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NCSBN’s annual Year In Review is an interactive companion to NCSBN's 2016 Annual Report, featuring events, activities and NCLEX Examination statistics for the entire calendar year 2016. Inside this yearbook are easily accessible links to videos, slideshows and other online resource documents as well as additional information about the subjects covered in the publication. 

This annual report functions as a formal summary of NCSBN’s performance and activities during fiscal year 2016. This year NCSBN has divided its Annual Report into two parts. The first part includes financial and business information including operating statements and listings of the Board of Directors, committees and staff that follows NCSBN’s fiscal year spanning Oct. 1, 2015 to Sept. 30, 2016. This document is posted here.

NCSBN’s 2015-16 Nursing Education Trends Committee was charged by the Board of Directors to explore and identify trends and issues in the regulatory oversight of nursing education programs. This report summarizes the committee findings and includes the literature review that was developed as a foundation for this work.

Standard setting is a process used to determine a cut point on an ability continuum. Examinees scoring above the cut point are considered competent and able to practice safely and effectively. The NCSBN Board of Directors re-evaluates the passing standard every three years or when the test plan changes. This webinar provides a brief description of how the standard setting method (Modified Angoff) used by NCSBN works and information on how NCLEX standard setting is conducted using a small test example.

• Regulation 2030: First Steps of a Journey
• What’s Holding You Back from Serving in a Leadership Role?
• 11 Facts About the Enhanced Nurse Licensure Compact (eNLC)
• NCLEX Conference Recap
• Opportunities for Regulatory Scholars
• 2016 Year in Review 

This webinar discusses the principles of item writing with a focus on writing NCLEX-style items.

• 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 document presents a comprehensive standard curriculum that is representative of the minimum didactic and clinical requirements necessary for practical/vocational nursing education in the U.S. Some nursing regulatory bodies might have additional requirements in order to take the NCLEX and be licensed in their jurisdiction.

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.