歐美口爆

 is a space for committees and knowledge networks to easily collaborate and participate in dynamic discussions on topics important to you and nursing regulation.

Nurses new to practice or preparing for their first nursing jobs will learn the ways the profession is regulated – through nursing licensure, boards of nursing and state laws called Nurse Practice Acts. Also covered are key issues of professional responsibility, including maintaining professional boundaries, and nursing ethics.

• A Conversation with NCSBN CEO David Benton
• How Many Nurses are Involved in the Development of the NCLEX?
• Leadership and Public Policy Conference Video Presentations Available Online
• NCSBN 101 Course Updated
• NCSBN Year in Review
• NCLA Announces Election Results
• Visit the NLC Knowledge Network

• NCSBN's new director of research, Carey McCarthy
• Welcome to new NCSBN CEO David Benton
• Nursing regulation research — goals and achievements
• Get Detailed Information on NCSBN Member Boards
• The North Carolina Board of Nursing Journey: Development of Sanctioning Guidelines for Public Discipline in Nursing Regulation
• NCLEX Program Reports — a summary of information

Mildred Schmidt, NCSBN President 1979-1980

Mildred Schmidt helped found NCSBN, was appointed the organization's first Secretary-Treasurer and also served as president from 1979 to 1981. She is recognized for her pioneering vision, steadfast leadership and unwavering support.

Kathy Apple, MS, RN, FAAN, CEO, NCSBN

NCSBN CEO, 2001-2015

Kathy Apple led NCSBN during a time of unprecedented change and growth for the organization. Her 14-year tenure as CEO is the crowning achievement on a nursing career spanning 40 years. Her commitment to the NCSBN core values, mission and vision leaves the organization in a strong position to continue influencing national and international nursing regulation.

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

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.  

This study reports the importance ratings for activities performed by certified entry-level nurse aides/nursing assistants (NAs) employed in various health care settings. The findings from this study are used to evaluate the validity of the test plan, content outline and examination questions for the nurse aide certification examination.

A survey conducted in 2001, and replicated in 2003 with the same results, found that fewer than 50% of employers thought newly licensed nurses were safe and effective in practice. These findings caused concern for boards of nursing, so in 2002 the 歐美口爆 (NCSBN) began to examine transition to practice (TTP) in nursing, developing an evidence-based model program and studying its effectiveness in hospital and nonhospital settings. After completion of the TTP study in hospitals with registered nurses (RNs) published earlier in 2015, a study was conducted in nonhospital facilities with RNs and licensed practical nurses to determine if NCSBN’s TTP program could be used effectively across settings. Sites volunteering to participate, however, faced many challenges while the study was underway. This article presents the TTP program, study design, challenges faced by nonhospital sites trying to implement a TTP program, and limited findings

A key message from the Institute of Medicine’s report, The Future of Nursing: Leading Change, Advancing Health, addresses the need for better health care workforce data collection and information infrastructure, which is a prerequisite for effective workforce planning and policy making. Health care workforce forecasting models provide a mechanism for making future projections, which can be valuable in quantifying supply and demand and identifying the most appropriate strategies to prevent future shortages. Forecasts or predictions about future nursing supply and demand at the state level, although becoming more prevalent, are limited to a minority of states using a variety of methodologies. The Louisiana Multi-Regional Statewide Nursing Workforce Forecasting Model offers a unique and powerful tool to both monitor and forecast changes in the supply of, and demand for nurses at both the state and regional levels relative to specific health care settings. Development of such a model requires collaboration with agencies and/or entities having access to state-level data as well as the support of stakeholders interested in using the model in strategic planning and policy development.

This multisite study of transition to practice included 105 hospitals in three states. Hospitals volunteered to participate and were randomly assigned to either the study group or the control group, and all new graduate registered nurses hired between July 1 and September 30, 2011, were invited to participate. The study hospitals adopted the 歐美口爆’s Transition to Practice model program; control hospitals continued using their existing onboarding programs, which ranged from simple orientation procedures to structured transition programs with preceptorships. The new graduate nurses who volunteered for the transition to practice study (n = 1,088) filled out surveys at baseline, 6, 9, and 12 months after beginning their first nursing position. Competence was reported by both the new nurses and their preceptors. New nurse self-reported data included the number of errors, safety practices, work stress, and job satisfaction. The hospitals provided retention data on the all the new graduates hired during the study period. Though the results showed few statistically significant differences between the two groups, when the hospitals in the control group were categorized as having established or limited programs, differences were detected. Hospitals using established programs had higher retention rates, and the nurses in these programs reported fewer patient care errors, employed fewer negative safety practices, and had higher competency levels, lower stress levels, and better job satisfaction. Structured transition programs that included at least six of the following elements were found to provide better support for newly graduated RNs: patient-centered care, communication and teamwork, quality improvement, evidence-based practice, informatics, safety, clinical reasoning, feedback, reflection, and specialty knowledge in an area of practice.