歐美口爆

1. Every time you answer an item, the computer re-estimates your ability based on all the previous answers and the difficulty of those items.
2. The computer then selects the next item that you should have a 50% chance of answering correctly.
   • This way, the next item should not be too easy or too hard
   • The computer's goal is to get as much information as possible about your true ability level
   • You should find each item challenging as each item is targeted to your ability
3. With each item answered, the computer's estimate of your ability becomes more precise.

This rule is the most common for NCLEX candidates. The computer will stop giving items when it is 95% certain that your ability is clearly above or clearly below the passing standard.

When your ability is very close to the passing standard, the computer continues to give you items until the maximum number of items is reached. At this point, the computer disregards the 95% confidence rule and decides whether you pass or fail by your final ability estimate.

• If your final ability estimate is above the passing standard, you pass. 
• If your final ability is at or below the passing standard, you fail.

 

• Vicki Erickson of the Colorado Board of Nursing explains her role as board president, how Just Culture influences her board of nursing’s discipline process and why nurse educators should consider joining their board of nursing.
• Sue Petula of the Pennsylvania State Board of Nursing discusses how her board of nursing is improving communication between the board of nursing and state nursing education programs.
• Two new social media scenarios are presented for educators to use in an effort to start a dialogue with nursing students regarding the appropriate use of social media in the workplace.

The Dif and sensitivity Webinar will cover the Differential Item functioning (DIF) and Sensitivity Item Review processes. The webinar will describe the purpose of the processes and the procedures involved with reviewing items for DIF and Sensitivity issues. The session will also discuss and provide a direct link to valuable NCLEX resources, along with a connection to the next segment in the series.

The Scope of Practice, NCLEX Practice Analysis and Knowledge, Skills and Abilities webinar will cover the beginning principles in the development of the NCLEX examination which is used by nursing regulatory bodies to make primary nursing licensure decisions. The session will also discuss and provide a direct link to valuable NCLEX resources, along with a connection to the next segment in the series.

This webinar is part of the 2013 NCLEX Examinations Webinar Series.

This series includes the following webinars:

• NCLEX Test Plan
• Scope of Practice, Practice Analysis and Knowledge, Skills and Abilities
• NCLEX Item Writing and Item Review
• NCLEX Sensitivity and Differential Item Functioning Review   

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.

Published in Journal of Applied Measurement

The use of unlicensed assistive personnel (UAP) in hospitals has increased over the last 20 years. In lieu of regulation of UAP by boards of nursing, many health care agencies and organizations have developed their own educational standards, role definitions, and scopes of practice for UAP in acute care. The purpose of this study was to explore how UAP are used in acute care settings and how their work is perceived by nurses who work with them and by themselves. The results of this mixed method design study showed many similarities among UAP titling; however, there were substantial variations in educational preparation and use of UAP, especially as they move into advanced or specialty areas. Nevertheless, both registered nurses and UAP perceive the work of UAP to be highly effective. Additional collaborative research by regulatory and health care agencies is recommended. This research should be used to inform the development of regulations for educational preparation and utilization of these providers.

The purpose of this study was to determine whether certain key outcomes differ between preRN licensure students who have a criminal history and those who do not. Outcomes examined were program completion, NCLEX-RN ® passage, subsequent criminal acts, and subsequent professional misconduct. A retrospective descriptive-comparative research design was used. The sample consisted of 3,166 applicants from the 2006 cohort of preRN licensure students in Louisiana who met the criteria for inclusion in the study. Analysis of the data revealed 10% of participants with a criminal history had a subsequent criminal incident, whereas only 3.4% of the noncriminal history group had a subsequent criminal incident. Additionally, 4.5% of the criminal history group had subsequent professional misconduct compared with 1% of the noncriminal history group.

This study aimed to describe state regulatory certified nursing assistant (CNA) oversight in two domains—use of registry or licensing for credentialing and initial CNA training and continuing education (CE) requirements—and to evaluate whether CNA oversight is associated with resident outcomes in nursing homes. This cross-sectional secondary analysis combined 2004 data on state-level regulatory requirements for CNA oversight, training, and CE with nursing home resident outcomes data collected in 2004 from 16,125 U.S. facilities in 49 states. Though 26 states required CNAs to have more initial training hours than the federal requirement of 75 hours, only four states required additional yearly CE hours to maintain CNA certification. The combination of increased initial training and annual CE hours was significantly associated with nursing homes reporting lower antidepressant and antipsychotic use and lower average medication use. Use of a registry or licensing board for credentialing was significantly related to lower catheter use, and CNA licensure was significantly associated with lower odds of falls. Findings suggest that regulatory modifications could be beneficial to improve resident care outcomes in nursing homes.

Approximately 8% of nurses in the United States were educated abroad, and in Florida and California, foreign-educated nurses (FENs) represent large percentages of the nurse labor force. It is important to know whether these nurses are prepared to care for patients who have complex needs; communicate successfully with other nurses, physicians, patients, and families; adapt to high technology in today's acute-care settings; and successfully transition to practice in the United States. It has been noted there is no comparative outcomes research on FENs and U.S.-educated nurses. The purpose of this study was to examine the effects of hospitals' proportions of FENs on nurse outcomes, hospital quality of care, perceptions of work environment, and patient-safety incidences.