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Exam Code: NCLEX-RN Practice test 2022 by team
NCLEX-RN National Council Licensure Examination (NCLEX-RN) - 2022

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.

The NCLEX-RN® test 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.

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.

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 test questions. Nursing actions include Accident Prevention, Error Prevention, Hazardous Materials, Surgical Asepsis, Standard Precautions, and Use of Restraints.

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.

The third Client Needs Category is Psychosocial Integrity. It accounts for 6-12% of the test 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.

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.

The NCLEX-RN® test is pass/fail—there is no numerical score. A determination will be made at the conclusion of the test as to whether you have passed or failed. However, the results will not be made available at the test 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® test 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.

National Council Licensure Examination (NCLEX-RN) - 2022
NCLEX Examination resources
Killexams : NCLEX Examination resources - BingNews Search results Killexams : NCLEX Examination resources - BingNews Killexams : Resources for test Candidates
NATA Study Guide for the BOC Exam

In 2010, the National Athletic Trainers' Association partnered with ACES Preparatory Workshop to launch the NATA Study Guide for the BOC Exam.

Through two mock exams, the NATA Study Guide for the BOC test can help identify your strong and weak knowledge areas so you can better prepare for your certification test. These mock exams will expose you to both the content matter and the "feel" of the BOC exam, increasing your chances of success!

The NATA Study Guide for the BOC test will:
  • Help a candidate understand how to use the Role Delineation Study in test preparation;
  • Evaluate a candidate's knowledge of courses within each of the domains;
  • Increase a candidate's understanding of tasks within the Role Delineation Study;
  • Provide a detailed report of the candidate's performance on the mock exams to identify areas of weakness that require further study.
Why use the NATA Study Guide for the BOC Exam?

We know you have options when it comes to preparing for the BOC exam. Look no further, as the NATA Study Guide for the BOC test provides benefits you won't find elsewhere:

  • Two 140-question mock exams with the same look as the real BOC exam
  • Individualized report for each of the two mock exams
  • Combined report that highlights your strengths and weaknesses from both mock exams
  • Discount for NATA Members!
Board of Certification (BOC)

The Board of Certification (BOC) website provides invaluable information regarding the certification test including test dates and sites, application procedures and travel information to test locations.

Role Delineation Study

The Role Delineation Study defines the current entry-level knowledge, skills and abilities required for practice in the profession of athletic training and serves as the "blueprint" for the BOC Certification Exam.

Clinical Skills Documentation Guide for Athletic Training

The Clinical Skills Documentation Guide for Athletic Training, written by ACES Workshop Coordinators Herb Amato and Steve Cole, is a resource to help athletic training students practice psychomotor skills. For athletic training educators, this book breaks down clinical skills into their component parts to help evaluate proficiency.

Tue, 14 Aug 2018 13:33:00 -0500 en text/html
Killexams : test Accommodations

Exam Accommodation Form

  1. The student will connect with you to discuss upcoming exams for the semester.
  2. The student will then complete their portion of the Exam Accommodation Form (PDF) electronically and then send the form to you and to the Disability Resource Center via email.
  3. Please respond to this email by replying all so you can include the specifics that the student will need for the test (such as a calculator and scratch paper) and confirm the date and time the class will be taking the exam. If an alternate time/day has been discussed and agreed upon between you and the student, please include this permission as well.
  4. We are asking that students and professors/instructors include all the test dates on one email/form so we can plan our seating to be in line with the social distancing requirements.

Exam Scheduling

  • When feasible, students are expected to take exams in a time frame that overlaps that of the class. Exceptions will be made only with instructor permission when the student’s class schedule does not allow for test completion with all accommodations. Instructor permission must be provided either on the test Accommodation form or via email to
  • Testing hours at the DRC are 8 a.m -5 p.m. Monday through Thursday, 8 a.m.–4:30 p.m. on Friday. Exams must be completed by the end of the posted operational hours. Students must communicate with their professors to identify an alternate day and/or time to complete the test if it falls outside of posted operational hours. Then, the test Accommodation Form is completed/updated to reflect the time and date and submitted to the DRC. Alternatives include the student taking the test at a different time or on a different day or the instructor administering the test with all accommodations.
  • Due to extended time accommodations, students often begin exams before the regular class time. Students will be allowed to leave the DRC once the test is completed unless directed otherwise on the test Accommodation Form.

Exam Pick-up or Delivery

Exams must be provided to the DRC at least two working days before the exam. Exams received with less than two days may be returned to the instructor to administer with all appropriate accommodations, or the student will be allowed to reschedule the exam.

Exams can be faxed to 815-753-9570 or emailed to When emailing exams, Word documents are preferred for adaptation purposes.

If you would like the Disability Resource Center to pick up the exam, please reach out to our office to ensure someone will be available to do so, as we are operating with limited staffing and some departmental offices are operating on reduced schedules.

Completed test Return

Exams are delivered to the department office when someone is available to sign for the delivery. No exams are delivered by "sliding under a door." Exams that cannot be signed for will return to the DRC until the next delivery.

Instructors can pick up the test in person at the DRC. If you choose this option, mark it on the test Accommodation form. If you plan to pick up the test less than 48 hours post-exam, please call to be sure it is ready.

