WEBVTT 00:00:04.600 --> 00:00:09.770 position:50% align:middle An important component of NCSBN's role in supporting the work of nurse regulatory 00:00:09.770 --> 00:00:14.860 position:50% align:middle bodies and ensuring public protection is the development of a valid and reliable 00:00:14.860 --> 00:00:20.560 position:50% align:middle measure of entry-level nurse competence. A key element of this activity is ensuring 00:00:20.560 --> 00:00:24.610 position:50% align:middle the NCLEX is comprehensive and reflects current nursing practice. 00:00:24.610 --> 00:00:28.235 position:50% align:middle To aid in the identification of a comprehensive list of current 00:00:28.235 --> 00:00:32.790 position:50% align:middle aspects of nursing practice, NCSBN conducted a strategic practice 00:00:32.790 --> 00:00:39.610 position:50% align:middle analysis of entry-level registered nurses or RNs. The study focused on collecting 00:00:39.610 --> 00:00:45.460 position:50% align:middle both qualitative and quantitative data from a diverse set of RN job experts 00:00:45.460 --> 00:00:49.210 position:50% align:middle about the requirements of the job, leveraging multiple data 00:00:49.210 --> 00:00:53.610 position:50% align:middle collection methods, and focusing on essential aspects of the RN practice. 00:00:53.610 --> 00:00:56.517 position:50% align:middle The purpose of this study was to support the development and 00:00:56.517 --> 00:01:02.440 position:50% align:middle validation of the knowledge, skills, and abilities required of entry-level RNs. 00:01:02.440 --> 00:01:07.850 position:50% align:middle To help ensure a comprehensive analysis of the full scope of entry-level RN practice, 00:01:07.850 --> 00:01:11.030 position:50% align:middle the study focused on job-related information including measurement 00:01:11.030 --> 00:01:15.585 position:50% align:middle research on duties, tasks, knowledge, skills, abilities, other 00:01:15.585 --> 00:01:19.377 position:50% align:middle personal characteristics, tools and equipment, healthcare trends, key 00:01:19.377 --> 00:01:23.567 position:50% align:middle judgments, and consequences of error. Definitions and descriptions were used 00:01:23.567 --> 00:01:25.348 position:50% align:middle throughout each component of the study 00:01:25.348 --> 00:01:29.290 position:50% align:middle to help ensure reliability of the study participants' responses. 00:01:29.290 --> 00:01:33.120 position:50% align:middle These definitions included, clinical judgment, which is defined by the 00:01:33.120 --> 00:01:37.330 position:50% align:middle skill of recognizing cues about a clinical situation, generating and 00:01:37.330 --> 00:01:41.760 position:50% align:middle weighing hypotheses, taking action, and evaluating outcomes for the purpose 00:01:41.760 --> 00:01:47.130 position:50% align:middle of arriving at a satisfactory clinical outcome. Clinical judgment is the observed 00:01:47.130 --> 00:01:52.250 position:50% align:middle outcome of two unobserved underlying mental processes, critical thinking, 00:01:52.250 --> 00:01:56.870 position:50% align:middle and decision making. Problem- solving includes developing and 00:01:56.870 --> 00:02:01.330 position:50% align:middle evaluating interventions to resolve complex problems within the context 00:02:01.330 --> 00:02:07.290 position:50% align:middle of nursing. And critical thinking involves the skill of using logic and reasoning 00:02:07.290 --> 00:02:11.810 position:50% align:middle to identify the strengths and weaknesses of alternative healthcare solutions, 00:02:11.810 --> 00:02:17.110 position:50% align:middle conclusions or approaches to clinical or practice problems. The findings from the 00:02:17.110 --> 00:02:21.680 position:50% align:middle strategic practice analysis confirmed the importance of sound clinical judgment 00:02:21.680 --> 00:02:26.340 position:50% align:middle skills to a significant number of tasks performed by entry-level nurses. 