Search NCSBN

The search results displayed are from the entire site. Visit the Resources Section to focus your search and filter only resource items (publications, videos, papers, toolkits and other resources).

  • Transition_Study_final.indd

    The majority of the respondents felt that routine work orientation, internship, preceptorship or mentoring programs better prepared them for clinical practice than did clinical components of their educational programs. Practice Issues Compared to the RNs, the LPN/VNs were as- signed to work with clients earlier on (an average of 5.08 days for LPN/VNs versus 7.24 days for RNs) when they started their position.

  • transcript_2024itops_tspangler.pdf

    So because there's all this criteria that you need to account for in the impact scores, you can use a scoring matrix to tabulate the average impact score when not readily apparent. So here's an example of that here. So I've listed the different types of impacts on the left side. So operations, contractual obligations, etc.

  • 2021_mym_klyon.pdf

    Target vaccination providers for immediate enrollment in LINKS and the US Government’s COVID-19 vaccine program. 3. Determine IIS enrollment and data collection protocols for doses administered. 4. Determine points of contact for each priority population group to be vaccinated and establish methods of communication and coordination. 5.

  • Transcript_2024aprn_cgill.pdf

    Just some baseline concepts to start with, knowledge versus competence. Clinical knowledge is largely theoretical information. We talk about diseases, treatments, procedures, and guidelines, to kind of draw a distinction. Competence is more broad but inclusive of practical skills, judgment, and behaviors of our profession, so much more related to the practical day-to-day.

  • transcript_2023mym_bmartin.pdf

    From there, we use those findings to inform the second phase of our research, which was a mixed methods observational study. Suffice it to know, for the purposes of this first half of the presentation, we really use the findings for phase 1 and 2 to then inform outreach to international regulators to spur a broader conversation about their takeaways, and the key findings of that research.

  • InFocus_Spring_2021.pdf

    Advances Toward Launch Develop Clinical Judgment Measurement Model Item Prototypes Development Item Usability Testing Item Data Collection Measurement Research Technology Build Technology Build Alpha/Beta Tests Launch The NGN consists of several phases of research, which are delineated in the model above.

  • 2021DCM_JLoper.pdf

    Jurisdiction: setting the scene in North Carolina 26 • Medical Board has the power to take a wide variety of disciplinary actions against “any person” who has engaged in unprofessional conduct and “any person” unable to practice medicine with reasonable skill and safety by reason of use of drugs.

  • Transcript_2022NCLEX_abrenton.pdf

    Entry-level nurses are then asked to rate the activity statements for frequency, importance, and clinical judgment relevance. This then helps determine the content distribution of the client needs categories and informs or outlines the creation of the test plan. The test plan is derived from the data results from the practice analysis studies.

  • AnnualProgramReport-AggregateData-2022.pdf

    Currently, in the U.S. only 13 NRBs require specific numbers of clinical hours (NCSBN, 2021). In this database, the mean number of hours across all programs (LPN/VN; diploma; associate’s; bachelor’s; and master’s entry was: • 472.97 for direct care clinical experiences; • 69.62 for simulation; • 115.72 for skills labs. • 658.31 for total clinical hours (direct care, simulation and skills labs) See Table 2 for the distribution of hours among the program types.

  • AnnualReport-AggregateData-Report.pdf

    Currently, in the U.S. only 13 NRBs require specific numbers of clinical hours (NCSBN, 2021). In this database, the mean number of hours across all programs (LPN/VN; diploma; associate’s; bachelor’s; and master’s entry was: • 472.97 for direct care clinical experiences; • 69.62 for simulation; • 115.72 for skills labs. • 658.31 for total clinical hours (direct care, simulation and skills labs) See Table 2 for the distribution of hours among the program types.