Instructors may choose to have the test returned to them via campus mail. Please note: if you authorize the DRC to return an test via campus mail, the DRC is relieved of any responsibility for the test once it enters the campus mail system.

Campus mail is not an option for final exams.

Sat, 07 May 2022 18:03:00 -0500 en text/html
Killexams : Fundamentals of Engineering exam

When can I take the FE exam?

To be eligible to take the NCEES Fundamentals of Engineering exam, you must meet the following requirements:

  1. Completed 90 credits
  2. Achieved senior status
  3. Be enrolled in mostly 400-level courses toward your engineering degree
  4. Be enrolled in the ENGR 490 section assigned to your major department
    • Section 1002-Chemical & Materials Science Engr
    • Section 1003-Civil & Environmental Engr
    • Section 1004-Electrical & Biomedical Engr
    • Section 1005-Mechanical Engr
    • Section 1006-Geological Engr
    • Section 1007-Metallurgical & Mining Engr

For seniors ready to take the FE exam, you will still need to register for ENGR 490 the semester you plan on taking the exam. Please be mindful that if you plan on graduating in the semester you take the exam, you will need to take the test no later than prep day to allow for adequate processing time (uploading your test proof). Otherwise, this may delay your diploma.

CSE students are not required to take the FE exam. 

The test will be held at any NCEES-approved testing facility year round at a testing day and time that you choose. Do not wait to sign up for an test date! If you choose to wait to sign up for the test in the middle of or later in the semester, the testing center dates will most likely be FULL! This may cause a delay, or even denial, in receiving your diploma if you are taking the test in your last semester. Yes, it is an expensive test, but isn't it more expensive to have wait an extra semester for your diploma?

How do I sign up for the FE exam?

Register for the exam on the NCEES website.

How do I prepare for the FE exam?

You may access and review the current FE Supplied Reference Manual, the same type you'll be using during the examination, on the NCEES website.

Study sessions are often organized by the student chapters of ASCE and ASME once a semester. Emails will be sent to students enrolled in ENGR 490, and flyers will be posted on the College's Facebook page. There is often a small cost in order to attend each session.

Please contact Sam DiMuzio ( with any questions about review sessions.

Once you've passed the FE exam

Go to the Nevada State Board of Engineering website and apply for Engineer Intern certification. Instructions on how to apply can be found on their website.

Ready to take the early PE exam?

More information about the early PE exam can be found on the Nevada State Board of Engineers website.

Wed, 14 Mar 2018 06:54:00 -0500 en-us text/html
Killexams : Examination of Conscience

"To those who have been far away from the sacrament of Reconciliation and forgiving love, I make this appeal: Come back to this source of grace; do not be afraid! Christ himself is waiting for you. He will heal you, and you will be at peace with God!"1


The basic requirement for a good Confession is to have the intention of returning to God like the Prodigal son and of acknowledging our sins with true sorrow before his representative, the priest.


Examination of Conscience


Examine your conscience. Recall your sins. Calmly ask yourself what you have done with full knowledge and full consent against God's Commandments.



The First Commandment


  • Have I performed my duties toward God reluctantly or grudgingly?
  • Did I neglect my prayer life? Did I recite my usual prayers?
  • Did I receive Holy Communion in the state of mortal sin or without the necessary preparation?
  • Did I violate the one-hour Eucharistic fast?
  • Did I fail to mention some grave sin in my previous confessions?
  • Did I seriously believe in something superstitious or engage in a superstitious practice (palm-reading or fortune telling for instance)?
  • Did I seriously doubt a matter of Faith?
  • Did I put my faith in danger-without a good reason-by practicing a book, pamphlet, or magazine that contains material contrary to Catholic faith or morals?
  • Did I endanger my faith by joining or attending meetings of organizations opposed to the Catholic faith (non-catholic services, the Communist Party, Freemasonry, "new age" cults, or other religions)? Did I take part in one of its activities?
  • Have I committed the sin of sacrilege (profanation of a sacred person, place or thing)?


The Second Commandment


  • Did I fail to try my best to fulfill the promises and resolutions that I made to God?
  • Did I take the name of God in vain? Did I make use of God's name mockingly, jokingly, angrily, or in any other irreverent manner?
  • Did I make use of the Blessed Virgin Mary's name or another saint's name mockingly, jokingly, angrily, or in any other irreverent manner?
  • Have I been a sponsor in Baptism or participate actively in other ceremonies outside the Catholic Church?
  • Did I tell a lie under oath?
  • Did I break (private or public) vows?


The Third Commandment


  • Did I miss Mass on a Sunday or a holy day of obligation?
  • Did I fail to dress appropriately for Mass?
  • Have I, without sufficient reason, arrived at Mass so late that I failed to fulfill the Sunday or holy Day of obligation?
  • Did I allow myself to be distracted during Mass, by not paying attention, looking around out of curiosity, etc.?
  • Did I cause another to be distracted?
  • Have I performed any work or business activity that would inhibit the worship due to God, the joy proper to the Lord's Day, or the appropriate relaxation of mind and body, on a Sunday or a holy day of obligation?
  • Did I fail to generously help the Church in her necessities to the extent that I am able?
  • Did I fail to fast or abstain on a day prescribed by the Church?


