April 2023 remains the target date for the Next Generation NCLEX (NGN) for both the NCLEX-RN and NCLEX-PN licensure examinations. These examinations emphasize the use of clinical judgment in caring for patients in a variety of healthcare settings by focusing on interactions between nurse and client, the client’s needs, and expected outcomes.
The Next Generation NCLEX (NGN) has been “top of mind” for the Nursing Education community for at least the last two years. Last month Elsevier Education offered a three-hour workshop, highlighting Dr. Phil Dickison, Chief Operating Officer of the National Council of State Board of Nursing (NCSBN), and two nurse educators, Dr. Linda Silvestri and Dr. Donna Ignatavicius. This webinar focused on the most up-to-date information about the NGN.
In his presentation, Dr. Dickison gave some important information of which we should all be aware as we continue our journey toward preparing our students for the NGN. Here are several points that I felt were particularly helpful. Continue reading “NGN Update: What you need to know now”
On September 14, 2020, I participated in the first-ever virtual 2020 NCLEX Conference offered by the National Council of State Boards of Nursing (NCSBN). There were many interesting presentations, but I believe that you will agree that the discussion about Next Generation NCLEX (NGN) was most important for nursing educators. So here is an overview of the discussion about NGN. Continue reading “Report from the 2020 NCSBN NCLEX Conference”
COVID-19 has changed how nurse educators prepare students for practice. The changes in the health care environment—and nursing specifically—over the last decade have given faculty numerous challenges: integration of important new content in an already “stuffed” curriculum, evolving expectations of students, parents and college administrators, and the difficulty in finding appropriate clinical sites and sufficient numbers of faculty. As if these challenges weren’t enough, now faculty must cope with an international pandemic that has huge implications personally and professionally. In addition to their other responsibilities, faculty now must prepare students for practice using masks, social distancing, and limited clinical sites-all while working from home!
Most of us have been coping, both personally and professionally, with the results of social distancing as a result of the COVID-19 pandemic. While we would like life to return to “normal,” we also worry about the health impact of returning to our “face-to-face” lives. Equally important, when this crisis passes, what will the new normal look like? Continue reading “Testing Online in the Era of Social Distancing”
The National Council of State Boards of Nursing (NCSBN) recently posted on their website five types of questions that they will include as part of the Next Generation NCLEX (NGN) test revision. While the NCSBN intends to continue to use the multiple-choice test format which currently makes up a significant portion of the NCLEX exam, other types of test items will also be included. Continue reading “NGN-Style Questions—What Should We Do Now?”
Last month, I was pleased to give a presentation at a faculty development workshop on Evidence-based Practice (EBP) in Nursing Education at the Jane and Robert Cizik School of Nursing at the University of Texas at Houston. The participants were very engaged in our discussion and provided me with food for thought for this blog. The question that kept bubbling up for me as I traveled home from Houston was, “What evidence do we actually use as we plan our curricula, our courses, and our teaching-learning strategies for class, lab/simulation, and clinical experience?”
After being a faculty for many years, I find that I often want to “instruct” my family and friends. This urge is particularly prevalent with my husband. Being a very nice man, when I begin to “instruct” him, he appears to be listening (he looks my way), but the look in his eyes says very clearly, “I have no intention of doing whatever it is that she is saying.” When I see this look, I always say, “W.A.I.T.—Why Am I Talking?” Continue reading “W.A.I.T.: Impact on Teaching Clinical Judgment”