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Test Number : NCLEX-RN
Test Name : National Council Licensure Examination(NCLEX-RN)
Vendor Name : NCLEX
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NCLEX-RN exam Format | NCLEX-RN Course Contents | NCLEX-RN Course Outline | NCLEX-RN exam Syllabus | NCLEX-RN exam Objectives


THE NCLEX-RN® EXAM
The National Council Licensure Examination (NCLEX-RN® exam) has one purpose: To determine if it's safe for you to begin practice as an entry-level nurse. It is significantly different from any test that you took in nursing school. While nursing school exams are knowledge-based, the NCLEX-RN® tests application and analysis using the nursing knowledge you learned in school. You will be tested on how you can use critical thinking skills to make nursing judgments.

NCLEX-RN® TEST FORMAT
FRAMEWORK
The NCLEX-RN® exam is organized according to the framework, "Meeting Client Needs." There are four major categories and eight subcategories. Many nursing programs are based on the medical model where students take separate medical, surgical, pediatric, psychiatric, and obstetric classes. However, on the NCLEX-RN® exam, all of the content is integrated.

TYPES OF QUESTIONS
Questions are primarily multiple-choice with four possible answer choices; however, there are also alternate question types. Alternate question types include multiple-response, fill-in-the-blank, hot spots, chart/exhibit and drag-and-drop. All questions involve integrated nursing content.

Let's look at the following question:

A 23-year-old woman with insulin dependent diabetes mellitus (IDDM) is returned to the recovery room one hour after an uneventful delivery of a 9 lb., 8 oz., baby boy. The nurse would expect the woman's blood sugar to

- rise
- fall
- remain stationary
- fluctuate

Is this an obstetrical question or a medical/surgical question=> In order to select the correct answer, (2), you must consider the pathophysiology of diabetes along with the principles of labor and delivery.

SAFE AND EFFECTIVE CARE ENVIRONMENT
The first Client Needs Category, Safe and Effective Care Environment, includes two concepts:

Management of Care accounts for 17-23% of questions on the NCLEX-RN® exam. Some of the nursing actions included in this subcategory are Advanced Directives, Advocacy, Case Management, Client Rights, Concepts of Management, Confidentiality, Continuity of Care, Quality Improvement, Delegation, Establishing Priorities, Ethical Practice, Informed Consent, Legal Responsibilities, Referrals, and Supervision.

Safety and Infection Control accounts for 9-15% of exam questions. Nursing actions include Accident Prevention, Error Prevention, Hazardous Materials, Surgical Asepsis, Standard Precautions, and Use of Restraints.

HEALTH PROMOTION AND MAINTENANCE
The second Client Needs Category is Health Promotion and Maintenance. These questions account for 6-12% of the exam. Nursing actions tested include the Aging Process, Ante/Intra/Postpartum and Newborn Care, Developmental Stages and Transitions, Disease Prevention, Health Screening, Lifestyle Choices, Physical Assessment Techniques, Health Promotion Programs, High Risk Behaviors, and Self-Care.

PSYCHOSOCIAL INTEGRITY
The third Client Needs Category is Psychosocial Integrity. It accounts for 6-12% of the exam and tested nursing actions include Coping Mechanisms, Grief and Loss, Mental Health Concepts, Spiritual Influence on Health, Sensory/Perceptual Alterations, Stress Management, Support Systems, Therapeutic Communication, Chemical Dependency, Behavioral Interventions, Crisis Intervention, Coping Mechanisms, End of Life Care, and Family Dynamics.

PHYSIOLOGICAL INTEGRITY
The final Client Needs Category is Physiological Integrity. It includes four concepts:

Basic Care and Comfort accounts for 6-12% of questions on the NCLEX-RN® exam. Nursing actions included in this subcategory are Assistive Devices, Elimination, Mobility, Nonpharmacological Comfort Interventions, Nutrition and Oral Hydration, Personal Hygiene, as well as Rest and Sleep.

Pharmacological and Parenteral Therapies accounts for 12-18% of the exam. Tested nursing actions include Adverse Effects, Contraindications, Blood and Blood Products, Central Venous Access Devices, Chemotherapy, Expected Effects, Intravenous Therapy, Medication Administration, Pharmacological Pain Management, Total Parenteral Nutrition, and Dosage Calculation.

Reduction of Risk Potential accounts for 9-15% of the exam. Its tested nursing actions include Diagnostic Tests, Laboratory Values, Potential for Complications from Surgical Procedures and Health Alterations, as well as Therapeutic Procedures.

Physiological Adaptation accounts for 11-17% of the exam. Its tested nursing actions include Alterations in the Body Systems, Fluid and Electrolyte Imbalances, Hemodynamics, Medical Emergencies, Pathophysiology, and Unexpected Response to Therapies.