The Fourth Commandment

(For Parents)


  • Have I neglected to teach my children their prayers, send them to church, or deliver them a Christian education?
  • Have I given them bad example?
  • Have I neglected to watch over my children, to monitor their companions, the books they read, the movies and TV shows they watch?
  • Have I failed to see to it that my child made the First Confession and First Communion?
  • Have I failed to see to it that my children have received the sacrament of Confirmation?


(For Children)


  • Was I disobedient toward my parents?
  • Did I neglect to help my parents when my help was needed?
  • Did I treat my parents with little affection or respect?
  • Did I react proudly when I was corrected by my parents?
  • Did I have a disordered desire for independence?
  • Did I do my chores?


The Fifth Commandment


  • Did I easily get angry or lose my temper?
  • Was I envious or jealous of others?
  • Did I injure or take the life of anyone? Was I ever reckless in driving?
  • Was I an occasion of sin for others by way of conversation, the telling of jokes religiously, racially, or sexually offensive, my way of dressing, inviting somebody to attend certain shows, lending harmful books or magazines, helping someone to steal, etc.? Did I try to repair the scandal done?
  • How many persons did I lead to sin? What sin or sins were involved?
  • Did I neglect my health? Did I attempt to take my life?
  • Have I mutilated myself or another?
  • Did I get drunk or use prohibited drugs?
  • Did I eat or drink more than a sufficient amount, allowing myself to get carried away by gluttony?
  • Did I participate in any form of physical violence?
  • Did I consent to or actively take part in direct sterilization (tubal ligation, vasectomy, etc.)? Do I realize that this will have a permanent effect on my married life and that I will have to answer to God for its consequences?
  • Did I consent to, advise, or actively take part in an abortion? Was I aware that the Church punishes with automatic excommunication those who procure and achieve abortion? Do I realize that this is a very grave crime?
  • Did I cause harm to anyone with my words or actions?
  • Did I desire revenge or harbor enmity, hatred, or ill-feelings when someone offended me?
  • Did I ask pardon whenever I offended anyone?
  • Did I insult or offensively tease others?
  • Did I quarrel with one of my brothers or sisters?


The Sixth and Ninth Commandments


  • Did I willfully entertain impure thoughts?
  • Did I consent to evil desires against the virtue of purity, even though I may not have carried them out? Were there any circumstances that aggravated the sin: affinity (relationship by marriage), consanguinity (blood relationship), either the married state or the consecration to God of a person involved?
  • Did I engage in impure conversations? Did I start them?
  • Did I look for fun in forms of entertainment that placed me in proximate occasions of sin, such as certain dances, movies, shows, or books with immoral contents? Did I frequent houses of ill-repute or keep bad company?
  • Did I realize that I might already have been committing a sin by placing myself in a proximate occasion of sin, such as sharing a room with a person I find sexually attractive, or being alone with such a person in circumstances that could lead to sin?
  • Did I fail to take care of those details of modesty and decency that are the safeguards of purity?
  • Did I fail, before going to a show or practicing a book, to find out its moral implications, so as not to put myself in immediate danger of sinning and in order to avoid distorting my conscience?
  • Did I willfully look at an indecent picture or cast an immodest look upon myself or another? Did I willfully desire to commit such a sin?
  • Did I lead others to sins of impurity or immodesty? What sins?
  • Did I commit an impure act? By myself, through masturbation (which is grave matter)? With someone else? How many times? With someone of the same or opposite sex? Was there any circumstance of relationship (such as affinity) that could have given the sin special gravity? Did this illicit relationship result in pregnancy? Did I do anything to prevent or end that pregnancy?
  • Do I have friendships that are habitual occasions of sexual sins? Am I prepared to end them?
  • In courtship, is true love my fundamental reason for wanting to be with the other person? Do I live the constant and cheerful sacrifice of not putting the person I love in danger of sinning? Do I degrade human love by confusing it with selfishness or mere pleasure?
  • Did I engage in acts such as "petting," "necking," passionate kisses, or prolonged embraces?


(For married people)


  • Did I, without serious reason, deprive my spouse of the marital right? Did I claim my own rights in a way which showed no concern for my spouse's state of mind or health? Did I betray conjugal fide­lity in desire or in deed?
  • Did I take "the pill" or use any other artificial birth control de­vice before or after new life had already been conceived?
  • Did I without grave reason, with the intention of avoiding conception, make use of marriage on only those days when offspring would not likely be engendered?
  • Did I suggest to another person the use of birth-control pills or another artificial method of preventing pregnancy (like condoms)?
  • Did I have a hand in contributing to the contraceptive mentality by my advice, jokes, or attitudes?
  • (On abortion, contraception, sterilization, etc., see also The Fifth Commandment).


