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FY26oct-NCLEX-Examination-Committee-Meeting-Minutes-NEC-Approved.pdfSite: ncsbn.org
NCLEX® Examination Committee (NEC) Minutes October 20, 2025 Virtual Meeting via Microsoft Teams and in person CALL TO ORDER Crystal Tillman, Chair called the meeting to order on October 20, 2025, at 10:00 am Central Time; Nick Barnes, Exams Specialist II recorded the minutes. MEMBERS PRESENT Crystal Tillman, Chair, NC Kristin Benton, TX JaCinda Downs, MN Carel Mountain, CA-LVN Camille Forbes-Scott, MD MEMBERS ABSENT Chistine Penney, BC Melissa Panton, PEI RN Barbara Blozen, Board Liaison, NJ Salvatore Diaz, CT STAFF PRESENT Steve Viger, Deputy Chief Officer, Examinations Nicole Williams, Director, Content & Test Development, Examinations Joseph Betts, Director, Measurement and Testing, Examinations José V.
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Report of Findings from the 2005 LPN/VN Post Entry-Level Practice Analysis (Vol. 26) | NCSBN
Site: ncsbn.org
The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing. Report of Findings from the 2005 LPN/VN Post Entry-Level Practice Analysis (Vol. 26) | NCSBN Skip to Main Content Member Sign In Exams Nursing Regulation Compacts Policy Research Membership About Search Search Search Search Search Search Exams Nursing Regulation Compacts Policy Research Membership About Member Sign In More in NCSBN Exams NCSBN Exams NCLEX REx-PN NNAAP & MACE Exam Statistics & Publications NCLEX Pass Rates NCLEX Fact Sheet NCSBN Exam Program Reports Nurse Licensure and N ...
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FY26_REx-PN-Infoflyer.pdfSite: rexpn.com
The Eight Steps of the REx-PN® 1. Contact BCCNM/CNO to review and fulfill the REx-PN registration and application requirements. 2. Register and pay the exam fee online or by calling Pearson Candidate Services. § Payment via credit, debit or prepaid card will be accepted. 3. Receive REx-PN Registration Acknowledgment email from Pearson. 4. BCCNM/CNO makes you eligible to test in your Pearson profile. § You must be made eligible by BCCNM/CNO within 365 days of your REx-PN registration and payment. 5.
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Nelda Godfrey
Site: ncsbn.org
Academic Medicine. 90 (6), 701-6. • Walker, S., Dwyer, T., Broadbent, M., Moxham, L., Sander, T. & Edwards, K. (2014). Constructing a nursing identity within the clinical environment: The student nurse experience. Contemporary Nurse. 49: 103-12. • Worthington, M., Salamonson, Y. & Cleary, M. (2013). Predictive validity of the Mcleod Clark professional identity scale for undergraduate nursing students. Nurse Education Today. 33 (3), 187-91. THE INTERPROFESSIONAL MOVEMENT TO FOSTER IDENTITY FORMATION THE INTERPROFESSIONAL MOVEMENT TO FOSTER IDENTITY FORMATION Case Study THE INTERPROFESSIONAL MOVEMENT TO FOSTER IDENTITY FORMATION Professional Ideal
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untitled
Site: ncsbn.org
Sept. 2009 U LR D raft 1 C urrent U LR A pplicant R esponsibility D raft 2 C urrent U LR B oard D uty D raft 2 R ationale for C hange 2.A N ursing E ducation R equirem ents: P N G raduation from , or V erification of successful com pletion of P N program requirem ents from an N C S B N M em ber B oard approved nursing education program . Includes: G raduation from A rm y P N program or any future m ilitary P N program approved by an N C S B N M em ber B oard G raduates from R N program s w ho have failed the N C LE X R N and successfully com pleted a role delineation course.
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bb_2009.pdf
Site: ncsbn.org
Although a national model would provide consistency in terms of application and outcomes, practical issues associated with individual states such as legislation and resources is a huge barrier to overcome. WhAt LeADerShip CoMpeteNCieS WiLL yoU BriNG AND WhAt WiLL yoU CoN- triBUte to ADVANCe the orGANizAtioN? My leadership competencies are extensive. Not only do I see the world of regulation from the practice side, but also from the educator and consumer viewpoints. I served in many leadership capacities; only a few are identified for this application.
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Addressing_Chemically_Dependent.pdf
Site: ncsbn.org
The recommended course of action is for nurses to confront col- leagues directly about their chemical dependence because peers are among the first to recognize a colleague’s impairment (Smith et al., 1998). Other guidelines for reporting professional misconduct also emphasize discussing the behavior directly with the col- league. Dunn (2005b) recommends directly and caringly con- fronting an impaired colleague, surmising that initiating com- munication in a concerned manner will set the stage for honesty. This recommendation is consistent with the literature, which indicates that expressing compassion in a firm manner helps set the stage for an intervention (Smith et al., 1998).
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NCLEX_Pass_Rates_Lagtime_and_Retake.pdf
Site: ncsbn.org
Boston, MA: Jones and Bartlett; 2008. 2. NCSBN. The Business Book 2004 NCSBN Annual Meeting. Chicago, IL: Na- tional Council of State Boards of Nursing (NCSBN); 2004:68. 3. Roncoli M, Lisanti P, Falcone A. Characteristics of baccalaureate grad- uates and NCLEX-RN performance. J N Y State Nurses Assoc. 2000;31(1): 17–19, (5 ref). 4. Arathuzik D, Aber C. Factors associ- ated with National Council Licensure Examination—registered nurses suc- cess. J Prof Nurs. 1998;14(2):119–126. 5. Barkley TW, Rhodes RS, Dufour CA. Predictors of success on the NCLEX- RN among baccalaureate nursing students.
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Understanding_the_Disease_of_Addiction.pdf
Site: ncsbn.org
Nurses at Risk The risk to nurses is the same as it is for the general popula- tion, except for one thing: Nurses have better access to opiates. This accessibility, coupled with the culture of relieving pain with mood-altering substances, can create an ideal environment for a person who is genetically predisposed to addiction. Thus, nurses with a significant family history of addiction should either abstain from working with opiates or have an awareness of the potential for danger and incorporate stress-reducing behaviors into their lifestyle as a prevention.
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CER_3_06.qxp
Site: ncsbn.org
Average pass rates clearly indicate that ESL candidates pass at a lower rate than English only can- didates. These statistics, however, do not support the con- tention the bias resides in the examination. The DIF results indicate that the same construct of nursing ability is in effect across all language groups. Given that there is a dis- parate pass rate across groups, but the hierarchy of item difficulty is the same, one might hypothesize that lack of English proficiency may be an impediment to acquiring nursing knowledge and skills in US nursing programs.