NCLEX-RN® GRADING SYSTEM
PASS/FAIL
The NCLEX-RN® exam is pass/fail—there is no numerical score. A determination will be made at the conclusion of the exam as to whether you have passed or failed. However, the results will not be made available at the exam site. You'll be notified by your State Board of Nursing approximately 2-4 weeks after your test date.

Your first step is to submit an application to the National Council of State Boards of Nursing (NCSBN). You will be required to follow the procedures established by the individual State Boards of Nursing. Some states have combined registration for the NCLEX-RN® exam with the application for licensure. In all other states, you must apply for licensure with the State Board of Nursing in the state in which you wish to become licensed. Once you have applied, you will receive a Candidate Bulletin to register for the NCLEX-RN® exam.



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HESI checks: a top level view of Reliability and Validity | NCLEX-RN Cheatsheet and PDF Dumps

Psychometric homes of HESI exams

HESI determines the reliability of HESI checks via conducting an merchandise evaluation on each exam that is run and back to the enterprise for a composite report of the mixture facts. Discrimination facts are obtained for each check item by means of calculating a point biserial correlation coefficient. As a measure of the verify's universal reliability, a Kuder Richardson system 20 is calculated for each examination administered. data obtained from these calculations are used to estimate the reliability of an exam in advance of administration. These reliability estimates are according to all old administrations of the test gadgets on every examination and are reflective of essentially the most these days up-to-date item evaluation. Reliability estimates are recalculated each time a HESI examination is scored, and they are up to date concurrently on all checks that include any of the same test gadgets. desk 1 describes the estimated reliability coefficients and the latitude of the variety of uses for gadgets contained on eight HESI distinctiveness exams, 4 versions of the E2 for RN students, and two versions of the E2 for PN college students as of December 31, 2003. The estimated reliability coefficients for these HESI assessments ranged from 0.86 to 0.ninety nine, and the variety of times the gadgets have been used on these exams ranged from 180 to forty seven,320.

research designed to quantify the diploma of validity of all HESI assessments is an ongoing manner. the most current proof of validity for various HESI tests is decided via an evaluation of content validity, assemble validity, and criterion-linked validity as described in classical examine concept.

content material Validity. content material validity refers back to the effectiveness of the test items in measuring the simple nursing knowledge and competencies of scholars. expert nurse educators and clinicians establish content validity for every HESI test item by evaluating the relevance of the content material to entry-stage nursing apply. This evaluation is performed earlier than check objects are positioned into the HESI merchandise banks and periodically thereafter to assess their persisted relevance to present nursing follow. HESI uses direction syllabi from nursing classes and NCLEX examine blueprints to define the content material for the E2. The HESI database gives a verify blueprint file that describes the distribution of verify items in each discipline enviornment, together with client wants as described with the aid of the NCSBN.[11,12] When an E2 is designed and verify objects are chosen from the database to be used within the examination, this test blueprint report is reviewed and changed as necessary except the distribution of check gadgets in the field areas mimics the distribution described through the NCSBN.

The content validity of HESI forte assessments and HESI customized exams is dependent upon reviewing the syllabi of nursing lessons that these exams are designed to consider. As of December 31, 2003, HESI nurse educators had developed 1203 customized exams. at least one path syllabus turned into reviewed when establishing every of those custom exams, and in many circumstances, a few direction syllabi had been reviewed. HESI nurse educators investigate the content material area for inclusion in HESI uniqueness checks and HESI customized tests through reviewing these path syllabi. On usual, five or greater syllabi arrive monthly at HESI for the development of custom assessments. in accordance with a assessment of those syllabi, new examine items are written by HESI nurse educators as deemed necessary.

construct validity. construct validity refers to the extent to which a test measures exact features or attributes at an summary degree. A construct is a trait, attribute, or exceptional that cannot be followed at once, but that may also be inferred from checking out. HESI forte tests and HESI exit assessments measure constructs that are standard to entry-level nursing practice. These constructs, which can be mirrored within the NCLEX look at various blueprints,[11,12] are described through nursing faculties and are additionally described by way of the NCSBN's practice analyses of currently graduated nurses.[18] Nursing colleges additionally use HESI rankings to make inferences related to the appropriateness of their nursing curricula and the competence of their students involving specific nursing content areas. HESI summary stories for distinctiveness checks and exit exams describe particular person and combination facts on pupil efficiency in the area areas established.

The elevated use of HESI distinctiveness tests and HESI exit checks may indicate that faculties believe the facts reported by means of these exams, and such self belief provides an extra indication of assemble validity. in line with HESI database statistics, the administration of specialty checks, together with customized exams, accelerated from 8702 in tutorial 12 months 1999-2000 to 30,004 in the tutorial yr 2002-2003, an increase of 245% in four years.[1] youngsters there are myriad feasible reasons why schools are more and more picking out to manage HESI uniqueness checks and HESI customized tests, this boost in use means that schools discover these checks worthwhile evaluation equipment for measuring pupil effects within specific nursing lessons. Use of HESI exit tests increased from 7193 administrations in tutorial 12 months 1999-2000 to 25,241 administrations in educational year 2002-2003, an increase of 251% in four years.[1] This increase in use means that faculties discover the E2 a useful tool in picking out students' remediation wants[8] and predicting NCLEX success.

