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  • 10_BC_Vol48_web.pdf

    DeMoGRaPHICS, exPeRIeNCeS aND PRaCtICe eNVIRoNMeNtS oF PaRtICIPaNtS Figure 1. B.C. RN age 47.8% 23.7% 13.0% 6.3% 5.8% 3.4% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 21-25 26-30 31-35 36-40 41-45 > 45 Age Pe rc en ta ge table 1. ethnicity Category B.C. % U.S. % Aboriginal1 1 .9 n/a African American 0 .5 7 .6 Asian Indian 3 .4 n/a Asian Other 13 .5 7 .2 Hispanic 1 .0 6 .0 White–Not of Hispanic Origin 75 .5 74 .7 Other 4 .3 n/a 1 Aboriginal peoples in Canada comprised of the First Nations, Inuit and Métis .

  • 14_Canadian_Practice_Analysis_vol60.pdf

    NCSBN RESEARCH BRIEF Volume 60 | May 2014 2013 Canadian RN Practice Analysis: Applicability of the 2013 NCLEX-RN® Test Plan to the Canadian Testing Population 2013 Canadian RN Practice Analysis: Applicability of the 2013 NCLEX-RN® Test Plan to the Canadian Testing Population National Council of State Boards of Nursing, Inc.

  • bb_1987.pdf

    To this end, the Examination Committee reviewed the Study ofNursing Practice and Role Delineation and Job Analysis ofEntry Level Perfonnance of Registered Nurses (Study) and its implications for licensure examinations. The Examina- tion Committee subsequently revised the RN Test Plan to coincide with the ftndings of the Study. A second team of the Examination Committee was appointed in the Spring of 1987 to relieve the workload of the Examination Committee. This team reviewed the issue of pass/fail score reporting and is exploring the use of computer simulation testing as a mechanism for testing continuing competence.

  • 13_LPN_Practice_Analysis_Vol58_updated.pdf

    Race/Ethnicity of Newly Licensed LPN/VNs Pe rc en t 18.6 1.2 5.7 11.2 0.9 0.9 57.9 3.7 20.0 1.0 4.3 7.7 0.7 1.1 59.7 5.6 21.2 0.0 5.4 7.6 1.0 0.1 62.7 2.0 0 10 20 30 40 50 60 70 African American Asian Indian Asian Other Hispanic Native American Pacific Islander White – Not of Hispanic Origin Other Pe rc en t ( % ) Race/Ethnicity 2012 2009 2006 Figure 3. Educational Programs of Newly Licensed LPN/VNs 86.4 10.6 0.2 1.6 0.1 0.6 0.6 86.2 10.7 0.0 1.2 0.7 0.5 0.7 86.6 8.9 0.0 1.3 0.3 1.5 1.3 0 10 20 ...

  • PowerPoint Presentation

    PowerPoint Presentation Sensitivity and Differential Item Functioning (DIF) Melissa Biskupic RN Content Developer Associate I, Examinations, NCSBN Objectives By the end of this presentation, participants will be able to: • Describe how NCSBN conducts Sensitivity panel review and DIF panel review • Understand what it means for an item with DIF Item Development Process Purpose of Sensitivity and DIF Review Fairness in the Exam It is critical that every candidate has a fair opportunity to demonstrate their nursing knowledge and skills.

  • NCSBN_AnnualReport2006.pdf

    Coleman, Tennessee Katie Daugherty, California–RN Rula Harb, Massachusetts Cynthia Morris, Louisiana–RN Constance Kalanek, North Dakota, Board Liaison Continued Competence Task Force Sue Tedford, Arkansas, Chair Anita Ristau, Vermont Debra Scott, Nevada Rolf Olson, Oregon, Board Liaison Committee on Nominations (elected positions) Mary E.

  • Substance_Use_Disorders_and_Accessing_Alternative-to-Discipline_Programs_(2).pdf

    Nurses are susceptible to SUD in the workplace, and the disorder can harm both nurses and patients. Workplace risk fac- tors include easy access, role strain, enabling behavior by peers Substance Use Disorders and Accessing Alternative-to-Discipline Programs Kathy Bettinardi-Angres, MS, RN, APN-BC, CADC; Janet Pickett, RN, CARN, CADC; and Dianne Patrick, MS, RN, CARN Alternative-to-discipline programs (ADPs) are monitoring programs developed in the United States in the 1980s for nurses with substance abuse disorder (SUD). These programs enable health care professionals to avoid disciplinary action and return to work under strict guidance and supervision that ensure public safety and hold the health care professional accountable.

  • B_1_July_12-13_2018_Meeting_Minutes.pdf

    The Missouri State Board of Nursing reports a facility interested in bringing nurses from Puerto Rico (PR) to meet shortage needs and address language barriers for Spanish- speaking populations. The Texas Board of Nursing shared that a recent similar initiative to provide additional pre licensure training for PR nurses was unsuccessful; 75 percent of test takers failed the licensure examination. Western Hills School of Nursing in Ghana, Africa recently withdrew credentials verification on an applicant. It may be prudent for BONs to check with their credentials review agencies if reviewing an application from a graduate of this program.

  • 2022_NCLEX_Candidate_Bulletin_ENG.pdf

    Site: nclex.com

    Candidates can familiarize themselves with the different NCLEX item types and the computer software by taking the tutorial at www.nclex.com/prepare.htm. All item types are scored as either right or wrong. There is no partial credit. The NCLEX is designed to test knowledge, skills and abilities essential to the safe and effective practice of nursing at the entry level. Both the NCLEX-RN® and the NCLEX-PN®* are variable length, computerized, adaptive tests. The NCLEX is not offered in paper-and-pencil or oral examination formats. The NCLEX-RN and the NCLEX-PN examinations can be anywhere from 75 to 145 items. Regardless of the number of items administered, the time limit for this examination is five hours.

  • 2025nclex_kim-biskupic.pdf

    Sensitivity and Differential Item Functioning (DIF) Melissa Biskupic, RN Content Developer Associate I, Examinations Objectives By the end of this presentation, participants will be able to:​ • Describe how NCSBN conducts Sensitivity panel review​ and DIF panel review • Understand what it means for an item with DIF Item Development Process Purpose of Sensitivity and DIF Review Fairness in the exam It is critical that every candidate has a fair opportunity to demonstrate their nursing knowledge and skills.