Search NCSBN

The search results displayed are from the entire site. Visit the Resources Section to focus your search and filter only resource items (publications, videos, papers, toolkits and other resources).

  • 2025mym_jkelly2.pdf

    • Technological innovation may, in part, facilitate greater access, utilization, and benefit, at least for some… But, in a hi-tech world, at its core, recovery remains lo-tech Fast Car – Tracy Chapman “… and your arm felt nice wrapped around my shoulder, and I felt like I belonged, and I felt like I could be someone…” Summary Past 50 years since birth of NIDA and NIAAA learned a great deal about etiology, epidemiology, typologies, phenomenology, clinical cours ...

  • Nursing Student Errors and Near Misses: Three Years of Data

    Although most of the duos provided an explanation, a few did not. Ex- amples of the errors and near misses in clinical experiences and simulation are listed in Table 6. The following student quote is an example of a typical medication error that occurred in the simulation laboratory: “I pushed Lasix too fast during simulation when I stated I was pushing over 2 minutes…I only pushed for 34 seconds.” There were far fewer occurrences in the skills learning laboratory than in the simulation laboratory or the clinical setting (Table 1).

  • Volume 15 PPI_Spring.qxd

    Printed in the United States of America ISBN#0-9745768-5-9 Table of Contents List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Executive Summary . . . . . . . . . . . . . . . . . . . ...

  • NLCwebinar-Telephonic-Nursing-July2022.pdf

    Running afoul of a state’s regulations which require you to be licensed when practicing telephonically with a pt/client in that state; i.e., unlicensed practice. (Note: Exceptions) 3. Reimbursement 4. Whistle blowers Which States are Part of the NLC? For details see: www.ncsbn.org/NLC_Map.pdf http://www.ncsbn.org/NLC_Map.pdf My State Joined the NLC, How do I Obtain a Multistate License? If you are a legal resident of a NLC state that joined the NLC after 1/19/2018 (GA, FL, OK, WY, WV, KS, AL, LA, NJ, IN) and hold a single state license in that state… Ø Go to the board of nursing website Ø Complete the upgrade or conversion application Which Nurse Practice Act do I Follow?

  • Resources | NCSBN

    The National Council of State Boards of Nursing (NCSBN) produces publications, online courses and videos that contribute to the body of nursing knowledge. Meridians offers on-demand courses, learning journeys and networking opportunities to help you succeed today and excel tomorrow. 2026   | Website Nurse Licensure Compact Compliance Checklist: Part II   A slide-by-slide review of NLC statutory requirements — the Core Elements for Initial Multistate Licensure and the Key Operational Requirements for Compliance. Watch Part I . 2026   | Video Nurse Licensure Compact Compliance Checklist: Part I   A slide-by-slide review of NLC statutory requirements — the Core Elements for Initial Multistate Licensure and the Key Operational Requirements for Compliance. Watch Part II . 2026   | Video 2025 NLC Annual Report This annual report covers the period from Oct. 1, 2024 to Sept. 30, 2025.

  • 2025-rexpn_gonzalez-smothers.pdf

    REx-PN® Testing Security and Accommodations Marco Gonzalez and Tatiana Smothers Exams Specialists I, Consolidated Services NCSBN Objectives By the end of this presentation, participants can: • Understand, review and discuss REx-PN security measures, also know where to submit any exams security concern. • Describe the REx-PN testing accommodations process and identify some common accommodation requests.

  • Test publishers and testing services are always concerned with irregular behavior

    Fourth, it is important to select a useful timeframe to examine. This is largely driven by the number of candidates that test. If there are too few candidates only the largest deviations will be detectable. Although this paper has not done so, it would be important to consider the effects of Type I error. It seems that the Statistical Detection 6 inflation of Type I error only causes a few false hits in exploratory situations and perhaps could be considered acceptable; however in confirmatory situations that reasoning is less persuasive. Also, what level of confidence is the most useful for detecting problems is an area that needs to be addressed.

  • KMBT_C654-20131003090749

    MINUTES OF THE 41ST ANNUAL DELEGATE ASSEMBLY PAGE 4 OF 8 Directors-at-Large 146 Amy Fitzhugh, North Carolina, Area III 147 Ann Coghlan, Ontario, Exam User Member 148 Cathy Borris-Hale, District of Columbia, Area IV 149 Jessica Estes, Kentucky, Area III 150 Mark Majek, Texas, Area III 151 Ruby Jason, Oregon, Area I 152 Susan VanBeuge, Nevada, Area I 153 154 Nominations from the Floor 155 President George indicated that nomination needed to be submitted by July 29th and none were received 156 and so no nominations from the floor were in order. 157 158 Nominations for the Leadership Succession Committee 159 President George then asked for the Committee Chair Sara Griffith to present candidates for the 160 Leadership Succession Committee.

  • 14_LTC_Monograph.pdf

    Other actions taken included meeting with administration to make suggestions (15 percent), holding an inservice (15 percent) and changing orientation strategies (15 percent). Those who answered “other” provided some specific changes they made. For example, one respondent said, “I will use what I learned for planning for a sabbatical that will focus on transition of new graduates to their first job in LTC/community settings.” Another responded, “As a nursing assistant instructor, I spend more time on quality of life for residents in LTC and the importance of giving them as many choices as possible on a daily basis.”

  • AssessingHigherorderCognitiveConstructs_2016.pdf

    Although the sample item (see Appendix I) includes only MCQs, it is reasonable to employ other item types as long as they properly elicit intended responses from test takers (see Appendix II). As the expected response shifts from closed-ended to open-ended, identification of evi- dentiary objects takes more effort and care.