WEBVTT 00:00:09.030 --> 00:00:15.350 position:50% align:middle - [Betsy] Hello, I'm Betsy Houchen executive director of the Ohio board of nursing and chair of the 00:00:15.350 --> 00:00:18.310 position:50% align:middle NCLEX examination committee. 00:00:18.310 --> 00:00:24.970 position:50% align:middle Today, it's my pleasure to present the work of our exams committee, including two matters related to the 00:00:24.970 --> 00:00:29.370 position:50% align:middle next generation NCLEX that will require your vote. 00:00:29.370 --> 00:00:32.970 position:50% align:middle The outline of my presentation is on this slide. 00:00:32.970 --> 00:00:38.770 position:50% align:middle I'll review NEC charges, accomplishments, and the recommendations we are presenting 00:00:38.770 --> 00:00:40.600 position:50% align:middle to the Delegate Assembly. 00:00:40.600 --> 00:00:46.160 position:50% align:middle There are two next-generation NCLEX matters that require your vote. 00:00:46.160 --> 00:00:54.610 position:50% align:middle And I must say how happy and proud I am to present these recommendations to you on behalf of the NEC. 00:00:54.610 --> 00:01:00.140 position:50% align:middle First, I'll begin by acknowledging the NEC members as well as others who have supported the work 00:01:00.140 --> 00:01:01.700 position:50% align:middle of the committee. 00:01:01.700 --> 00:01:08.550 position:50% align:middle Let's start with the members of the NCLEX Examination Committee known as the NEC. 00:01:08.550 --> 00:01:12.760 position:50% align:middle I would normally have each of you stand, but in this virtual world, 00:01:12.760 --> 00:01:18.620 position:50% align:middle we want to recognize you and let you know how much we appreciate your work. 00:01:18.620 --> 00:01:28.990 position:50% align:middle Barbara Blozen, New Jersey, Carol Timmings, Ontario, Cynthia Johansen, British Columbia, Claire MacDonald, 00:01:28.990 --> 00:01:39.390 position:50% align:middle Massachusetts, Crystal Tillman, North Carolina, Danette Schloeder, Alaska, Deborah Swartz, Vermont, 00:01:39.390 --> 00:01:48.030 position:50% align:middle Kimberly Miller, Minnesota, and Board Liaison, who we appreciate working with us, Valerie Fuller. 00:01:48.030 --> 00:01:54.100 position:50% align:middle We also want to acknowledge the work of the members of the NCLEX item review subcommittee. 00:01:54.100 --> 00:02:00.540 position:50% align:middle These members meet and review items to ensure all test content on the exams is appropriate 00:02:00.540 --> 00:02:03.330 position:50% align:middle for operational use. 00:02:03.330 --> 00:02:12.430 position:50% align:middle Allison Edwards, Texas, and Hardee, North Carolina and Heyen, Missouri, Ashlan Porter, 00:02:12.430 --> 00:02:22.900 position:50% align:middle Georgia, Brandon Jones, Virginia, Catherine Hample, Alaska, Cindy Fairchild, California VA, 00:02:22.900 --> 00:02:30.280 position:50% align:middle Elise McDermott, Texas, Jacci Reznicek, Nebraska. 00:02:30.280 --> 00:02:39.630 position:50% align:middle And here are the rest of our NIRSC members, Jennifer Pelletier, North Carolina, Karen Lyon, 00:02:39.630 --> 00:02:50.470 position:50% align:middle Louisiana RN, Kathleen McManus, Maine, Mariclaire, England, Minnesota, Meedie Bardonille, 00:02:50.470 --> 00:03:02.480 position:50% align:middle District of Columbia, Patricia Motl, Nebraska, Sandra Culpepper, Mississippi, Tammy Bryant, Georgia. 00:03:02.480 --> 00:03:11.190 position:50% align:middle And it's very important to recognize the diligent work, commitment, and dedication of the NCSBN exam staff. 00:03:11.190 --> 00:03:18.080 position:50% align:middle Their work makes us all a reality and assures the success of the NCLEX examinations. 00:03:18.080 --> 00:03:19.740 position:50% align:middle They work with the NEC. 00:03:19.740 --> 00:03:25.560 position:50% align:middle They support our committees' charge and share their great expertise with us throughout the year. 00:03:25.560 --> 00:03:33.650 position:50% align:middle Phil Dickinson, chief operating officer, Jennifer Gallagher, director of exams, Joe Betts, 00:03:33.650 --> 00:03:41.950 position:50% align:middle director of measurement and testing, Jason Schwartz, director of test development, Jacklyn Currier, 00:03:41.950 --> 00:03:47.298 position:50% align:middle operations manager, and Thy Cao, operations coordinator II. 00:03:48.511 --> 00:03:57.340 position:50% align:middle The NEC charge for the 2021 meetings included two main components. 