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  • MBPResponses

    No Yes Yes, only if the school issues a degree or diploma with completion of requirements for RN Does not apply No Yes Yes, only if the school issues a degree or diploma with completion of requirements for RN Does not apply *PN BONs and US Territories are not displayed on the map. For detailed information, please see the text responses below. Responses Jurisdictions Number of Boards Percentage of Boards Responding No IA, NC, VI 3 5% Yes HI, ID, IN, KY, MA, NM, OH, SC, TN, TX, UT, VA, VT, WA, WI ...

  • Committee Opinion, Number 711, August 2017, Opioid Use and Opioid Use Disorder in Pregnancy

    Therefore, it is essential that screening be universal. • Routine screening should rely on validated screening tools, such as questionnaires, including 4Ps, NIDA Quick Screen, and CRAFFT (for women 26 years or younger). • For chronic pain, practice goals include strategies to avoid or minimize the use of opioids for pain man- agement, highlighting alternative pain therapies such as nonpharmacologic (eg, exercise, physical therapy, behavioral approaches), and nonopioid pharmaco- logic treatments.

  • Microsoft Word - Model Act Redline.docx

    RN, LPN/VN and APRN Licensure and Exemptions  9  Article VI. Prelicensure Nursing Education        14  Article VII. Discipline Board Action and Proceedings     22  Article VIII. Violations and Penalties          25  Article IX. Severability                26  Article X. Emerging Technologies  Article XI. Nursing Licensure Compact            Article XII. APRN Compact              26    1 NCSBN Model Act  |  www.ncsbn.org      Model Act Redline    Article I. Title and Purpose  a. This Act shall be known and may be cited as  Nurse Practice Act (NPA), which creates and  empowers the board of nursing (BON) to regulate nursing and to enforce the provisions of this Act. 

  • 2018-NCSBN-YIR-RNCanadaPassRates.pdf

    Site: yearinreview.ncsbn.org

    . – DEC. 2018 TOTAL # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING Alberta 411 368 89.5 516 456 88.4 347 291 83.9 154 125 81.2 1,428 1,240 86.8 British Columbia 295 264 89.5 465 425 91.4 484 437 90.3 232 190 81.9 1,476 1,316 89.2 Manitoba 22 18 81.8 91 78 85.7 86 80 93.0 156 137 87.8 355 313 88.2 New Brunswick 4 2 50.0 98 83 84.7 99 66 66.7 24 17 70.8 225 168 74.7 Newfoundland And Labrador 2 2 ...

  • Sources of Emergency Cash

    As revisions are incorporated into this plan, each recipient will be forwarded a package containing instructions for updating the plan as well as the changes with their respective revision dates. Plan Reviewed/Revised: September, 2005, September, 2006 Staff Training: • All Staff: Sept. 26, 2006 [All Hazards Emergency Operations Plan] • IT and Licensure Staff: Jan. 10, 2007 [Critical functions – tabletop discussion with scenarios] All Staff: Jan. 30, 2007 [In place sheltering, emergency ...

  • MBPResponses

    Responses Jurisdictions Number of Boards Percentage of Boards Responding No CA-RN, CNMI, CO, CT, DE, FL, GU, ID, IL, KS, ME, MI, MN, MT, NJ, OR, RI, SC, SD, TN, TX, VA, VI, WV-RN 24 52% Yes AL, AR, AZ, DC, IA, KY, LA-RN, MA, MD, MO, MS, NC, NH, NM, NV, NY, OH, OK, PA, VT, WA, WI 22 48% Page 26 of 292020 Discipline Survey Non-disciplinary Alternative Programs 12.2 Q23. Does the Board of Nursing refer the licensee to a contracted monitoring program for Substance Use Disorder? No Yes No Yes *PN BONs and US Territories are not displayed on the map.

  • Addressing_Chemically_Dependent.pdf

    Baggio, M., Duffy, R., & Staffelbach, D. F. (1998). Obstacles to address- ing professional misconduct. Clinical Psychology Review, 18, 273– 286. Burman, M. E., & Dunphy, L. M. (2011). Reporting colleague miscon- duct in advanced practice nursing. Journal of Nursing Regulation, 1(4), 26–31. Darbro, N. (2011). Model guidelines for alternative programs and disci- pline monitoring programs. Journal of Nursing Regulation, 2(1), 1–8. DesRoches, C. M., Rao, S. R., Fromson, J. A., Birnbaum, R. J., Iezzoni, L., Vogeli, C., & Campbell, E. G. (2010).

  • Microsoft Word - Final Clinical Instruction in Prelicensure Nursing Program…

    Effectiveness of a cardiology review course for internal medicine residents using simulation technology and deliberate practice. Teaching and Learning in Medicine, 14, 223-228. Jeffries, P. (2005). A framework for designing, implementing and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26, 96-103. Joubert, A., Viljoen, M. J., Venter, J. A., & Bester, C. J. (2002). Evaluation of the effect of a computer-based teaching programme (CBTP) on knowledge, problem-solving and learning approach. Health Sa Gesondheid, 7, 80-97. Lave & Wenger (1991).

  • LTL_Fall2024.pdf

    A closed program may submit a new proposal after one year has passed. Pass rates for all VN and RN programs are presented to the TXBON at the April board meeting, and any changes in approval are formal. At the April 2023 board meeting, the TXBON accepted the 2022 pass rates and 26 programs received a requirement to develop a SSR according to the Education Guideline and submit it to TXBON staff no later than July 15, 2023. The 26 programs included 10 BSN programs, 10 ADN programs and six VN programs. Following SSR reviews by the education consultants, a final compara- tive analysis revealed some key points and common themes through- out the reports.

  • Leader-to-Leader_Fall08.pdf

    In the last five years, the state of North Dakota has increased its efforts to satisfy the need for nurses through a “grow-your-own” process by expand- ing nursing education programs in community colleges and distance sites in rural communities. However the shortage of qualified faculty threatens to derail the process. The trend of utilization of faculty with less than a master’s degree continues. For example, this past year 26 percent of all faculty in BSN programs (including Nurse Faculty Intern [NFI] participants) held less than a master’s degree in nursing. Problem Statement Qualified applicants are being turned away from nursing education programs by the thousands, in part because of a shortage of quali- fied educators to teach them (AACN, 2003).