The Seventh and Tenth Commandments


  • Did I steal? How much money? Or how much was the object worth? Did I deliver it back, or at least have the intention of doing so?
  • Have I done or caused damage to another person's property? To what extent?
  • Did I harm anyone by deception, fraud, or coercion in business contracts or transactions?
  • Did I unnecessarily spend beyond my means? Do I spend too much money because of vanity, or caprice?
  • Do I deliver alms according to my capacity?
  • Was I envious of my neighbor's goods?
  • Did I neglect to pay my debts?
  • Did I knowingly accept stolen goods?
  • Did I desire to steal?
  • Did I deliver in to laziness or love of comfort rather than diligently work or study?
  • Was I greedy? Do I have an excessively materialistic view of life?


The Eighth Commandment


  • Did I tell lies? Did I repair any damage that may have resulted as a consequence of this?
  • Have I unjustly or rashly accused others?
  • Did I sin by detraction, that is, by telling the faults of another person without necessity?
  • Did I sin by calumny, that is, by telling derogatory lies about another person?
  • Did I engage in gossip, backbiting, or spreading false stories?
  • Did I reveal a secret without due cause?



1.   Homily of Pope John Paul II on September 13, 1987, at Westover Hills, San Antonio, Texas.


From the Handbook of Prayers.  Edited by Fr. Jim Socias


Printed with permission from eCatholicHub.

Fri, 09 Apr 2021 05:35:00 -0500 en text/html
Killexams : Candidacy Examination

The candidacy examination explores the depth of understanding of the student in his/her specialty area. The student is expected to be familiar with, and be able to use, the contemporary tools and techniques of the field and to demonstrate familiarity with the principle results and key findings.

Requests to take the test will be submitted to the ECE Assistant Department Head for Graduate Studies. Students who have earned the equivalent of 30 quarterly credits of graduate work (at Drexel University or elsewhere) with a GPA of 3.4 or better, will be deemed to have satisfactory background and be approved. A student whose request to take the test was not approved by the ECE Assistant Department Head, may appeal to the Graduate Committee.

A Candidacy test Committee must consist of at least five members for a PhD student, at least three of whom must be currently tenured or tenure track Drexel faculty members. At least two of the committee members must be from outside your primary specialization area. At least one of the committee members must be from outside the student’s department, preferably from outside the university. Members from outside the university must be approved by the Associate Vice Provost for Graduate Studies. The student's advisor can be a member of the committee but not the Chair.

The student, in consultation with his/her advisor, will declare a principal technical area. The student will propose to the committee:

  1. Four (4) to six (6) papers from the archival literature in the student’s technical area for self study
  2. Student's preference as to which three of these four to six papers will be used for the self study

Papers authored by the student while studying at Drexel University may be included. The committee will select three (3) of the submitted papers for the student's self study, or request additional paper suggestions based on its review of the student-proposed papers and the declared principal technical area.

In most cases, the self study will be a principal reference for the student's PhD dissertation; however, this is not a requirement.

Within 60 days of the selection of the self-study papers (90 days for part-time students with advisor approval), the student will submit to the committee a written report (15 pages or less) on the papers, describing their objectives, key questions and hypotheses, methodology, main results and conclusions. It is expected that the student's report will integrate the ideas of the three papers and not be a mere catalog of content. Moreover, the student must show in an appendix independent work s/he has done on at least one of the papers – such as providing a full derivation of a result, or showing meaningful examples, simulations or applications. There are no length limitations on the appendix.

The student must attest that s/he has worked on this report and the appendix individually with no material assistance from other individuals.

No later than three weeks after submitting the report, the candidate will meet with the committee for the oral Candidacy test which takes the following format:

  • A short description of the student’s principal area of interest (5 minutes, by student).
  • A review of the self-study papers and report appendix (25-30 minutes, by students).
  • Questions and answers on the report, the appendix and directly-related background (40-100 minutes, student and committee).

The committee will prepare a report (using Drexel University forms D4 and form D4a). The Graduate Committee will receive an electronic copy of the reports and have 24 hours to make comments or request clarifications. The Chair of the committee will respond to Graduate Committee queries and submit the forms to the Office of Graduate Studies via the Graduate Program Coordinator by the deadline (48 hours after the exam).

  1. If the students are supported by the department, their TA support will be discontinued after two years if they have not taken the candidacy examination. Support will be reinstated upon passing the candidacy examination.
  2. If the student has not taken the candidacy examination within the first three year period, the student will be asked to withdraw from the doctoral program, regardless of whether the student receives support or not.
  3. Students will be allowed to petition the graduate committee regarding item (2).
Sat, 25 Dec 2021 10:52:00 -0600 en text/html
Killexams : 7 types of jobs that will be in high demand by 2030

There are many careers and industries expected to be in high demand by 2030, due to a multitude of factors. The tech industry is one of the most notable high-demand industries expected to grow as the years pass. The U.S. makes up 33% of the world's tech market, making it the technological leader of the world, and one of the U.S. industries that is expected to continue to grow due to the increased demand for technological advancements and innovations.

As the U.S. population continues to grow, so does the demand in healthcare, food service, arts and entertainment, and other industries. The growth in population and demand in various industries also comes with increased waste, pollution, and use of resources, with factories causing as much as two-thirds of the global gas emissions contributing to climate change. Because of these harmful environmental effects, there is also an increased need for careers in environmental protection, some of which have not even been created yet.