00:03:57.340 --> 00:04:01.820 position:50% align:middle First, ensure the continuing success of the NCLEX exams. 00:04:01.820 --> 00:04:08.610 position:50% align:middle And second, develop the NGN to provide a valid and direct measurement of the clinical judgment needed 00:04:08.610 --> 00:04:12.740 position:50% align:middle by entry-level nurses for safe and effective care. 00:04:12.740 --> 00:04:18.220 position:50% align:middle This past year involved adapting to the COVID 19 pandemic. 00:04:18.220 --> 00:04:25.360 position:50% align:middle I know we know it impacted all of us and it also impacted the testing and operations and modifications 00:04:25.360 --> 00:04:27.210 position:50% align:middle needed to be made. 00:04:27.210 --> 00:04:34.920 position:50% align:middle An important modification at the start of the pandemic was the reduction to a maximum of 130 scored items. 00:04:34.920 --> 00:04:39.980 position:50% align:middle And we made this change permanent this past October. 00:04:39.980 --> 00:04:46.920 position:50% align:middle Another COVID-based modification was a temporary suspension of all unscored pretest items 00:04:46.920 --> 00:04:52.700 position:50% align:middle from the exams, including our NGN special research section. 00:04:52.700 --> 00:05:00.840 position:50% align:middle However, for FY20, we were able to resume having these research sections, including adding them 00:05:00.840 --> 00:05:02.252 position:50% align:middle to the PN exam. 00:05:02.252 --> 00:05:08.310 position:50% align:middle To allow adequate testing time for the pretest and special research sections, 00:05:08.310 --> 00:05:16.490 position:50% align:middle exam time was increased to five hours from the four initially implemented at the start of the pandemic. 00:05:16.490 --> 00:05:22.490 position:50% align:middle The results of these changes is a stable exam structure that will remain in place until the launch of NGN. 00:05:22.490 --> 00:05:30.820 position:50% align:middle As for NGN, we finalized our recommendations for the overall design and structure of the new exam, 00:05:30.820 --> 00:05:33.620 position:50% align:middle including how items will be scored. 00:05:33.620 --> 00:05:38.716 position:50% align:middle And I'll be sharing this information in more detail in the next several slides. 00:05:40.530 --> 00:05:48.230 position:50% align:middle And finally, following the success of our 2020 virtual NCLEX conference, we had planned an open registration 00:05:48.230 --> 00:05:52.680 position:50% align:middle for the 2021 virtual event. 00:05:52.680 --> 00:05:59.250 position:50% align:middle So these things highlight a few of our key accomplishments and a very successful year for both the 00:05:59.250 --> 00:06:02.670 position:50% align:middle NCLEX and the NGN. 00:06:02.670 --> 00:06:07.310 position:50% align:middle So next, I want to review the recommendations of the Delegate Assembly. 00:06:07.310 --> 00:06:11.550 position:50% align:middle At the midyear meeting, you watched the video presentation where Phil provided 00:06:11.550 --> 00:06:18.920 position:50% align:middle our recommendations for test design and scoring, In these slides, I'll recap these recommendations 00:06:18.920 --> 00:06:22.700 position:50% align:middle for your consideration and vote. 00:06:22.700 --> 00:06:25.310 position:50% align:middle So we're going to begin with the test design. 00:06:25.310 --> 00:06:33.100 position:50% align:middle The test design is an umbrella term used to cover aspects of an exam, such as how many items it includes, 00:06:33.100 --> 00:06:37.960 position:50% align:middle what kinds of items are included, how long candidates have to take the exam, 00:06:37.960 --> 00:06:41.630 position:50% align:middle and how the exam is delivered. 