Efforts made to display convergent validity offer aid for a check's assemble validity.[10,17] facts of convergent validity turned into got via evaluating HESI examination scores to different measures of the same constructs. In three as-yet unpublished experiences, affiliate degree nursing (ADN) and bachelor of science in nursing colleges that use HESI checks provided facts of convergent validity for these exams through correlating college students' HESI examination rankings with their final route grades and cumulative grade point averages (GPAs). Murray and Nibert[19] correlated ADN college students' (N = fifty two) HESI area of expertise tests ratings with their ultimate course grades in three classes the tests have been designed to consider. The correlations had been statistically colossal (P ≤ .01) for maternity nursing (r = 0.515), pediatric nursing (r = 0.517), and psychiatric-intellectual health nursing (r = 0.494).[19] Three customized tests have been administered in the first 12 months of the ADN software. ratings for 2 of the three custom tests were drastically correlated (P ≤ .01) with college students' last path grades within the courses for which they had been designed to consider, customized-2 (r = 0.569) and custom-three (r = 0.691).[19] The customized-1 exam became designed to evaluate three lessons, and rankings on this exam had been vastly correlated (P ≤ .01) with two of the three ultimate direction grades, fundamentals (r = 0.581) and pharmacology (r = 0.463), however rankings were not enormously correlated with remaining path grades in therapeutic communications.[19]

M. Owings (unpublished information, 2002) correlated the HESI uniqueness exam rankings of 2nd-yr ADN students (N = 19) with their cumulative objective path grades (ratings for papers, presentations, and scientific grades were no longer blanketed). The HESI Pediatric Nursing area of expertise exam ratings had been tremendously correlated (P ≥ .05) with test rankings in the pediatric nursing course (r = 0.402). despite the fact, HESI Maternity Nursing uniqueness examination scores had been not tremendously correlated with verify scores within the maternity nursing course.

L. Symes (unpublished data, 2002) found a significant correlation (P ≤ .01) between the cumulative GPAs and E2 rankings (r = 0.498) of senior college students completing a baccalaureate nursing software (N = 27). according to the findings of those studies carried out by college participants in two sorts of nursing courses at three distinct colleges, it can be concluded that HESI strong point checks and HESI custom assessments were legitimate at the time the reviews had been performed for these three faculties, except for the Maternity Nursing forte examination scores for one neighborhood of scholars (N = 19).

Criterion-connected Validity. Criterion-related validity refers to inferences crafted from analyses of examine ratings for the intention of predicting pupil results on a different criterion of activity, akin to efficiency in an entry-level nursing place or success on the NCLEX-RN or NCLEX-PN. HESI ratings are used to make inferences about college students' nursing content material skills and their potential to follow ideas to nursing issues. area of expertise examination scores, together with custom examination scores, and exit examination ratings supply inferences about students' means to be triumphant on the NCLEX.

facts of criterion-linked validity for the E2 turned into bought from 4 annual validity studies performed to examine the accuracy of this exam in predicting NCLEX-RN and NCLEX-PN effects. based on the combination information collected from 19,554 subjects over 4 consecutive years, the E2 changed into discovered to be ninety six.36% to ninety eight.forty six% correct in predicting NCLEX-RN and NCLEX-PN success.[4,5,6,7] additionally, in two distinct reviews the E2 was described as 96.42%[20] and a hundred% correct[21] in predicting NCLEX-RN screw ups. A chi-square goodness-of-healthy test revealed that the predictive accuracy of the E2 did not range greatly all the way through the four years of examine. moreover, there have been no colossal ameliorations in predictive accuracy through forms of programs examined: affiliate degree, baccalaureate diploma, diploma, or functional nursing programs. Nibert et al[7] concluded that E2 changed into a legitimate measure of scholars' preparedness for the licensure examination.

Validity can also be evaluated by using inspecting proof of the final result or that means given to the verify.[17,18,22] expanding numbers of nursing colleges are organising policies that include HESI assessments as a benchmark for progression and remediation. Nibert et al[8] pronounced in a accurate look at that forty five of 149 RN programs (30.20%) indicated that they had centered policies that used E2 rankings as benchmarks for progression. The authors also described three penalties of such development policies: an incomplete or failing grade in the capstone direction (34.29%); denial of eligibility for graduation (51.forty three%); and withholding of popularity of NCLEX candidacy (14.29%).[8] Morrison et al[9] interviewed directors at seven nursing programs and located that NCLEX-RN pass charges expanded via 9% to 41% within 2 years after implementation of policies that used E2 rankings as a benchmark for progression.


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