NCLEX-RN answers - National Council Licensure Examination (NCLEX-RN) - 2023 Updated: 2024 | ||||||||
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Exam Code: NCLEX-RN National Council Licensure Examination (NCLEX-RN) - 2023 answers January 2024 by Killexams.com team | ||||||||
NCLEX-RN National Council Licensure Examination (NCLEX-RN) - 2023 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. | ||||||||
| National Council Licensure Examination (NCLEX-RN) - 2023 NCLEX Examination answers | ||||||||
Other NCLEX examsNCLEX National Council Licensure ExaminationNCLEX-PN National Council Licensure Examination(NCLEX-PN) 2023 NCLEX-RN National Council Licensure Examination (NCLEX-RN) - 2023 | ||||||||
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| NCLEX-RN Dumps NCLEX-RN Braindumps NCLEX-RN Real Questions NCLEX-RN Practice Test NCLEX-RN dumps free NCLEX NCLEX-RN National Council Licensure Examination (NCLEX- RN) - 2022 http://killexams.com/pass4sure/exam-detail/NCLEX-RN Question: 122 Section 7 A 35-year-old client is admitted to the hospital for elective tubal ligation. While the nurse is doing preoperative teaching, the client says, "The anesthesiologist said she was going to supply me balanced anesthesia. What exactly is that?" The best explanation for the nurse to supply the client would be that balanced anesthesia: A. Is a type of regional anesthesia B. Uses equal amounts of inhalation agents and liquid agents C. Does not depress the central nervous system D. Is a combination of several anesthetic agents or drugs producing a smooth induction and minimal complications Answer: D (A) Regional anesthesia does not produce loss of consciousness and is indicated for excision of moles, cysts, and endoscopic surgeries. (B) Varying amounts of anesthetic agents are used when employing balanced anesthesia. Amounts depend on age, weight, condition of the client, and surgical procedure. (C) General anesthesia is a drug- induced depression of the central nervous system that produces loss of consciousness and decreased muscle activity. (D) Balanced anesthesia is a combination of a number of anesthetic agents that produce a smooth induction, appropriate depth of anesthesia, and appropriate muscle relaxation with minimal complications. Question: 123 Section 7 A 29-year-old client is admitted for a hysterectomy. She has repeatedly told the nurses that she is thinking about having this surgery, has not slept well lately, and is afraid that her husband will not find her desirable after the surgery. Shortly into the preoperative teaching, she complains of a tightness in her chest, a feeling of suffocation, lightheadedness, and tingling in her hands. Her respirations are rapid and deep. Assessment reveals that the client is: A. Having a heart attack B. Wanting attention from the nurses C. Suffering from complete upper airway obstruction D. Hyperventilating Answer: D (A) Classic symptoms of a heart attack include heaviness or squeezing pain in the chest, pain spreading to the jaw, neck, and arm. Nausea and vomiting, sweating, and shortness of breath may be present. The client does not exhibit these symptoms. (B) Clients suffering from anxiety or fear prior to surgical procedures may develop hyperventilation. This client is not seeking attention. (C) Symptoms of complete airway obstruction include not being able to speak, and no airflow between the nose and mouth. Breath sounds are absent. (D) Tightness in the chest; a feeling of suffocation; lightheadedness; tingling in the hands; and rapid, deep respirations are signs and symptoms of hyperventilation. This is almost always a manifestation of anxiety. Question: 124 Section 7 A client develops complications following a hysterectomy. Blood cultures reveal Pseudomonas aeruginosa. The nurse expects that the physician would order an appropriate antibiotic to treat P. aeruginosa such as: A. Cefoperazone (Cefobid) B. Clindamycin (Cleocin) C. Dicloxacillin (Dycill) D. Erythromycin (Erythrocin) Answer: A (A) Cefoperazone is indicated in the treatment of infection withPseudomonas aeruginosa.(B) Clindamycin is not indicated in the treatment of infection withP. aeruginosa.(C) Dicloxacillin is not indicated in the treatment of infection withP. aeruginosa.(D) Erythromycin is not indicated in the treatment of infection withP. aeruginosa. Question: 125 Section 7 A couple is experiencing difficulties conceiving a baby. The nurse explains basal body temperature (BBT) by instructing the female client to take her temperature: A. Orally in the morning and at bedtime B. Only one time during the day as long as it is always at the same time of day C. Rectally at bedtime D. As soon as she awakens, prior to any activity Answer: D (A) Monitoring temperature twice a day predicts the biphasic pattern of ovulation. (B) Prediction of ovulation relies on consistency in taking temperature. (C) Nightly rectal temperatures are more accurate in predicting ovulation. (D) Activity changes the accuracy of basal body temperature and ability to detect the luteinizing hormone surge. Question: 126 Section 7 A client