00:02:26.340 --> 00:02:31.810 position:50% align:middle The research found that clinical judgment, problem-solving, and critical thinking 00:02:31.810 --> 00:02:36.730 position:50% align:middle were reported among the top five skills required of entry-level RNs. 00:02:36.730 --> 00:02:41.660 position:50% align:middle Clinical judgment was linked directly to more than 46% of tasks performed 00:02:41.660 --> 00:02:44.940 position:50% align:middle by entry-level nurses. While problem-solving and critical 00:02:44.940 --> 00:02:50.910 position:50% align:middle thinking were linked to more than 30% of tasks performed by entry-level nurses. 00:02:50.910 --> 00:02:55.170 position:50% align:middle These initial findings provided evidence of the importance of clinical judgment, 00:02:55.170 --> 00:03:00.190 position:50% align:middle problem-solving, and critical thinking to competent practice of entry-level nurses, 00:03:00.190 --> 00:03:05.210 position:50% align:middle and the necessity to measure these skills within the NCLEX. Based on these findings, 00:03:05.210 --> 00:03:09.880 position:50% align:middle the focus of the Next Generation NCLEX Research is developing innovative item 00:03:09.880 --> 00:03:14.780 position:50% align:middle types that can validly and reliably measure clinical judgment and decision 00:03:14.780 --> 00:03:19.120 position:50% align:middle making in nursing practice. The strategic practice analysis executive 00:03:19.120 --> 00:03:23.850 position:50% align:middle summary is available for download. The next topic I'm going to highlight is 00:03:23.850 --> 00:03:29.710 position:50% align:middle Item Type Data Collection or ITDC and the preliminary analysis from the Special 00:03:29.710 --> 00:03:36.360 position:50% align:middle Research Section. Beginning in July 2017, NCSBN presented a Special Research Section 00:03:36.360 --> 00:03:40.990 position:50% align:middle with the NCLEX-RN Administration. The Special Research Section is offered 00:03:40.990 --> 00:03:46.510 position:50% align:middle to select candidates taking the NCLEX-RN. Participation is voluntary and does not 00:03:46.510 --> 00:03:50.750 position:50% align:middle count towards the candidate's score. The Special Research Section is intended 00:03:50.750 --> 00:03:56.090 position:50% align:middle to collect data on new item types or ITDC that could expand or enhance the 00:03:56.090 --> 00:04:00.560 position:50% align:middle measurement of entry-level nursing competence, including clinical judgment. 00:04:00.560 --> 00:04:06.790 position:50% align:middle The initial ITDC results from the July 2017 exam provided the following findings. 00:04:06.790 --> 00:04:10.020 position:50% align:middle Seventy-nine point one percent of NCLEX candidates who received the Special 00:04:10.020 --> 00:04:14.450 position:50% align:middle Research Section participated. Candidates completed an average of 17 00:04:14.450 --> 00:04:20.000 position:50% align:middle out of 20 items and candidates spent an average of 19.6 minutes to complete the 00:04:20.000 --> 00:04:25.150 position:50% align:middle entire Special Research Section. The following analysis focused on several 00:04:25.150 --> 00:04:29.690 position:50% align:middle key variables including ethnicity, gender, educational program type, 00:04:29.690 --> 00:04:34.140 position:50% align:middle and NCLEX exam repeater status. The demographics remained consistent 00:04:34.140 --> 00:04:38.930 position:50% align:middle among participating and nonparticipating candidates. The Special Research Section 00:04:38.930 --> 00:04:42.970 position:50% align:middle will continue for the next several quarters and will provide valuable data 00:04:42.970 --> 00:04:46.840 position:50% align:middle to aid in developing innovative item types, and scoring rules, 00:04:46.840 --> 00:04:50.970 position:50% align:middle and gathering evidence of item characteristics that support and drive 00:04:50.970 --> 00:04:55.750 position:50% align:middle future research for the NGN project. Additional information about the Special 00:04:55.750 --> 00:05:08.000 position:50% align:middle Research Section can be found on the NGN resource page on ncsbn.org.