The “Application or Higher” Dilemma in the Era of Next Generation NCLEX

Writing test items for a faculty-made test is perhaps one of the most difficult tasks that a faculty member faces. In Critical Thinking in Test Item Writing, Morrison, Nibert, and Flick (2006) emphasize the importance of crafting a test item that requires test-takers to at least apply content in order to correctly answer the question. This recommendation reflects the National Council of State Board of Nursing’s policy that all NCLEX test items require cognition at the application level or higher. Yet, we all know how difficult it is to develop test items that correspond to the upper levels of Bloom’s Taxonomy of Cognitive Behavior. 

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Next Generation NCLEX: The Importance of Cues

Given the buzz around Next Generation NCLEX (NGN), you probably already have a good understanding of what NGN is and what you can be doing now to start preparing for this increased focus on clinical judgment. (If not, check out our recent articles on these topics.) This month we will drill down into the use of cues as a means of providing opportunities for nursing students to practice clinical judgment throughout their educational experience.

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