Tech industry jobs are expected to grow and stay in high demand

The tech industry is one of the fastest-growing industries in the world and in the United States. As more and more of society's functions are moved into online spaces, jobs in tech have to expand to keep up with demand. Many jobs fall under the umbrella of the tech industry, including computer programmers, information security analysts, computer support specialists, software developers, network and computer systems administrators, and more. Even within the tech industry, advances in technology mean that some jobs become obsolete and new jobs become necessary, allowing for a fast turnover and a vibrant, dynamic industry.

According to the U.S. Bureau of Labor Statistics (BLS), jobs in information technology are projected to grow by approximately 13% in the 2020-2030 decade. This is far above the national average of roughly 8%. The primary areas of greater demand will be in cloud storage, data management, and information security, the BLS predicts. As a result, some of the fastest-growing tech jobs include information security analysts (33% growth) and computer and information research scientists (22% growth). Jobs in the tech industry tend to have much higher wages than the national median: as of the most accurate BLS report, the median annual wage for information technology and computing jobs was $97,430, more than double the national median wage of $45,760.

Education requirements for tech jobs vary, but the industry is unusual in that it offers a relatively high number of well-paid jobs for applicants whose highest level of education is a bachelor's degree. Some tech industry jobs, like computer support specialists, may even accept self-taught applicants who do not have a college degree. New post-secondary programs in information technology are being developed all of the time as a way to educate sufficient candidates for all of the new jobs in the tech industry.

Food service careers in restaurants and fast food expected to see fast growth

The population of the United States is growing, and so is the demand for food service. Restaurants, fast food establishments, cafes, takeout options, catering, bars, and other related services are all expected to see significant growth in the coming years. This is likely due in part to food service establishments reopening after COVID-19 caused a high number of closures and layoffs in the industry. A busy workforce with a high need for the convenience that food delivery can provide is also contributing to the rapid increase in food service professions.

According to the BLS, jobs in the food service industry are expected to grow by 17% by 2030. Some of the fastest-growing jobs in the industry include bartenders, with 32% projected growth; cooks, at 26% growth; and servers, with 20% projected growth over the same time period. Across the industry, around 740,000 jobs will likely be created by 2030. Although growth in the food service industry will be rapid, the wages for food service workers are lower than average. The 2021 median wage for food service workers was just $25,980. Pay does not vary much based on occupation in this industry, with bartenders making a median salary of $26,350 and cooks making $29,120. Management positions in food service typically provide slightly higher wages.

Typically, jobs in the food service industry do not require any post-secondary education. Training is provided on the job. Some people who work as cooks attend culinary school, but not all. Because food service jobs are often part-time and because they do not require much prior experience or training, they are often popular among young people who are in high school or college. More people aged 16 to 19 work in food service than in any other occupation, according to research by the BLS. Jobs in food service are often fast paced, requiring physical strength and stamina. Workers may have shifts on weekends, holidays, evenings, and early mornings to keep up with demand.

Jobs in the healthcare industry will continue to be in-demand as the population grows and ages

The healthcare industry is a broad category that includes a wide array of different occupations. Many of these occupations are set to grow in the coming years as a result of a variety of factors. First, the United States has an aging population, so more and more people will need healthcare and medical support as they age. Second, a recent report from the International Centre on Nurse Migration suggested that a high number of nurses will likely retire by 2030, leaving an employment vacuum with many open positions that will need to be filled. Finally, the COVID-19 pandemic has left a large portion of the U.S. population with increased healthcare needs - up to 23 million people, according to the U.S. Government Accountability Office.

Job growth in the healthcare industry as a whole is currently projected at 16% by 2030, the BLS reports. There will be more new jobs in healthcare in the coming years than in any other occupational field: around 2.6 million. Some jobs are set to grow much more than others, like nurse practitioners (45%), occupational therapy assistants (34%), home health and personal care aides (33%), and phlebotomists (22%). Wages in healthcare vary wildly based on the job in question, with dentists making a median annual salary of $163,220, and home health and personal care aides making $29,430.

Educational requirements for healthcare positions are also highly variable. Becoming a physician means attending medical school and getting a doctoral or professional degree. Occupational therapists, nurse practitioners, speech-language pathologists, and genetic counselors all need at least a master's degree. Registered nurses, dietitians, and athletic trainers need a bachelor's degree, while MRI technologists and dental hygienists need an associate's degree. Many of these roles also require the passing of certification exams, such as the NCLEX-RN or NCLEX-PN for nursing jobs. Few jobs in the healthcare field are accessible to those with a high school diploma, but some options include pharmacy technicians, opticians, and home health and personal care aides.

A projected growth in arts and entertainment careers indicates a demand for joy and new knowledge

Another area expected to experience significant growth in the coming years is arts and entertainment. Like healthcare, this is a broad category that includes many different occupations. Some of these areas may be experiencing growth because of an increased investment in joy, escapism, and new learning opportunities. As with the food service industry, many areas of the entertainment industry experienced shutdowns in accurate years, so some of the new growth is expected to make up for that deficit. Film and television, music and dance, fine arts, and other forms of entertainment are all included in this category.