00:06:41.630 --> 00:06:50.640 position:50% align:middle Several years of research by our NCN exams department is behind the proposed test design for NGN. 00:06:50.640 --> 00:06:58.770 position:50% align:middle And I am very happy to present our recommendations on behalf of NEC and the exams department. 00:06:58.770 --> 00:07:04.000 position:50% align:middle This table summarizes our proposed test design for NGN. 00:07:04.000 --> 00:07:11.630 position:50% align:middle First, let me tell you that the proposed testing time for NGN remains at five hours and our proposed test 00:07:11.630 --> 00:07:18.700 position:50% align:middle design will continue to rely on computerized adapted testing or CAT. 00:07:18.700 --> 00:07:24.570 position:50% align:middle Looking at the first row on the slide, you see our proposed test design increases the number 00:07:24.570 --> 00:07:31.600 position:50% align:middle of scored items to 70 to 135, which is different than the current range of 60 00:07:31.600 --> 00:07:33.518 position:50% align:middle to 130 items. 00:07:33.518 --> 00:07:39.210 position:50% align:middle This increase allows for the use of clinical judgment case studies. 00:07:39.210 --> 00:07:43.900 position:50% align:middle Each candidate will receive three case studies with six items each. 00:07:43.900 --> 00:07:48.810 position:50% align:middle Therefore the total number of items from case studies is 18. 00:07:48.810 --> 00:07:56.740 position:50% align:middle On a minimum length exam, all remaining items will be knowledge items, 00:07:56.740 --> 00:08:01.040 position:50% align:middle which are essentially the same items that are on the current exams. 00:08:01.040 --> 00:08:07.470 position:50% align:middle This will be 52 knowledge items on an NGN minimum length exam. 00:08:07.470 --> 00:08:11.820 position:50% align:middle For a maximum length exam, the candidate will also see clinical 00:08:11.820 --> 00:08:14.770 position:50% align:middle judgment standalone items. 00:08:14.770 --> 00:08:23.220 position:50% align:middle That means single items, not linked to a case study, but would still measure clinical judgment. 00:08:23.220 --> 00:08:28.240 position:50% align:middle Some examples of these are the trend items and bow tie items. 00:08:28.240 --> 00:08:35.840 position:50% align:middle And you might recall those from other presentations and publications regarding NGN. 00:08:35.840 --> 00:08:43.530 position:50% align:middle About 10% of the final scored items will be this type a range of five to eight, based on the random nature 00:08:43.530 --> 00:08:45.160 position:50% align:middle of the selection. 00:08:45.160 --> 00:08:51.590 position:50% align:middle The remaining 109 to 112 items will be standard knowledge items. 00:08:51.590 --> 00:09:01.060 position:50% align:middle There is some randomness in these items so the value can differ from candidate to candidate. 00:09:01.060 --> 00:09:06.880 position:50% align:middle I previously mentioned the pretest unscored items that are not counted toward the results. 00:09:06.880 --> 00:09:12.501 position:50% align:middle The current exams include 15 such items, and we are proposing the same for NGN. 00:09:12.501 --> 00:09:19.820 position:50% align:middle These questions allow us to continue to develop and test new items for the item bank, 00:09:19.820 --> 00:09:24.050 position:50% align:middle and this ensures a sustainable future for our exams. 00:09:24.050 --> 00:09:26.420 position:50% align:middle So it's very important. 00:09:26.420 --> 00:09:34.380 position:50% align:middle So to summarize the proposed test largely mimics the current exam with the primary change being a slight 00:09:34.380 --> 00:09:42.560 position:50% align:middle reduction in knowledge items to accommodate the addition of the clinical judgment content. 00:09:42.560 --> 00:09:49.460 position:50% align:middle So why does the NEC feel confident in recommending the proposed test design for approval? 00:09:49.460 --> 00:09:56.700 position:50% align:middle Well, the new test design enables the NCLEX to provide a direct measurement of clinical judgment. 00:09:56.700 --> 00:10:01.480 position:50% align:middle Evidence tells us clinical judgment is critical. 