is having episodes of hyperventilation related to her surgery that is scheduled tomorrow. Appropriate nursing actions to help control hyperventilating include: A. Administering diazepam (Valium) 1015 mg po q4h and q1h prn for hyperventilating episode B. Keeping the temperature in the clients room at a high level to reduce respiratory stimulation C. Having the client hold her breath or breathe into a paper bag when hyperventilation episodes occur D. Using distraction to help control the clients hyperventilation episodes Answer: C (A) An adult diazepam dosage for treatment of anxiety is 210 mg PO 24 times daily. The order as written would place a client at risk for overdose. (B) A high room temperature could increase hyperventilating episodes by stimulating the respiratory system. (C) Breath holding and breathing into a paper bag may be useful in controlling hyperventilation. Both measures increase CO2 retention. (D) Distraction will not prevent or control hyperventilation caused by anxiety or fear. Question: 127 Section 7 A client delivered a stillborn male at term. An appropriate action of the nurse would be to: A. State, "You have an angel in heaven." B. Discourage the parents from seeing the baby. C. Provide an opportunity for the parents to see and hold the baby for an undetermined amount of time. D. Reassure the parents that they can have other children. Answer: C (A) This is not a supportive statement. There are also no data to indicate the familys religious beliefs. (B) Seeing their baby assists the parents in the grieving process. This gives them the opportunity to say "good-bye." (C) Parents need time to get to know their baby. (D) This is not a comforting statement when a baby has died. There are also no guarantees that the couple will be able to have another child. Question: 128 Section 7 A pregnant client is having a nonstress test (NST). It is noted that the fetal heart beat rises 20 bpm, lasting 20 seconds, every time the fetus moves. The nurse explains that: A. The test is inconclusive and should be repeated B. Further testing is needed C. The test is normal and the fetus is reacting appropriately D. The fetus is distressed Answer: C (A) The test results were normal, so there would be no need to repeat to determine results. (B) There are no data to indicate further tests are needed, because the result of the NST was normal. (C) An NST is reported as reactive if there are two to three increases in the fetal heart rate of 15 bpm, lasting at least 15 seconds during a 15-minute period. (D) The NST results were normal, so there was no fetal distress. Question: 129 Section 7 Which stage of labor lasts from delivery of the baby to delivery of the placenta? A. Second B. Third C. Fourth D. Fifth Answer: B (A) This stage is from complete dilatation of the cervix to delivery of the fetus. (B) This is the correct stage for the definition. (C) This stage lasts for about 2 hours after the delivery of the placenta. (D) There is no fifth stage of labor. Question: 130 Section 7 On the third postpartum day, the nurse would expect the lochia to be: A. Rubra B. Serosa C. Alba D. Scant Answer: A (A) This discharge occurs from delivery through the 3rd day. There is dark red blood, placental debris, and clots. (B) This discharge occurs from days 410. The lochia is brownish, serous, and thin. (C) This discharge occurs from day 10 through the 6thweek. The lochia is yellowish white. (D) This is not a classification of lochia but relates to the amount of discharge. For More exams visit https://killexams.com/vendors-exam-list Kill your exam at First Attempt....Guaranteed! | ||||||||
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To save content items to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle. Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service. In January 2023, we reported on the reasons why nursing exam pass rates fell in 2020 and 2021. In this report, we follow up on what has happened since. During the first 2 years of the COVID-19 pandemic, the share of candidates who passed the national licensure exam to work as a registered nurse fell sharply, from 88.2% to 82.5%, for first-time U.S.-educated candidates, with a smaller decline -- from 72.8% to 68.9% -- for all candidates, including internationally educated and repeat test-takers. In 2022, pass rates continued to drop, averaging 79.9% (8 percentage points lower than in 2019) for first-time U.S.-educated candidates, and 63.4% for all candidates, the lowest point in the last decade. In 2023, to most experts' surprise, that spiral appears to be turning around. Things Are Looking Up The reason for this reversal depends on whom you ask. Test developers have argued that rates improved due to radical transparency and massive outreach to stakeholders, while some online critics have suggested the test simply got easier. Other nurse educators agreed that the increased transparency and outreach impacted rates, but worry those same measures exacerbated a culture of "teaching to the test." Understanding trends in exam pass rates also requires context. 