The BLS does not report on entertainment specifically as its own discipline, but instead separates different elements of the arts, each of which experiences different growth. Jobs likely to see noteworthy growth by 2030 include special effects artists and animators, who will see 16% growth; producers and directors, at 24%; film and video editors and camera operators, at 29% growth; and actors, at 32% growth. Pay for these jobs can vary substantially, especially because performers might not have work on a full-time basis and might instead work contracts for particular shows. Producers and directors earn a median salary of $79,000 and video editors and camera operators earn $60,360. Special effects artists are in the same range, at $78,790. The BLS does not report an annual salary for actors, but it does report a median hourly wage of $23.48.

The required training for jobs in the arts can vary. Many camera operators and video editors are self-taught or trained on the job and may be able to find work with a high school diploma. Animators usually need a bachelor's degree, as do producers and directors. Performers of all stripes may have formal training or may not, depending on the specific nature of their work. Relatively few jobs in entertainment require more than a bachelor's degree, but some do require workers to work their way up through, for instance, a film crew in order to gain specific expertise.

There will be a continued need for teachers and other educators

Education is an employment area that is guaranteed to have continued need for new workers. The population of the United States is growing, meaning that there is an increased need for teachers to work with students of all ages. Teacher shortages are fairly common, particularly in areas where education is under-funded. As a result, there are always new teaching jobs opening up across the country. Around 920,500 new jobs in education are expected to be created by 2030. The BLS groups teachers with related education-based occupations like museum curators and library workers.

Growth in education is typically faster than average: 10% growth by 2030. However, the field is not experiencing the astronomical growth that some other occupations have seen. Specific occupations in the field of education that are seeing more rapid growth include archivists, curators, and museum workers (19%); postsecondary teachers (12%), and instructional coordinators (10%). Wages for educators are, on average higher than the national median. In 2021, the median wage for these workers was $57,220. However, some education-based jobs pay better than others. Postsecondary teachers make a median salary of $79,640 and instructional coordinators make $63,740. Preschool teachers, on the other hand, make a median salary of $30,210, and teaching assistants make $29,360.

Most education jobs require at least a bachelor's degree, including elementary, middle school, and high school teachers. Instructional coordinators need a master's degree, and postsecondary teachers may need a master's or a doctoral or professional degree, depending on the position. Archivists and museum curators also usually require a master's degree. In addition to the education requirements for teaching positions, teachers must also be certified, usually according to state regulations. The certification process involves passing standardized exams such as the Praxis test and completing teacher training requirements.

Jobs in travel and transportation are expected to be of higher need

As COVID-19 restrictions lift, travel is becoming possible again for many people. This is one reason why travel and transportation jobs are likely to grow in the coming years to meet demand. An increasingly globalized world also means that more people need to travel for work or to visit friends and family in other countries. Jobs in travel and transportation can take several forms, from people who drive or pilot passenger vehicles to those who provide customer service and hospitality to travelers. While some travel-based jobs are becoming outdated, like travel agents, many others are becoming increasingly popular and necessary.

According to the BLS, drivers of passenger vehicles will see 215,300 jobs open up by 2030, corresponding to 25% growth. Airline and commercial pilots are likely to experience a similar rapid growth to their job field, estimated at 13% by 2030. Another travel-based occupation that is set to expand much faster than average is flight attendants, at 30% growth. Other travel-based careers, like lodging managers, will likely see around average growth over the same time period (9%). Pay for these occupations is lower than the national median for drivers of passenger vehicles ($37,540), but higher than the national median for other jobs. Flight attendants and lodging managers make approximately $60,000 per year. Pilots are outliers, making around $134,630 per year.

Travel is a job field that typically does not require much formal education. Passenger vehicle drivers, flight attendants, and lodging managers can all gain employment with a high school diploma. All of these occupations provide on-the-job training, though drivers may require specific licensing depending on their vehicle. Pilots require much more substantial training, including flight training and, in most cases, a bachelor's degree. To become an airline pilot, individuals typically need previous experience as commercial or military pilots before they can make the switch to flying passenger planes.

Business' environmental impacts on the world have resulted in a higher demand for environmental careers

Climate change is a major crisis currently facing humanity. The environmental impact of industrialization threatens wildlife habitats and the balance of the world's ecosystems. Human, animal, and plant lives are all being impacted by climate change. Because of the severity of climate change and the need for urgent action, environmental careers of all kinds are likely to grow in the coming decades. According to the BLS, environmental jobs are not currently expected to grow drastically, but they are nonetheless extremely important and new environmental jobs are likely to develop as people come to learn more about the impacts of climate change.

Some examples of environmental careers include environmental scientists and specialists, conservation scientists, and foresters, all of which are set to experience approximately average job growth in the 2020-2030 decade. Environmental science and protection technicians will see 11% growth, which is faster than average. Some environmental careers are currently expected to grow more slowly than average, like zoologists and wildlife biologists (5%). However, new opportunities may soon arise. Environmental science and protection technicians made a median salary of $47,370 in 2021, while zoologists and wildlife biologists made $64,650. Conservation scientists and foresters typically made $63,750, while environmental scientists and specialists made $76,530.