00:10:01.480 --> 00:10:06.530 position:50% align:middle It's critical for safe and effective nursing care even at the entry level. 00:10:06.530 --> 00:10:11.340 position:50% align:middle We can measure it and even improve the overall measurement of the exam. 00:10:11.340 --> 00:10:15.710 position:50% align:middle Finally, the proposed changes do not increase testing time. 00:10:15.710 --> 00:10:21.070 position:50% align:middle You might question how we can measure so much more in the same amount of time. 00:10:21.070 --> 00:10:26.280 position:50% align:middle The answer involves a new approach we proposed for scoring the exam. 00:10:26.280 --> 00:10:31.850 position:50% align:middle Remember that in the current exam, all NCLEX items are scored as right or wrong. 00:10:31.850 --> 00:10:34.160 position:50% align:middle There is no in-between. 00:10:34.160 --> 00:10:38.960 position:50% align:middle Our psychometricians refer to this as dichotomous scoring. 00:10:38.960 --> 00:10:45.000 position:50% align:middle Now, on the NGN as you saw in the video that was presented at the midyear meeting, 00:10:45.000 --> 00:10:51.180 position:50% align:middle we are proposing a different approach to scoring clinical judgment content. 00:10:51.180 --> 00:10:58.350 position:50% align:middle Here, a candidate will be able to earn some points for responses that are partly correct. 00:10:58.350 --> 00:11:07.660 position:50% align:middle For example, if an item has three points, each worth a point a candidate might earn a zero, one, 00:11:07.660 --> 00:11:10.760 position:50% align:middle two, or three, depending on their response. 00:11:10.760 --> 00:11:16.900 position:50% align:middle Unlike dichotomous scoring, there are many ways to assign partial credit. 00:11:16.900 --> 00:11:23.330 position:50% align:middle As we walk through the three methods we proposed for NGN, please remember the big picture, 00:11:23.330 --> 00:11:30.000 position:50% align:middle partial credit will now be possible for certain exam items. 00:11:30.000 --> 00:11:36.860 position:50% align:middle The most common scoring method we're proposing for NGN is called plus-minus scoring. 00:11:36.860 --> 00:11:45.670 position:50% align:middle For items that involve several response elements, such as a select all that apply or a drag and drop, 00:11:45.670 --> 00:11:52.970 position:50% align:middle candidates earn a point for each correct element but lose a point for each incorrect element. 00:11:52.970 --> 00:11:59.650 position:50% align:middle The intent here is to discourage test-taking strategies, such as selecting all possible responses 00:11:59.650 --> 00:12:01.580 position:50% align:middle for an item. 00:12:01.580 --> 00:12:08.130 position:50% align:middle For some items, candidates will only be able to select a certain number of responses. 00:12:08.130 --> 00:12:15.240 position:50% align:middle An example is that there may be an item that tells the candidates to select the three most essential 00:12:15.240 --> 00:12:17.210 position:50% align:middle actions to take. 00:12:17.210 --> 00:12:24.730 position:50% align:middle Here, we will use one-zero scoring, which awards a point for each correct response but does 00:12:24.730 --> 00:12:28.710 position:50% align:middle not deduct points for incorrect responses. 00:12:28.710 --> 00:12:34.450 position:50% align:middle Finally, there are some items we propose to score using rational scoring. 00:12:34.450 --> 00:12:40.530 position:50% align:middle When multiple elements of a response go together, such as making a selection and then justifying it 00:12:40.530 --> 00:12:46.530 position:50% align:middle with a reason, these elements are combined into a single unit for scoring. 00:12:46.530 --> 00:12:52.170 position:50% align:middle You may recall from the midyear video, the example of world capitals, 00:12:52.170 --> 00:12:59.340 position:50% align:middle where a statement like the capital of France is Paris would receive one point for the answers of France and 00:12:59.340 --> 00:13:07.710 position:50% align:middle Paris and a statement like the capital of Japan is Egypt would receive no points for the responses 00:13:07.710 --> 00:13:10.630 position:50% align:middle of Japan and Egypt. 