The National Council of State Boards of Nursing (NCSBN) produces the exam that aspiring nurses take to gain licensure: the National Council Licensure Examination (NCLEX). This exam uses computerized adaptive testing, which means each test-taker gets virtually a different exam, the difficulty of which changes based on the response given. Every 3 years, the NCSBN assesses the pass rates for the exam and determines whether the current passing standard is appropriate. If the NCSBN's board of directors decides that the level of clinical judgment required of nurses in practice has increased, it can vote to raise the passing standard. In December 2022, the NCSBN's board voted to keep the current passing standard on the NCLEX through March 31, 2026. Months later, on April 1, the NCSBN launched the Next Generation NCLEX (NGN), a new version of the NCLEX that aims to more effectively measure test-takers' clinical judgment. Anytime a new exam is introduced, pass rates tend to dip by a few percentage points in the first two to three quarters, explained Philip Dickison, PhD, RN, CEO of the NCSBN. He said he was naturally a bit concerned about a new exam compounding the "drastic drop in the ability curve" seen during the pandemic, "but it was still the right thing to do." Keith Rischer, PhD, RN, a nurse educator and owner of KeithRN, a nursing education company, recalled that the last major change to the NCLEX occurred when the passing standard was raised by 0.16 percentage points in 2012. Pass rates fell more than 7 percentage points -- from 90.34% for first-time candidates to 83.04% -- in a single year. While the NCSBN kept the same passing standard in 2022, the stronger emphasis on clinical judgment and the "unique six-question case studies" in the NGN was predicted to increase the difficulty of the exam in some respects. "There was an anticipation that this was going to be another precipitous decline in NCLEX pass rates," Rischer said. Post-Pandemic Rebound However, that wasn't what happened. Instead, preliminary data showed a jump in pass rates, from 79.9% in 2022 to 88.6% in 2023, for all first-time U.S.-educated candidates. Importantly, the 2023 data exclude the fourth quarter of the calendar year, which typically has the lowest pass rate, experts noted. Still, Dickison said he was "pretty amazed" at the speed of the recovery. Some viewed the change as a "huge increase," but he stressed that rates were starting from a low baseline following a 3-year period when other variables, namely pandemic-related disruptions, impacted pass rates. "What I think you're seeing ... is that we have rebounded to pre-pandemic ability levels in our measurements," he said. Dickison credits the rebound to NCSBN's decision to let educators, regulators, and -- controversially -- preparatory groups "under the hood" of the new exam for several years before the NGN actually launched. "The idea was to be as transparent as possible to all stakeholders," Dickison said. This meant leveraging opportunities at conferences and during webinars, and sharing what to expect of the new exam -- from case studies and measurement models -- in newsletters. Dickison also credited educators for the big role they played in helping prepare students. Rayna Letourneau, PhD, RN, executive director of the Florida Center for Nursing, said that while some nurse educators have noted the exam has gotten "too easy," she suggested that perhaps the NGN is simply "a more logical way to measure what nursing students are being taught." Similarly, she attributes the rise in pass rates to the focus on increased resources and preparation of candidates, including the implementation of "student success" coaching programs. Teaching to the Test? Rischer seemed to have a different view, pointing out that the NGN offers partial credit for certain "select-all-that-apply" multiple-choice questions. He said that he believes the real reason for improved pass rates is a shift in nursing education, though he added that his hypothesis is, at this point, "conjecture." "What we have in the nursing literature for over almost 50 years ... is this widening gap between how nursing is taught in the university and college settings and how it's actually practiced at the bedside," he said. "We're not preparing our graduates for real-world practice realities." Rischer said he grew even more concerned when he learned from online discussions that some professors were using NGN demo items to teach first-semester students. "That's called teaching to the test," he argued. Instead of teaching students "alternative multiple-choice items, we need to be teaching our students the open-ended