Environmental jobs tend to require post-secondary education in the natural sciences. Most of these jobs require at least a bachelor's degree, though environmental science and protection technicians typically require an associate's degree. Jobs in environmental conservation often require field work, sometimes working in delicate ecological areas or places that have experienced the consequences of natural disasters or pollution. Many environmental workers work for non-profit conservation agencies, though any company might hire a conservation officer to ensure compliance with environmental efforts.

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Tue, 11 Oct 2022 11:56:00 -0500 en-US text/html
Killexams : Axcel – Alpine’s Professional Education Business – Announces Partnership with EduMind

DUBLIN, Ohio & SAN FRANCISCO, October 04, 2022--(BUSINESS WIRE)--Axcel, a professional education business backed by Alpine Investors (Alpine) and specializing in buying, building and operating world-class education companies, today announced its partnership with EduMind, a global education and training provider specializing in professional test preparation. Terms of the transaction were not disclosed.

This press release features multimedia. View the full release here:

EduMind was founded in 2004 as School of PE by Radhika Dega and Vinod Dega with the goal of providing comprehensive, user-friendly training courses to help students prep and pass the FE and PE exams (Fundamentals of Engineering and Professional Engineer) while also practicing their engineering profession. The company adopted the EduMind name in 2014 as it added professional certification training within engineering, architecture, project management, nursing and other key professional education courses.

EduMind has established itself as a leader in the professional education coursework space through its two content brands, EduMind and School of PE. EduMind’s state-of-the-art learning management systems have helped tens of thousands of hard-working, busy individuals and students around the world boost their careers with professional certification and licensure courses. School of PE focuses on engineering test prep in addition to Professional Development Hour (PDH) courses that are mandatory to maintain an active engineering licensure. While engineers typically depend on computers to solve problems, PE exams still require its test takers to complete manual computational problems. School of PE differentiates itself by ensuring engineers have access to the tools and review courses needed to refresh and strengthen these manual computational skills.

With Axcel’s support, EduMind will have access to new technologies and systems, continue to invest in its employees, core instructors and veteran management team, and develop new and innovative professional education courses to continuously optimize test prep for students and individuals around the world. Axcel will also provide further investments of capital and personnel to meet the growing demand for professional test preparation as the industry trends towards computer-based testing. Most test prep courses offered by EduMind and School of PE are geared toward CBT exams, including engineering, PMP®, CAPM®, and NCLEX®. Effective with this partnership, Christopher Lam joins EduMind as Chief Executive Officer.

"I want to sincerely thank the entire EduMind team for their loyalty and dedication to the company over the years. It’s been an honor to support tens of thousands of students in their career advancement and professional certification journeys," said Vinod Dega, Founder of EduMind. "As EduMind enters its next phase of innovation, I know the company will be in good hands with Chris and the Alpine and Axcel teams. Not only does Alpine and Axcel have the resources and knowledge to grow and expand our offering, but Alpine’s values align with EduMind’s dedication to learning."

"Vinod and Radhika truly care about helping students and created a one-of-a-kind company dedicated to limitless learning. I vow to honor the company and its employees as we grow EduMind," said Christopher Lam, CEO of EduMind. "Our partnership with Axcel and Alpine will accelerate our ability to provide the highest quality study resources and tools through EduMind’s state-of-the-art student portal and modernized CBT-ready courses."

EduMind is Axcel’s fourth acquisition and joins Axcel’s suite of professional education companies, including Michael Management Corporation ("MMC"), a leading provider of SAP training, Web Age Solutions ("Web Age"), a leading IT training company, and Interskill Learning ("Interskill"), a leading independent supplier of online mainframe training.

"We are so excited to welcome EduMind to the Axcel family," said Jonathan (Jono) Zeidan, CEO of Axcel. "Vinod and Rahdika built EduMind into a market leader. As part of Axcel, we are looking forward to providing EduMind the support and resources to take its growth to the next level."

About EduMind

Founded in 2004 by CEO Vinod Dega, EduMind is a global education and training provider specializing in professional test preparation through its two content brands, EduMind and School of PE. EduMind’s education platform brand and content home for architecture (ARE®), healthcare (NCLEX®), project management (CAPM®, PMP®), immersive technology (AR/VR) and continuing education certification courses, among others, across its Ondemand, Live Online and Onsite classroom modules. School of PE is EduMind’s flagship brand devoted to National Counsel of Examiners for Engineering and Surveying (NCEES) licensure test preparation, including Fundamentals of Engineering (FE) and Professional Engineer (PE) exams for such engineering disciplines as civil, electrical, environmental, mechanical, chemical and structural. To learn more about EduMind, visit, and to learn more about EduMind’s flagship brand, School of PE, visit

About Axcel

Axcel is a professional education business backed by Alpine Investors that is focused on buying, building and operating world-class education companies. Axcel is passionate about people, focused on training the modern workforce and obsessed with delivering for customers and learners. Axcel sits within AlpineX, an Alpine investment platform focused on lower middle-market services businesses that have durable customer value propositions, high-quality revenue, and attractive markets. For more information, visit

About Alpine Investors

Alpine Investors is a people-driven private equity firm that is committed to building enduring companies by working with, learning from, and developing exceptional people. Alpine specializes in investments in companies in the software and services industries. Its PeopleFirst strategy includes a talent program which allows Alpine to bring leadership to situations where additional or new management is needed post-transaction. Alpine is currently investing out of its over $2.25 billion eighth fund. For more information, visit

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Tue, 04 Oct 2022 01:00:00 -0500 en-US text/html
Killexams : University of Dubuque Nursing Department ranked among top in the state © Provided by KGAN Cedar Rapids

The University of Dubuque’s Department of Nursing  has been named one of the best registered nursing programs in the state for the sixth year in a row.

