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  • AssessingHigherorderCognitiveConstructs_2016.pdf

    Also, it can be employed to analyze an existing assessment in order to (1) obtain a better understanding of design decisions that were previously made implicitly, (2) improve task devel- opment by constructing or refining task models, and (3) collect assessment validation evidence by implementing a validation model. 10. Acknowledgements The authors would like to acknowledge Nicole Williams, MSN, RN, and Lauren Derby, MSN, RN, for develop- ing the hypothetical task model and the sample items. We would also like to thank Marie Lindsay, MS, RN, and Karen Sutherland, PhD, RN, for their contribution to an earlier version of the clinical judgment model.

  • RBriefVol4_01ExamStats_058_for printer.qxd

    Number of Candidates Examined and Passing Rates for First-Time Candidates Educated in Member Board Jurisdictions, by Degree Type: NCLEX-RN® Examination, October 1 – December 31, 2001 . . . 40 10. Number of First-Time Candidates Not Educated in Member Board Jurisdictions Taking NCLEX® Examination and Percent Passing: NCLEX-RN® Examination, January 1 – December 31, 2001 . . . . . . . . 42 11.

  • L2L_Fall2015_final.pdf

    Filling a Void For three decades the Health Resources and Services Administration (HRSA) reported on the supply of RNs through the National Sample Survey of Registered Nurses (NSSRN). The final NSSRN was completed in 2008. In 2013, NCSBN and The National Forum of Nursing Workforce Centers, through a collaborative effort, stepped in to fill the void of national RN workforce supply data. This study is an ongoing joint venture to collect current nursing workforce supply data and it is the only national- level survey specifically focused on the U.S. nursing workforce. In addition to collecting RN workforce data, the current study has collected data on the LPN/VN workforce for the first time.

  • NCSBN_AnnualReport2012_5.pdf

    DURING FISCAL YEAR 2012 Myra A. Broadway, JD, MS, RN President Shirley A. Brekken, MS, RN Vice President Julia L. George, MSN, RN, FRE Treasurer Debra Scott, MSN, RN, FRE Area I Director Lanette Anderson, JD, MSN, RN Area II Director Pamela Autrey, PhD, MBA, MSN, RN Area III Director Ann L. O’Sullivan, PhD, FAAN, CRNP Area IV Director Betsy Houchen, JD, MS, RN Director-at-Large Julio Santiago, MSN, RN, CCRN Director-at-Large Katherine Thomas, MN, RN Director-at-Large Emmaline Woodson, DNP, MS, RN, FRE Director-at-Large Front row left to right: Shirley Brekken, Myra Broadway, Julia L.

  • 2020NCLEX_JBetts.pdf

    Territories, & from less than 1 year to 45 years of experience • Provided rating data (frequency, importance, & criticality) on tasks and abilities needed for entry-level practice • Four, three-day focus groups comprised of 8-10 RN SMEs across more than 10 practice care settings to gather evidence on • Duties, tasks, knowledge, skills, and other personal characteristics • Key judgments needed for entry-level and associated consequences of errors • Health care trends • Six linkage worksh ...

  • 2021NCLEX_jbetts2.pdf

    Territories, & from less than 1 year to 45 years of experience • Provided rating data (frequency, importance, & criticality) on tasks and abilities needed for entry-level practice • Four, three-day focus groups comprised of 8-10 RN SMEs across more than 10 practice care settings to gather evidence on • Duties, tasks, knowledge, skills, and other personal characteristics • Key judgments needed for entry-level and associated consequences of errors • Health care trends • Six linkage worksh ...

  • 2022NCLEX_jbetts_NCJMM.pdf

    Territories, & from less than 1 year to 45 years of experience • Provided rating data (frequency, importance, & criticality) on tasks and abilities needed for entry-level practice • Four, three-day focus groups comprised of 8-10 RN SMEs across more than 10 practice care settings to gather evidence on: • Duties, tasks, knowledge, skills, and other personal characteristics • Key judgments needed for entry-level and associated consequences of errors • Health care trends • Six linkage works ...

  • Report.PDF

    Number of Candidates Examined and Passing Rates for First-Time Candidates Educated in Member Board Jurisdictions, by Degree Type: NCLEX-RN® Examination, April 1, 1998 - June 30, 1998................40 8. Number of Candidates Examined and Passing Rates for First-Time Candidates Educated in Member Board Jurisdictions, by Degree Type: NCLEX-RN® Examination, July 1, 1998 - September 30, 1998........42 9.

  • Vol_26_for_Web.pdf

    References 29 Appendix A: External Job Analysis Methodology Experts 30 Appendix B: 2005 LPN/VN Continued Competence Panel of Experts 31 Appendix C: 2006 NCSBN Continued Competence Task Force 34 Appendix D: Continued Competence Activity Statements 36 Appendix E: LPN/VN Continued Competence Survey Forms 1 & 2 40 Appendix F: Announcement Postcards 54 Appendix G: Importance Ratings For Setting Subgroups 57 Appendix H: Importance Ratings For Specialty Practice Area Subgroups 62 Appendix I: Importance ...

  • 16_LPN_KSA_vol66.pdf

    (NCSBN) | 2016 14 DEMOGRAPHICS, EXPERIENCES AND PRACTICE ENVIRONMENTS OF PARTICIPANTS Demographics/Past experiences Demographic information, including racial and ethnic backgrounds, educational preparation and gender are presented next, followed by descriptions of responders’ work environments, including settings and client characteristics Nursing licenses Held Respondents were asked what type of nursing licenses they held, with the option of choosing LPN/VN and/or RN licenses All but three Newly Licens