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  • 2020-NCLEX-Pass-Rates-PN.pdf

    Site: yearinreview.ncsbn.org

    . – DEC. 2020 TOTAL # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING # TESTING # PASSING % PASSING Alabama 249 230 92.4 145 138 95.2 378 367 97.1 185 172 93.0 957 907 94.8 Alaska 3 3 100.0 3 3 100.0 American Samoa Arizona 63 56 88.9 107 100 93.5 167 159 95.2 79 74 93.7 416 389 93.5 Arkansas 183 167 91.3 227 202 89.0 397 319 80.4 77 61 79.2 884 749 84.7 California 1,258 971 77.2 1,564 1,275 81.5 1,923 1,446 75.2 1,486 1,113 74 ...

  • 2018_PN_KSA_FINAL.pdf

    Representativeness of Responders by NCSBN Jurisdiction Jurisdiction Newly Licensed LPN/VN LPN/VN Educator LPN/VN Supervisor Sample Responders Sample Responders Sample Responders N % N % N % N % N % N % Alabama 39 1.8 6 2.0 10 1.4 18 2.7 42 2.0 6 4.8 Alaska 0 0.0 0 0.0 0 0.0 0 0.0 1 0.1 0 0.0 American Samoa 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 Arizona 22 1.0 2 0.7 6 0.9 7 1.0 19 0.9 0 0.0 Arkansas 48 2.2 3 1.0 14 2.0 17 2.5 39 1.9 1 0.8 California 281 13.1 54 17.8 71 10.1 32 4.7 184 8.8 7 5.6 Colo ...

  • Transcript_2019APRN_DBenton.pdf

    Todd] Yeah. And the diversity I shared with you was the diversity from the survey that we did in the Philadelphia group. I don't have the diversity numbers yet from the…they pulled us down by the evaluators. It did surprise me [[00:26:30]] to be quite honest because when you look at the national demographics related to diversity in APRN education is much lower. - Yeah. Yeah. So there may be something for you guys to kind of tease out of that information about why that worked. I'm fascinated by that.

  • JNR_October_2014.pdf

    Nurses have been called to advance their education by national and professional nursing researchers. In 2010, the Carnegie study of nursing education (Benner, Sutphen, Leonard, & Day, 2010), which compared and evalu- ated nine nursing programs with excellent reputations for teach- ing and learning, studied the state of nursing education. Of the 26 resulting transformative recommendations, four of them support nurses advancing their education. The researchers also made a strong case for increasing the rigor of nursing education and integrating clinical cases and practical experiences through educational processes.

  • 2022AM-Business-Book.pdf

    2022 NCSBN ANNUAL MEETING Aug. 17-19, 2022 | Business Book 2022 NCSBN Annual Meeting Business Book 2 Table of Contents Section I: Meeting Resources Business Agenda of the 2022 Delegate Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Standing Rules of the Delegate Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Directions for Obtaining Continuing Education (CE) Contact Hours f ...

  • MBPResponses

    Responses Jurisdictions Number of Boards Percentage of Boards Responding Student in a prelicensure RN program following completion the Board of Nursing’s educational requirements for a PN AL, AS, AZ, CA-VN, CNMI, CO, FL, GU, HI, ID, IN, KY, MA, MD, MT, NE, NH, NM, OK, RI, SC, SD, UT, VT, WA, WI, WY 27 47% Graduates of an RN program AS, AZ, CNMI, CO, FL, HI, MD, MI, NH, NJ, NV, NY, OK, OR, SC 15 26% Graduates of an RN program, only if they meet specific state requirements AL, AR, CA-VN, GU, ID, KS, MD, MI, MO, MS, NC, NM, SD, UT, WA 15 26% None of the above AK, CT, DC, DE, GA, IA, IL, LA-PN, ME, ND, OH, PA, TN, TX, VA, VI, WV-PN 17 29% Does not apply CA-RN, LA-RN, NE-APRN, WV-RN 4 7% Page 18 of 1172022 Licensure Survey NCLEX 4.8 Q15.

  • 2025dcm_kdaughdril.pdf

    ❑ Policy considerations ❑ Resource considerations Slide 1: Evidence: When Real Facts Meet Real Life Slide 2: Topics and Objectives Slide 3: PERSPECTIVE … IS EVERYTHING Slide 4: PERSPECTIVE … IS EVERYTHING Slide 5: PERSPECTIVE … IS EVERYTHING Slide 6: Topics and Objectives Slide 7: BURDENS OF PROOF Slide 8: BURDENS OF PROOF Slide 9: BURDENS OF PROOF Slide 10: BURDENS OF PROOF: Looking Ahead at Judicial Review Slide 11: Topics and Objectives Slide 12 Slide 13: Evidence Primer Slide 14: Evidence Pr ...

  • PowerPoint Presentation

    Slide 17: Self-Care Problems Slide 18: Types of Assessments Slide 19: Areas of Concern in Each Case Type Slide 20: The Professional Executive Mindset Slide 21: How to Evaluate Fitness Slide 22: The Role of Fitness Evaluator Slide 23: The Assessment Process: Clinical vs. Forensic Roles Slide 24: The Assessment Process: Clinical vs. Forensic Roles Slide 25: Why We Need Fitness Evaluations Slide 26: Multiple Stakeholders: Can Licensee Conceive of Each One’s Perspective Slide 27: Fitness fo ...

  • 2025_mar_webinar.pdf

    Intro Slide 1 Slide 2 Slide 3 Slide 4 Slide 5: Overarching Changes to Act & Rules: Licensure & Governance Slide 6 Slide 7: Model Act Licensure & Governance Slide 8 Slide 9 Slide 10 Slide 11 Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 Slide 17 Slide 18 Slide 19 Slide 20: Model Rules Licensure & Governance Slide 21 Practice Slide 22 Slide 23: Model Act Practice Slide 24: Streamline for Consistency Slide 25: Article III. Scope of RN, LPN/VN and APRN Practice Slide 26: Article III. Scope o ...

  • 2025_REx-PN_Webinar_Test-Plan.pdf

    Slide 1 Slide 2: Webinar Objectives Slide 3: Presenters Slide 4: Examination Purpose Slide 5 Slide 6 Slide 7 Slide 8: REx-PN Practice Analysis Slide 9 Slide 10 Slide 11: Practice Analysis Overview Slide 12 Slide 13 Slide 14: Example of REx-PN Activity Statements Slide 15: Entry Competencies Slide 16 Slide 17 Slide 18 Slide 19: Educational Programs Slide 20: Months Since Graduation and Employment Slide 21: Client Health Conditions Slide 22: Client Ages Slide 23: Orientation Programs (Type & Lengt ...