They placed second on the nursing advocacy organization’s 2023 Best RN Programs in Iowa list.

"We are delighted and proud of our accomplishment – the faculty and students deserve this award as both groups work very hard. The faculty works hard to ensure that students receive up-to-date information, experiences, and resources to succeed. The students work hard in the program and spend a great deal of time studying, which has paid off in their ability to find wonderful jobs here in the community and beyond," said Neil MacNaughton, RN, PhD, head of the Department of Nursing and professor of nursing. ranked the Top 10 nursing schools in Iowa by analyzing current and historical pass rates on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) out of the 33 registered nursing programs in the state of Iowa. This test is required in order to be licensed. 

Fri, 14 Oct 2022 06:42:49 -0500 en-US text/html
Killexams : Aspen University in Phoenix surrenders nursing program license, failing to meet NCLEX first-time pass rate

Aspen University in Phoenix is surrendering its nursing program license as it cannot meet the minimum required first-time pass rate percentage on the national test to become a nurse, says a document provided by the Arizona State Board of Nursing.

The National Council Licensure Examination (NCLEX) needs to have a pass rate of 80%, and the university doesn't see itself meeting that requirement in the near future.

"As of today, the year-to-date pass rate is 69.4%. Ninety-three out of the 134 students who have passed," said Dr. David Hrabe, education program administrator of the Arizona State Board of Nursing, at a July 29 board meeting.

The license was surrendered on Sept. 20 and the university agreed to a "teach out," meaning it's agreed to offer "instruction for its existing nursing students for up to two years, so that they may complete their degrees or seek other options."

Passing the national test, the NCLEX, is a requirement in the U.S. to become a nurse.

"At the end of this teach out period, the nursing program's provisional approval will automatically be surrendered. Aspen University will not be eligible to apply for reissuance of its approval for a period of two years," a news release from the Arizona State Board of Nursing said.

Students will also have the option to transfer their credits to another school, if applicable.

The university released a statement saying, in part, "Aspen had suspended admissions to its Arizona program in January 2022. Under the terms of the Consent Agreement, Aspen will continue its current Arizona nursing program for all current students and provide regular reports to the Board of Nursing about the program. It remains accountable to the Board to ensure that its current students receive expected instruction and learning opportunities. Once all currently enrolled students in the program have either completed the program or ceased enrollment, or within two years, whichever is sooner, Aspen’s program approval will be automatically voluntarily surrendered for a minimum period of two years."

Aspen University nursing students in other states will also be impacted.

"Aspen will suspend new enrollments and complete instruction of its program for currently enrolled Core nursing students in Florida, Georgia, Tennessee and Texas," the school said.

Mon, 19 Sep 2022 12:00:00 -0500 Justin Lum en text/html
Killexams : Stanislaus State University in Turlock Announces Nursing Programs Among California’s Top 10

cal state university stanislaus
Stanislaus State University, Turlock, CA.

Organization Ranks University’s BSN, LVN to BSN Programs No. 8 in the State

October 5, 2022 - Stanislaus State’s School of Nursing programs rank among the Top 10 in California for 2023, according to 

The organization, which promotes excellence in nursing by providing future and current nurses with education and employment resources, ranked Stan State’s nursing program No. 8 in California.  

Nursing programs were assessed on several factors that represent how well a program supports students towards licensure and beyond. analyzed past and present first-time National Council Licensure Examination for registered nurses (NCLEX-RN) test “pass-rates,” weighted by year. The NCLEX-RN exam is used by all nursing state boards across the United States to help assess a student’s competency and is required for licensure. 

“Stanislaus State is widely renowned for the strength of its nursing program, which is tailored to the fast-paced career track that many nurses require,” according to the announcement by “Numerous pathways, including a pre-licensure Bachelor of Science in Nursing (BSN) program, a licensed vocational nurse (LVN) to BSN and more, help students meet their nursing career goals. Successful graduates pass the state's NCLEX-RN test and find meaningful work in patient care.” 

The organization issued Stan State a score of 98.28 of 100 for its BSN and LVN to BSN programs.  

Stanislaus State’s School of Nursing continues to earn recognition for its programs and successful student outcomes. Last June, Nursing Schools Almanac named Stan State among the best schools in California in their 2022 Nursing Schools Rankings report. In September, U.S. News & World Report ranked Stan State’s undergraduate nursing programs No. 293 in the nation, leaping 39 slots from the previous year.
Source: Stanislaus State

Wed, 05 Oct 2022 00:57:00 -0500 en-gb text/html
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