00:13:10.630 --> 00:13:17.050 position:50% align:middle These three different ways to assign partial credit provide maximum flexibility in scoring the types 00:13:17.050 --> 00:13:20.970 position:50% align:middle of items that candidates will encounter on NGN. 00:13:22.179 --> 00:13:30.860 position:50% align:middle And why do we believe these various partial credit scoring methods are important to adopt for the NGN? 00:13:30.860 --> 00:13:33.660 position:50% align:middle There are three main reasons. 00:13:33.660 --> 00:13:40.170 position:50% align:middle Most importantly, partial credit scoring allows for more precise measurement. 00:13:40.170 --> 00:13:46.300 position:50% align:middle And from the perspective of administering tests, the purpose of each item is to provide as much 00:13:46.300 --> 00:13:50.950 position:50% align:middle information as possible about the test takers. 00:13:50.950 --> 00:13:57.700 position:50% align:middle When we score an item dichotomously, the item, essentially, places candidates into two groups, 00:13:57.700 --> 00:14:02.190 position:50% align:middle those who respond correctly, and those who respond incorrectly. 00:14:02.190 --> 00:14:04.040 position:50% align:middle These groups may be quite large. 00:14:04.040 --> 00:14:10.000 position:50% align:middle And within each group, there may be a vast range of candidate ability. 00:14:10.000 --> 00:14:18.460 position:50% align:middle For example, the zero group may include candidates who know almost enough to respond correctly, but also 00:14:18.460 --> 00:14:24.340 position:50% align:middle includes candidates who have very little of the knowledge required. 00:14:24.340 --> 00:14:32.060 position:50% align:middle Now, think about an item that uses partial credit scoring with a maximum of four points possible. 00:14:32.060 --> 00:14:35.870 position:50% align:middle This item now divides candidates into five groups. 00:14:35.870 --> 00:14:39.870 position:50% align:middle The zeros, ones, twos, threes, and fours. 00:14:39.870 --> 00:14:46.880 position:50% align:middle In general, each of these groups is significantly smaller and candidates within each group are more 00:14:46.880 --> 00:14:52.950 position:50% align:middle similar to each other than ever before with respect to knowledge, skills, and ability. 00:14:52.950 --> 00:15:00.850 position:50% align:middle When an exam has several items scored this way, the amount of information gained is substantial. 00:15:00.850 --> 00:15:07.190 position:50% align:middle In addition, NGN items are generally much more complex than standard NCLEX items. 00:15:07.190 --> 00:15:13.170 position:50% align:middle Because of the range in depth of what's being measured, partial credit scoring is more appropriate 00:15:13.170 --> 00:15:15.620 position:50% align:middle for these items. 00:15:15.620 --> 00:15:21.590 position:50% align:middle And finally, partial credit scoring may be considered more fair for items that require 00:15:21.590 --> 00:15:24.810 position:50% align:middle several response elements. 00:15:24.810 --> 00:15:31.860 position:50% align:middle Receiving a zero for a complex response that is almost entirely correct, may be perceived as unfair and 00:15:31.860 --> 00:15:35.660 position:50% align:middle therefore impact the validity of the exam. 00:15:35.660 --> 00:15:42.870 position:50% align:middle This concludes my presentation on the work of the exam committee and our recommendations to the delegates. 00:15:42.870 --> 00:15:50.750 position:50% align:middle The information I've presented is a combination of nearly a decade of work by the exams team in close 00:15:50.750 --> 00:15:53.800 position:50% align:middle coordination with the NEC. 00:15:53.800 --> 00:16:00.210 position:50% align:middle If the proposals for test design and scoring are approved, we will have the decisions in place 00:16:00.210 --> 00:16:05.950 position:50% align:middle to support the online launch of NGN for April 2023. 00:16:05.950 --> 00:16:12.260 position:50% align:middle And I know if we were in person, I'd hear loud clapping in the room right now. 00:16:12.260 --> 00:16:14.970 position:50% align:middle Thank you very much for your time and attention. 