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  • PDF File 2025_REXPN_Practice_Analysis-FR.pdf

    Site: ncsbn.org

    En outre, des éléments probants ont permis d’étayer la validité des notes attribuées aux énoncés d’activités. Sur la base de données probantes, les résultats de cette étude peuvent être utilisés pour évaluer et soutenir un plan d'examen des IAA. National Council of State Boards of Nursing, Inc. (NCSBN) | 2026 6 CONTEXTE DE L’ÉTUDE CONTEXTE DE L’ÉTUDE Le British Columbia College of Nurses and Midwives (BCCNM) et l'Ordre des infirmières et infirmiers de l'Ontario (OIIO) sont responsables de la préparation d'un examen d'autorisation d'exercer valable sur le plan psychométrique et défendable sur le plan juridique.

  • PDF File MBPResponses

    Site: ncsbn.org

    Responses Jurisdictions Number of Boards Percentage of Boards Responding No CA-RN, CNMI, CO, CT, DE, FL, GU, ID, IL, KS, ME, MI, MN, MT, NJ, OR, RI, SC, SD, TN, TX, VA, VI, WV-RN 24 52% Yes AL, AR, AZ, DC, IA, KY, LA-RN, MA, MD, MO, MS, NC, NH, NM, NV, NY, OH, OK, PA, VT, WA, WI 22 48% Page 26 of 292020 Discipline Survey Non-disciplinary Alternative Programs 12.2 Q23. Does the Board of Nursing refer the licensee to a contracted monitoring program for Substance Use Disorder? No Yes No Yes *PN BONs and US Territories are not displayed on the map.

  • PDF File Addressing_Chemically_Dependent.pdf

    Site: ncsbn.org

    Obstacles to address- ing professional misconduct. Clinical Psychology Review, 18, 273– 286. Burman, M. E., & Dunphy, L. M. (2011). Reporting colleague miscon- duct in advanced practice nursing. Journal of Nursing Regulation, 1(4), 26–31. Darbro, N. (2011). Model guidelines for alternative programs and disci- pline monitoring programs. Journal of Nursing Regulation, 2(1), 1–8. DesRoches, C. M., Rao, S. R., Fromson, J. A., Birnbaum, R. J., Iezzoni, L., Vogeli, C., & Campbell, E. G. (2010).

  • PDF File Microsoft Word - Final Clinical Instruction in Prelicensure Nursing Program…

    Site: ncsbn.org

    Effectiveness of a cardiology review course for internal medicine residents using simulation technology and deliberate practice. Teaching and Learning in Medicine, 14, 223-228. Jeffries, P. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26, 96-103. Joubert, A., Viljoen, M. J., Venter, J. A., & Bester, C. J. (2002). Evaluation of the effect of a computer-based teaching programme (CBTP) on knowledge, problem-solving and learning approach. Health Sa Gesondheid, 7, 80-97. Lave & Wenger (1991).

  • PDF File NGN_Summer21_ENG.pdf

    Site: ncsbn.org

    NGN applies three scoring rules to the new item types to allow for partial credit scoring. These scoring models are called the 0/1 method, +/– method, and the rationale method. These new polytomous scoring methods will be approved at NCSBN’s 2021 Annual Meeting. NGN Resources For more information regarding the NGN project, please visit the NCSBN website and our Frequently Asked Questions, which address common questions from entry-level nurses and educators. The NGN Resources page includes past publications of the NGN News. The newsletter is published quarterly and provides the latest information about the work to assess potential changes to the NCLEX Examinations.

  • PDF File NGN_Summer20_Eng_05.pdf

    Site: ncsbn.org

    Unlike the Layer 3 elements, which are directly assessed by NGN items and have specific locations within an NGN Case Study, the Layer 4 elements are contextual and can appear anywhere within an item set, often multiple times. For more information regarding the NGN project, please visit the NCSBN website and our Frequently Asked Questions, which address common questions from candidates and educators. The NGN Resources page includes past publications of the NGN News. The newsletter is published quarterly and provides the latest information about the work to assess potential changes to the NCLEX Examinations.

  • Locked PDF File Transcript_2020_NCLEX_DIgnatavicius-QandA.pdf

    Site: ncsbn.org

    - It's easier to do in a classroom than remotely I can tell you because I've actually done small groups with 250 faculty. It's just a lot more groups. And the bad thing about that is that you can't get around to everybody especially if you're trying to visit group to group. So you really just kind of go to where they need you. But I've done group work with 250 people, so 70, it can be done. And even if you don't have time or the room, now in a COVID environment, we have to be 6 feet apart, we may have to do pair activities.

  • Locked PDF File Transcript_2020_NCLEX_HQian.pdf

    Site: ncsbn.org

    Standards should be revisited when test specifications, scope of practice, education programs and no other factors change. When we change a test plan, we need to re-evaluate the standard. When aging comes, we need to do standard setting again. Thank you very much. I hope you didn't fall asleep. For more information about standard setting, please visit our website. Thank you

  • Locked PDF File Transcript_2021NCLEX_hqian.pdf

    Site: ncsbn.org

    Standards should be revisited when test specifications, scope of practice, education programs, and/or other factors change. When we change a test plan, we need to reevaluate the standard. When NGN comes, we need to do standard setting again. Thank you very much. I hope you didn't fall asleep. For more information about standard setting, please visit our website. Thank you.

  • Locked PDF File transcript_2022nclex_hqian.pdf

    Site: ncsbn.org

    Thank you very much. I hope you didn't fall asleep. For more information about standard-setting, please visit our website. Thank you.