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AIM: The aim of this study was to evaluate the development and impact of a project to create a statewide test bank of Next Generation NCLEX®-style items. BACKROUND: Using a train-the-trainer model, champions created an open access resource of Next Generation NCLEX-style items to use to teach clinical judgment and then trained peers on item writing and test bank use. METHOD: Stufflebeam's CIPP (context, inputs, process, and products) model provided the framework for the evaluation. Data were synthesized from multiple sources including participation rates, item utilization, and survey data. RESULTS: Twenty faculty from 13 schools were trained as champions and submitted 54 case studies, 33 bowties, and 21 trend items to the test bank. Items were used over 60,000 times in the first year. CONCLUSION: The statewide test bank met a need for more teaching resources. The train-the-trainer model was an effective strategy for helping faculty learn to prepare for Next Generation NCLEX.

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BACKGROUND: This article reports the findings from a pilot study of a peer review process used with a group of faculty champions who were writing items for a state-wide initiative to establish a Next Generation NCLEX item teaching test bank. METHODS: Champions were oriented to the peer review process in a face-to-face session and completed reviews using the Clinical Judgment Item Peer Review Form created for the project. RESULTS: Eighteen faculty from 13 different schools attended the session and completed 55 reviews of 40 cases and 35 stand-alone items. Champions took approximately an hour to complete each case study and related stand-alone item review and give actionable feedback. CONCLUSIONS: The peer review process benefits reviewers and authors learning to write Next Generation NCLEX questions. The process used in this project can be replicated by other faculty in their own programs.

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AIM: As an initial approach to determining representation of the NLN Core Competencies for Nurse Educators in Master's of Science in Nursing Education and Post-Master's Certificate programs, the study identified the presence of the competencies in course descriptions. BACKGROUND: The competencies are the gold standard to ensure academic nurse educators have the knowledge and skill to teach, assist learners, develop curricula, and implement effective evaluation methods. METHOD: A descriptive design that applied web scraping techniques was used to collect data from school web pages, including course descriptions, credit hours, practica information, distance accessibility, and Certified Nurse Educator exam preparation. RESULTS: Four competencies were well represented (≥85 percent), and four competencies were poorly represented (<50 percent) in a sample of 529 schools. CONCLUSION: Programs should review courses and course descriptions for inclusion of all competency areas that prepare nurse educators and make revisions to address poorly represented competencies.

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BACKGROUND: There is a growing concern that novice nurses who achieve licensure do not have the clinical judgment to practice safely. The National Council of State Boards of Nursing (NCSBN) began the Next Generation NCLEX (NGN) project to find methods to better assess entry-level competency. The NGN project is based on an integrative clinical judgment model (CJM) with 6 well-defined cognitive steps. PROBLEM: Teaching and assessing clinical judgment skills using the NCSBN-CJM will take faculty planning and commitment. APPROACH: Clinical scenarios can be used to teach clinical judgment. Using prompts, instructors can deliberately lead students through the steps of recognizing cues, analyzing cues, prioritizing hypothesis, generating solutions, taking action, and evaluating outcomes. CONCLUSION: Committing to integrating a CJM throughout the curriculum, using realistic clinical scenarios, and having students work through all the steps of a selected model are important ways educators can help students prepare for safe clinical practice.

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Many newly employed nurses do not have the necessary skill or experience to make sound nursing clinical judgments. Thus, their actions can pose a risk to patient safety. Professional development educators, clinical educators, and preceptors can use a clinical judgment task model when teaching nurses to make accurate clinical judgments. Strategies such as using prompts with deliberate practice facilitate learning this skill. [J Contin Educ Nurs. 2019;50(7):300-302].

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AIM: This article reports the development, implementation, and outcomes of the Health Information Technology Scholars (HITS) program. BACKGROUND: HITS is one of nine faculty development collaborative projects funded by the Health Resource Service Administration to integrate information and other technologies in nursing education and practice. METHOD: In addition to evaluating the content and context of the program, the evaluation includes descriptive statistics, goal attainment scaling, diffusion of innovation index, utilization of knowledge survey, and exemplars from scholars. RESULTS: The HITS program developed 265 faculty across 132 nursing programs in 43 states over 5 years. HITS scholars impacted more than 59,000 students and 9,000 other faculty. These technology leaders have numerous presentations, publications, and awards. CONCLUSION: Success of the HITS program is attributed to the strength of the faculty development collaborative partnership, the applicant selection process, and the program design.

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Collaborative testing is an assessment or evaluation strategy in which two or more learners, during discussion and negotiation, determine the correct answer to a test question. This strategy promotes collaboration, team skills, and clinical decision making. Implementation involves developing questions that require clinical judgment, determining groups, and allocating adequate time for collaboration. J Contin Nurs Educ. 2017;48(7):302-303.

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Nursing is a practice profession, and nurse educators have the responsibility to ensure learner attainment of competency at all levels of nursing education. This two-part article provides basic information about designing structured-option test questions to assess and evaluate competency attainment. Part one discusses the uses, advantages, and limits of using structured-option test questions and explains how to develop a structured-option test question. Part two provides information about developing a test blueprint, administering the test, interpreting test results, and revising the test questions. J Contin Educ Nurs. 2017;48(5):207-208.

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This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students and new graduates to apply knowledge in clinical settings. This article describes the benefits and challenges of using a "flipped" classroom to promote active engagement among learners and more meaningful interaction between learners and educators.

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The Robert Wood Johnson Foundation (RWJF) is implementing a new program to improve health in the United States. This program, Building a Culture of Health, includes a four-point action plan, recognizes the complex social factors that contribute to a healthy society, and notes that implementing this plan will require health care organizations and professionals to think differently about the work they do and where they do it. Nurse educators are a vital force in ensuring health for all. This column discusses the RWJF program and the implications for nurse educators. J Contin Educ Nurs. 2016;47(5):210-211.

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Storytelling--a narrative of events related to nursing and linked to evidence--provides a context for learning, particularly for learners who require a rich context to understand and integrate concepts related to patient care. This article offers suggestions for developing and using stories in nursing education.

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As health care services shift to being provided in the home and in the community, nurses must be prepared to use mobile health applications for diagnosis, monitoring, managing transitions of care, and health coaching.

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This part II of a two-part article about culturally and linguistically responsive teaching provides suggestions for evaluating learners who are culturally and linguistically diverse (CALD) and are often under-represented in nursing education settings.

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As increasing numbers of culturally and linguistically diverse learners are enrolled in nursing programs and employed in nursing service agencies, nurse educators must be aware of their own culture and how it influences their teaching and understand the learning needs of a diverse group of learners. This article offers strategies for nurse educators for being culturally and linguistically responsive while also establishing an inclusive learning environment.

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Massively open online courses (MOOCs) are an innovative delivery system for educational offerings. MOOCs have been hailed with optimism for making education accessible to many, but at the same time, they have been criticized for poor participant completion rates. Nurse educators are considering whether and how to use MOOCs; this column explains MOOCs and their advantages and disadvantages for nurse educators.

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This column provides tips for designing and implementing role-play.

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Given the ever-increasing set of online learning tools that are easily accessible through mobile devices, nurse educators can choose from a range of free and low-cost applications to promote active and engaged learning. This column offers several "tips" for using these tools.

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Reusable learning objects (RLOs) are predeveloped digital learning activities that can be integrated into lessons, modules, and courses. Several repositories have nursing-specific RLOs waiting to be used by nurse educators.

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Log books are effective tools for reflecting on learning.

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