00:16:14.970 --> 00:16:24.040 position:50% align:middle It is truly my honor to represent NEC and to be a part of bringing the NGN to you for a vote to proceed 00:16:24.040 --> 00:16:26.520 position:50% align:middle to make NGN a reality. 00:16:26.520 --> 00:16:27.090 position:50% align:middle Thank you. 00:16:49.000 --> 00:16:51.520 position:50% align:middle - [Moderator] Thank you, Betsy, for your presentation. 00:16:51.520 --> 00:16:55.000 position:50% align:middle Betsy and Phil Dickinson are joining us now for live Q&A. 00:16:55.000 --> 00:16:57.571 position:50% align:middle Please type your questions into the Q&A box. 00:17:02.960 --> 00:17:10.070 position:50% align:middle And Betsy, we have a question for you from Chaney Landgraf, who asks will the pretest items include both 00:17:10.070 --> 00:17:13.068 position:50% align:middle NextGen and knowledge items? 00:17:14.540 --> 00:17:18.940 position:50% align:middle - And I'm going to refer that question to Phil. 00:17:18.940 --> 00:17:21.260 position:50% align:middle - [Phil] I assumed you would. 00:17:21.260 --> 00:17:22.310 position:50% align:middle Thank you, Betsy. 00:17:22.310 --> 00:17:23.730 position:50% align:middle The answer is absolutely. 00:17:23.730 --> 00:17:32.020 position:50% align:middle Remember the life of the bank is dependent on both standard NCLEX items and NGN items. 00:17:32.020 --> 00:17:37.530 position:50% align:middle And so we have to keep throughout every year replenishing all of those. 00:17:37.530 --> 00:17:45.040 position:50% align:middle So those 15 items will be dispersed across all types of items that would be potentially available in exams. 00:17:45.040 --> 00:17:51.040 position:50% align:middle That includes both standalones case study items as well as standard NCLEX items. 00:17:55.591 --> 00:17:56.890 position:50% align:middle - Okay. 00:17:56.890 --> 00:17:58.510 position:50% align:middle Thank you, Betsy and Phil. 00:17:58.510 --> 00:18:00.060 position:50% align:middle I'm not yet seeing other questions. 00:18:00.060 --> 00:18:04.760 position:50% align:middle So again, a reminder to attendees, if you do have questions for Betsy or Phil, 00:18:04.760 --> 00:18:06.508 position:50% align:middle please use the Q&A box. 00:18:19.000 --> 00:18:21.880 position:50% align:middle Betsy, your explanations must have been crystal clear. 00:18:21.880 --> 00:18:26.800 position:50% align:middle - Well, I have to thank Phil and staff for that. 00:18:26.800 --> 00:18:33.450 position:50% align:middle And just while we're waiting, I want to say it's been my pleasure and honor to be a 00:18:33.450 --> 00:18:42.340 position:50% align:middle part of this through the NCLEX committee and working with the exams staff and Phil. 00:18:42.340 --> 00:18:44.230 position:50% align:middle It's truly been an honor. 00:18:44.230 --> 00:18:48.540 position:50% align:middle And this is a real milestone for the organization and for NCLEX. 00:18:48.540 --> 00:18:59.260 position:50% align:middle And I think so much credit needs to be given to Phil and the exams staff for the great job they did and how 00:18:59.260 --> 00:19:05.080 position:50% align:middle they worked with us as a committee and we worked together to see this to this point. 00:19:08.809 --> 00:19:16.010 position:50% align:middle - Well, Betsy, I certainly want to say thank you to you for your service on the exams committee and everything 00:19:16.010 --> 00:19:18.670 position:50% align:middle you've done for NCSBN. 00:19:18.670 --> 00:19:22.850 position:50% align:middle I know you have a retirement coming up, so I want to congratulate you on that and wish 00:19:22.850 --> 00:19:23.418 position:50% align:middle you the best. - Thank you. 00:19:23.418 --> 00:19:30.170 position:50% align:middle - And I just want to take one quick look to see if any other questions have come in in the meantime. 00:19:30.170 --> 00:19:31.520 position:50% align:middle Yes, actually. 