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• An Interview with Marlene Carbullido, Executive Director, Guam Board of Nurse Examiners
• Q&A: Are LPN/VNs Allowed to Delegate?
• The Journal of Nursing Regulation Turns Six
• Politics and Change and APRNs
• NCSBN Unveils a Regulatory Scholars Program
• Examinations Publications Roundup
• Acclimating to U.S. Health Care in the Words of an Internationally Educated Nurse
• Trends in the Regulatory Oversight of Nursing Education Programs
• Release of NCSBN’s Online Transition to Practice Program

This annual publication provides national and state summary data of member boards’ licensure activities, as well as data on candidate performance on the NCLEX-RN and NCLEX-PN Examinations.

• Pathways to Leadership: Holistic Leadership
• NCSBN’S One-on-One Executive Officer Mentor Program
• Enhanced Nurse Licensure Compact (e-NLC) Rulemaking Explained
• Leading Transformation: Architects of Nursing Regulation -- a 2016 Annual Meeting Recap
• Pearson VUE Testing Center Updates
• NCSBN Grant Program

This article addresses the issue of how to detect item preknowledge using item response time data in two computer-based large-scale licensure examinations. Item preknowledge is indicated by an unexpected short response time and a correct response. Two samples were used for detecting item preknowledge for each examination. The first sample was from the early stage of the operational test and was used for item calibration. The second sample was from the late stage of the operational test, which may feature item preknowledge. The purpose of this research was to explore whether there was evidence of item preknowledge and compromised items in the second sample using the parameters estimated from the first sample. The results showed that for one nonadaptive operational examination, two items (of 111) were potentially exposed, and two candidates (of 1,172) showed some indications of preknowledge on multiple items. For another licensure examination that featured computerized adaptive testing, there was no indication of item preknowledge or compromised items. Implications for detected aberrant examinees and compromised items are discussed in the article.

The candidate version of the NCLEX-RN examination test plan includes an in-depth overview of the content categories along with details about the administration of the exam. 

*Dans cette publication, le masculin est employé sans préjudice afin d’alléger le texte. 

The educator version of the 2016 NCLEX-RN Test Plan includes an in-depth overview of the content categories along with details about the administration of the exam.

Summary data for multiple categories of candidates, U.S. and international, is provided for performance on NCSBN's two nurse licensure examinations, the NCLEX-PN and NCLEX-RN.

This periodic performance of practice analyses (i.e., job analysis) studies assists NCSBN in evaluating the validity of the test plan that guides content distribution of the licensure examination. Because changes can occur in licensed practical/vocational nurse (LPN/VN) practice, practice analyses are conducted on a three-year cycle.

This study identifies the knowledge needed by newly licensed practical/vocational nurses (LPN/VNs). The results of this study (i.e., the important knowledge statements) will be used to inform item development.

Nursing regulators, nursing educators and candidates remain actively engaged in the NCLEX. As such, we receive a number of questions about the NCLEX on topics ranging from examination development principles and sample content, to exam administration and using computerized adaptive testing, or CAT. We have compiled these questions and answers, and invite you to join us as we uncover the NCLEX FAQs

• A Seat at the Table: NCSBN’s Office of Government Affairs and the Health Policy Conversation
• East Meets West: NCSBN Meets with Korean Delegation
• Family Matters: Mother and Daughter Attend the NCSBN Midyear Meeting Together
• Midyear Meeting: A First-Time Attendee’s Perspective
• A Global Perspective: College of Licensed Practical Nurses of Nova Scotia
• Are You Aware of CORE?
• NCLEX^® Terminology
• Legislative Advocacy News