1. Aligning Your Curriculum to NCLEX-RN®
Mary J. Yoho, PhD., R.N., CNE
Director of Faculty Development & Consultation
Elsevier Health Science

2. Who is the famous Nurse made this statement?
i-clicker Question
Who is the famous Nurse made this statement?
“I have an almost complete disregard of precedent, and a faith in the possibility of something better. It irritates me to be told how things have always been done. I defy the tyranny of precedent. I go for anything new that might improve the past.”
Clara Barton
Florence Nightingale
Mildred Montag
Linda Suttle

3. Resources for Faculty www.ncsbn.org 2010 NCLEX Test Plans
Detailed Test Plan
Candidate info

5. Aligning your Curriculum
NCLEX-RN® Test Plan
Current New NLNAC Accreditation
2008 AACN Accreditation Categories
QSEN Competenticies
Nursing Concepts
Today we are here to talk about internal curriculum evaluation and to learn how to improve this method of evaluation within your individual college or university. This is done by:
Writing critical thinking test items (which will be done this afternoon using the four criteria for writing critical thinking test items identified by Morrison, et. al.)
Using item analysis software to analyze every exam administered.
Storing the data obtained from such analysis in a data base program (test item banking program, like HESIware).

6. Aligning Your Curriculum to NCLEX-RN®

7. NCLEX-RN® Test Plan www.ncsbn.org
Nursing Process
Client Needs
Specialty Areas
Professional Issues
Sub-Specialty areas
Content Overview Handout

8. Nursing Accreditation Bodies
NLNAC & AACN

9. Current NLNAC Accreditation Categories www.nlnac.org
Critical Thinking
Therapeutic Communication
Therapeutic Nursing Intervention

10. New NLNAC Educational Competencies Model
Human Flourishing
Nursing Judgment
Nursing Practice
Professional Identify
Spirit of Inquiry

11. 2008 AACN Accreditation Categories
Scholarship for Evidenced-Based Practice
Liberal Education for BSN Generalist
Interprofessional Communication
BSN Generalist Nursing Practice
Professionalism and Professional Values
Clinical Prevention and Population Health
Leadership for Quality Care and Patient Safety
Information Mgt and Patient Care Technology
Health Care Policy
Designer/Manager/Coordinator of Care
Member of Profession
Provider of Care

13. QSEN Overall Goal
The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work

14. QSEN KSA Competencies www.qsen.org
Patient Centered Care
Teamwork and Collaboration
Evidenced-Based Practice
Quality Improvement
Safety
Informatics

17. Nursing Concepts

18. Nursing Concepts Biophysical Psychological Cultural/Spiritual
Developmental
Health, Wellness, & Illness
Nursing
Health Care

19. Biophysical Sub-Concepts
Fluid/Electrolytes
Acid/Base
Elimination
Metabolism
Intracranial Regulations
Inflammation
Tissue Integrity
Infection
Immunity
Sensory/Perception
Mobility
Comfort

20. Psychological Sub-Concepts
Stress & Coping
Grief & Loss
Mood & Affect
Cognition
Behaviors

21. Nursing Sub-Concepts Professional Behaviors Communications Assessment
Clinical Decision Making
Nursing Interventions
Teaching & Learning
Collaboration/Managing Care

22. Health Care Sub-Concepts
Safety
Advocacy/Ethical/Legal Issues
Health Policy/Systems
Evidence Based Practice
Quality Improvement
Informatics

25. Concept Curriculum References
NC ADN Curriculum Improvement Project
OCNE: Oregon Consortium for Nursing Education
University of New Mexico Nursing
And others!

26. i-clicker Question
Which integration of nursing academics into your curriculum do you need to do first?
A. NCLEX-RN® 2010 Test Plan
B. NLNAC or AACN Categories
C. QSEN KSA Competenticies
D. Nursing Concepts

27. Developing a curriculum blueprint to match the current test plan

28. NCLEX-RN® Integrated Processes
Nursing Process – a scientific, clinical reasoning approach to client care that includes assessment, analysis, planning, implementation and evaluation.
Caring – interaction of the nurse and client in an atmosphere of mutual respect and trust. In this collaborative environment, the nurse provides encouragement, hope, support and compassion to help achieve desired outcomes.
Communication and Documentation – verbal and nonverbal interactions between the nurse and the client, the client’s significant others and the other members of the health care team. Events and activities associated with client care are validated in written and/or electronic records that reflect standards of practice and accountability in the provision of care.
Teaching/Learning – facilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior

29. Test Plan Structure - Client Needs
Safe and Effective Care Environment
Management of Care
Safety and Infection Control
Health Promotion and Maintenance
Psychosocial Integrity
Physiological Integrity
Basic Care and Comfort
Pharmacological and Parenteral Therapies
Reduction of Risk Potential
Physiological Adaptation

30. Match NCLEX-RN® Test Plan to your Curriculum
Health Promotion and Maintenance
Aging Process
Ante/Intra/Postpartum and Newborn Care
Developmental Stages and Transitions
Health and Wellness
Health Promotion/Disease Prevention
Health Screening
High Risk Behaviors
Lifestyle Choices
Principles of Teaching/Learning
Self-Care
Techniques of Physical Assessment
Where do you cover these in your curriculum?
Develop a crosswalk
Nursing 101, Geri, Objective 3 & 4
Nursing 202, Pediatrics, Objectives 2,4,& 7

31. Evaluating your Curriculum
Align Exams to NCLEX-RN®
NLNAC & AACN
QSEN
Nursing Concepts

32. Each test item is categorized by as many categories as the faculty choose. The number of test items on an exam in each of these categories is tabulated to derive the test blueprint. 32 32

33. Client Needs (NCLEX® blueprint)

34. Accreditation Categories for NLNAC and AACN

35. Tracking Concepts across the Curriculum: NCLEX Test Plan, NLNAC & AACN Essentials, QSEN
Critical
Care
Think-
ing
Funda-
mentals
Geri-
atrics
Health
Promotion
&
Maintenance
Maternity
Med/
Surg
Nursing
Process
Physio-
logical
Integrity
Role
Develop-
ment
Therp
Commun-
ications
Nsg
Intvn
874
861
822
513
759
891
837
862
888
867
815
836
816
819
747
842
876
829
833
912
813
839
715
773
772
783
818
906
802
714
840
850
188
770
955
817
855
724

36. Don’t Miss The Arc... it is sailing with or without you!

37. It’s all about the new generation of nurses!
Today we have talked about many concepts to help you improve your exams by improving your test items. These are only tools. YOU as the faculty are the “keys” to using these tools effectively.
Remember, I have only given you one “black/white”—if 30% or less of the students answer a test item correctly, action needs to be taken.
All other concepts presented are only means of helping you become a more effective test item writer, which will improve the evaluation component of your curriculum, and will also improve your students’ ability to answer NCLEX test items.

38. The End!
Mary J. Yoho, PhD, RN, CNE