00:19:31.520 --> 00:19:37.960 position:50% align:middle So from Jacci Reznicek, what percentage of the next generation NCLEX items will 00:19:37.960 --> 00:19:43.780 position:50% align:middle be case studies, or better yet, what percentage of the next generation exam will be the 00:19:43.780 --> 00:19:45.330 position:50% align:middle exam as we know it today? 00:19:45.330 --> 00:19:47.410 position:50% align:middle - Okay. 00:19:47.410 --> 00:19:49.290 position:50% align:middle I'm going to refer to Phil again. 00:19:49.290 --> 00:19:52.970 position:50% align:middle - Well, I don't do it in percents because if you put that... 00:19:52.970 --> 00:19:58.550 position:50% align:middle I know we can't put the slide back up, but ultimately it's pretty stable. 00:19:58.550 --> 00:20:05.220 position:50% align:middle What that means is that every candidate who takes the NCLEX exam in the future falling the launch date will 00:20:05.220 --> 00:20:07.120 position:50% align:middle get three case studies. 00:20:07.120 --> 00:20:10.430 position:50% align:middle Those three case studies will have six items apiece. 00:20:10.430 --> 00:20:15.160 position:50% align:middle So quick math tells you they're going to get 18 items divided into three case studies. 00:20:15.160 --> 00:20:16.270 position:50% align:middle Everybody gets that. 00:20:16.270 --> 00:20:22.000 position:50% align:middle After that, the remaining items, the candidate has the potential of getting 10% 00:20:22.000 --> 00:20:25.170 position:50% align:middle of their remaining items. 00:20:25.170 --> 00:20:28.810 position:50% align:middle Obviously, that would be a different number for everybody, but it'll be about 10% 00:20:28.810 --> 00:20:30.920 position:50% align:middle of the remaining items. 00:20:30.920 --> 00:20:35.920 position:50% align:middle And those remaining items will be what we called and Betsy described as the standalone. 00:20:35.920 --> 00:20:41.760 position:50% align:middle So you're looking at potentially items that are, we call bow ties or trend items, 00:20:41.760 --> 00:20:47.730 position:50% align:middle but they're just standalone items that give us the ability to measure a clinical judgment across the 00:20:47.730 --> 00:20:52.833 position:50% align:middle combination of the traits of clinical judgment, as opposed in the case study. 00:20:55.880 --> 00:20:57.470 position:50% align:middle - Okay. 00:20:57.470 --> 00:20:58.780 position:50% align:middle Thank you, Phil. 00:20:58.780 --> 00:21:04.280 position:50% align:middle We do have one more follow-up question from Chaney Landgraf and Betsy, when you referred 00:21:04.280 --> 00:21:08.550 position:50% align:middle to an online launch, is that an implication that the NGN can 00:21:08.550 --> 00:21:09.788 position:50% align:middle be remote proctored? 00:21:12.680 --> 00:21:21.050 position:50% align:middle - Yeah, I'll let Phil correct me if I'm wrong, but I don't think at this point we are to the level 00:21:21.050 --> 00:21:22.690 position:50% align:middle of having a remote Proctor. 00:21:22.690 --> 00:21:24.910 position:50% align:middle - That is correct. 00:21:24.910 --> 00:21:33.780 position:50% align:middle When online simply means it's going to be administered in 2023 exactly as we minister the NCLEX. 00:21:33.780 --> 00:21:41.080 position:50% align:middle So it'll be at PPC centers, the Pearson PPC centers like they are today. 00:21:41.080 --> 00:21:44.142 position:50% align:middle There'll be no change in that process at the launch. 00:21:46.630 --> 00:21:52.530 position:50% align:middle I will add, since you're asking, certainly we're investigating remote proctoring, 00:21:52.530 --> 00:21:58.410 position:50% align:middle but you heard me in the March midyear meeting, if you were there, talk about that there was a lot 00:21:58.410 --> 00:22:03.500 position:50% align:middle of work that needed to be done around that related to security, validity exams, 00:22:03.500 --> 00:22:05.370 position:50% align:middle what I call the validity triangle. 00:22:05.370 --> 00:22:10.010 position:50% align:middle That will take some time to get through all that research, and that would not be completed 00:22:10.010 --> 00:22:12.997 position:50% align:middle by April of 2023. 