financial or otherwise. Received: May 26, 2023; Accepted: July 23, 2023 doi:10.3928/01484834-20240305-06 312 Copyright © SLACK Incorporated pandemics from 2003 to 2020. They found there was a need to adapt nursing education during pandemics, which included presenting information about the pandemic and knowledge and concern about risk and preventative behavior.

  • Locked PDF File Microsoft PowerPoint - NLC Training session 3_Discipline_012721mb (002)

    Site: ncsbn.org

    FL BON takes action on the multistate license as if the violation occurred  in FL, applying its own state laws. (FL does not repeat the investigation.) FL BON converts the multistate license to single state, as appropriate. A PTP (Remote State) Discipline Scenario (Cont’d) 25 26 14 Polling Questions THANK YOU! Jim Puente, MS, MJ, CAE Director, NLC Email:  nursecompact@ncsbn.org Toolkit:  Ncsbn.org/toolkit.htm 27 28 15 Evaluation https://ncsbn.qualtrics.com/jfe/form/SV_blbq3WPBhtsGs4e 29

  • Locked PDF File 2024_exams_webinar_standard_setting.pdf

    Site: ncsbn.org

    ., ACT scores of high school students that have expressed interest in the profession) • Representations and credentials of standard setting panel • Results from standard setting panel Slide 1 Slide 2: Objectives Slide 3: NCLEX is concerned with the question: Slide 4: Important Considerations for Standard Setting Slide 5: Validity Evidence for Policy Decision Slide 6: Reckase (2022) Slide 7: What is Standard Setting? Slide 8: History of Standard Setting Slide 9: Why the Minimally Compete ...

  • Tool_12_Interview_Questions_for_Assessment_of_EO_Competencies.docx

    Site: ncsbn.org

    Give us examples of you applying the knowledge of rules and regulations. 24. Please give us examples of your involvement in the legislative process. 25. Give us an example of your ability to conduct a serious examination and judgment of proposed legislative changes. 26. Tell us about a time when you were forced to make an unpopular decision. 27. Self-care is an important aspect of stress management. How do you handle stress? 28. Give us an example when you were accountable for your actions. 29. If the board makes a decision that you feel is going in a direction which you are in total disagreement, how would you handle this situation?

  • PDF File 2024scisymp_cohara.pdf

    Site: ncsbn.org

    . • Electronic messaging (text message, instant message) • Virtual ICU (tele-ICU, remote ICU, eICU) • Telephone • Email • Video call Methods • Respondents were weighted via jurisdiction, age, and gender, based on formal nonresponse bias analysis. • 22,817 RNs and 18,227 LPN/LVNs answered the telehealth questions, so are considered in this study. Results A Lot (>25) 25% Some (=25%) 26% None (0%) 49% Telehealth Provider Demographics The three telehealth groups generally do not differ on d ...

  • PDF File 2024scisymp_kfoli.pdf

    Site: ncsbn.org

    Wright, E. L., McGuiness, T., Moneyham, L. D., Schumacher, J. E., Zwerling, A., & Stullenbarger, N. E. N. (2012). Opioid abuse among nurse anesthetists and anesthesiologists. AANA Journal, 80(2), 120–128. 26 https://doi.org/10.1016/S2155- 27 Extra Slides CRNA Sample Characteristics 28 Themes: SU Initiation, Recurrence, and Recovery 29

  • PDF File Transcript_2018APRN_GSchiff2.pdf

    Site: ncsbn.org

    It's part of our test of time. And again, to do that…so one of the things we've tried to do, I mentioned at the end of the last talk, and we want to probably do more of this, is to make it so that patients automatically get a callback from an urgent care visit and say, "How is that sore throat? How is that headache? And you know, if it's not better, press 1." And then they'll speak to me or the nurse practitioner. And so not only does it create a safety net for the patient, but it also it's a learning system.

  • PDF File 06_Elements_Study_24.indd

    Site: ncsbn.org

    Faculty Practice and Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 25. Faculty-Student Interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 26. Other Characteristics of Transition Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 LIST OF TABLES National Council of State Boards of Nursing, Inc. (NCSBN) | 2006 viiLIST OF FIGURES LIST OF FIGURES 1.