00:22:15.501 --> 00:22:16.380 position:50% align:middle - Okay. 00:22:16.380 --> 00:22:22.810 position:50% align:middle We have a new question from Kristi n Petrovich who asks if the passing standard would change for the 00:22:22.810 --> 00:22:24.250 position:50% align:middle next generation NCLEX? 00:22:24.250 --> 00:22:28.220 position:50% align:middle - So I'm going to just jump in Betsy because I have a review on that. 00:22:28.220 --> 00:22:30.520 position:50% align:middle So I'll take care of that. 00:22:30.520 --> 00:22:36.280 position:50% align:middle Remember in the cycle of things, we are completing our practice analysis. 00:22:36.280 --> 00:22:40.080 position:50% align:middle This year we had to delay the RN practice analysis because of COVID. 00:22:40.080 --> 00:22:44.900 position:50% align:middle It has now been completed along with the PN practice analysis. 00:22:44.900 --> 00:22:46.530 position:50% align:middle The process remains the same. 00:22:46.530 --> 00:22:57.250 position:50% align:middle So we will be taking the results of the practice analysis to the board of directors in December of 2022. 00:22:57.250 --> 00:23:02.570 position:50% align:middle Prior to that, we will be conducting standard setting workshops on both those exams. 00:23:02.570 --> 00:23:04.510 position:50% align:middle Will the standard change? 00:23:04.510 --> 00:23:07.500 position:50% align:middle I don't know, because we follow the evidence on that. 00:23:07.500 --> 00:23:13.900 position:50% align:middle And the process by which we set the standard will follow the general psychometric processes and 00:23:13.900 --> 00:23:16.582 position:50% align:middle principles that they follow today. 00:23:20.445 --> 00:23:21.200 position:50% align:middle - Okay. 00:23:21.200 --> 00:23:23.530 position:50% align:middle I'm not seeing any further questions. 00:23:23.530 --> 00:23:29.080 position:50% align:middle Maybe we'll just give it a few seconds in case anything comes in at the 11th hour let's say. 00:23:29.080 --> 00:23:35.100 position:50% align:middle But if not, let's see. 00:23:35.100 --> 00:23:37.740 position:50% align:middle Okay, it looks like one more has just come in. 00:23:37.740 --> 00:23:40.490 position:50% align:middle So give me one second. 00:23:40.490 --> 00:23:41.050 position:50% align:middle Yes. 00:23:41.050 --> 00:23:41.460 position:50% align:middle Okay. 00:23:41.460 --> 00:23:45.770 position:50% align:middle So from Chester Farley, is there consideration for administering the 00:23:45.770 --> 00:23:47.320 position:50% align:middle exam in Spanish? 00:23:49.718 --> 00:23:52.867 position:50% align:middle - At this point in time, not in 2023. 00:23:52.867 --> 00:23:53.662 position:50% align:middle Oh, I'm sorry. 00:23:53.662 --> 00:23:54.700 position:50% align:middle I cut you off, Betsy. 00:23:54.700 --> 00:23:55.410 position:50% align:middle You go ahead. 00:23:55.410 --> 00:23:55.950 position:50% align:middle Sorry about that. 00:23:55.950 --> 00:23:59.270 position:50% align:middle - No, I was just going to have you answer Phil. 00:23:59.270 --> 00:24:00.960 position:50% align:middle - All right. 00:24:00.960 --> 00:24:03.040 position:50% align:middle In 2023, the answer is no. 00:24:03.040 --> 00:24:04.460 position:50% align:middle These are issues. 00:24:04.460 --> 00:24:09.180 position:50% align:middle There are larger issues that we're working with the board of directors on around English language 00:24:09.180 --> 00:24:11.400 position:50% align:middle and proficiency exams. 00:24:11.400 --> 00:24:20.440 position:50% align:middle A significant amount of research and activity needs to go around measurement equivalence and the impact 00:24:20.440 --> 00:24:21.560 position:50% align:middle on regulatory models. 00:24:21.560 --> 00:24:25.325 position:50% align:middle So the answer in 2023 is it would not be in Spanish. 00:24:27.894 --> 00:24:28.440 position:50% align:middle - Okay. 00:24:28.440 --> 00:24:32.570 position:50% align:middle And with that, I see no further questions, so this concludes the Q&A. 00:24:32.570 --> 00:24:34.880 position:50% align:middle Thank you very much. 00:24:34.880 --> 00:24:35.870 position:50% align:middle - Thank you.