thinking of clinical practice." For example, for a patient who had an appendectomy, Rischer said the appropriate steps are to take vital signs and conduct a head-to-toe assessment. "There is not a 'select-all-that apply' multiple-choice item on your forehead that I could say, 'You know what? This is the correct answer,'" he added, noting that the NCSBN "is part of the problem." Currently, the primary mechanism that state nursing boards use to measure a program's performance is their first-time pass rate on the NCLEX, which only "reinforc[es] this unhealthy culture of teaching to the test." The end result of that, as studies have shown, is that "currently less than 10% [of new nurses] have what practice partners would say is entry-level clinical judgment competency," Rischer said, citing a 2021 study. "Complications develop when a nurse doesn't notice or recognize what's most important until it's too late. So ... clinical judgment competency is a big deal. And teaching to the test ... isn't going to solve that." He said one solution is to move away from first-time test-taker metrics and potentially allow students to take the exam twice and then average their score. Another, more dramatic, change would be to include a skills test or what Rischer calls "demonstrable competencies" for essential skills involved in clinical decision making, which could be evaluated by an "objective observer." "It will take more time. It will take more money, but this is something that we can and should be doing," he said. 'Not the Only Measurement' For his part, Dickison noted that the NGN, like any exam, has limitations. While it "measures your cognitive and your thinking ability, our exam does not measure the affective domain, doesn't measure character," he said. For example, the exam cannot assess a "less-than-acceptable social interaction" a student has with a professor, nor does the exam know which student is always late to class. "If they don't show up to class on time every day, that might be a [sign] that they're not going to show up to a patient when they need to," Dickison explained. "That's why you have a regulatory system. That's why we have an education [system] ... these all have to work together. If you don't pass the NCLEX, you don't go to work, but it is not the only measurement that tells us we have a good nurse." Students must get a new Exam4 software package for each exam season. Step 1: Register, download, and install the current Exam4 package at https://www.exam4.com/org/599. Step 2: Launch Exam4.
Step 3: Prepare to start a new exam >> Next Step 4: Input a made-up Exam ID twice and select "Practice Exam" from the course dropdown list (twice) and select Next. Make sure you play around with the software and complete the survey once you are finished. Step 5: Check confirmation box and select OK. Step 6: Set timer and viewer preferences and select Next. Exam4 does not automatically close when exam time is exceeded. We recommend experimenting with the timer so you are comfortable with its operation. Step 7: Review instructions, check "Got it" box, and select Next. Step 8: Type in the name of the exam Mode you would like to test in the input box, confirm selection, and press Next. The exam mode will be automatically programmed in Exam4 for your exams. Students will not have to choose an exam mode in most cases. Make sure you are aware of how your computer will function in different modes (OPEN vs. CLOSED, etc). Step 9: Begin Exam Step 10: Choose the exam document from the drop-down. Once in the exam, students will need to click on the "Exam Document" button once in the exam. When you do that, enter the code given to you by the Law Registrar and click "Fetch" to get the exam questions. A pop-up box will appear with the exam questions. The exam Document ID for the "Practice Exam" is D0000000. The next step is to click "side-by-side view" so that you can see both the exam questions and exam answer entry area at the same time. You can use the scrollbar on the bottom right to make the text smaller or larger. Play around with the Exam4 functions so that you understand how to use them. The essay section of the exam is essentially a blank sheet of paper. You will need to annotate for your professor which responses go with which questions. You can insert answer separators that allow you to check word count. Spell check is available from the tools menu, but does not check automatically as you type. The multiple choice menu will pull up the multiple choice/true false response sheet. MAKE SURE YOU ENTER YOUR MULTIPLE CHOICE ANSWERS IN THE MULTIPLE CHOICE AREA OF EXAM4. Answers are saved as you enter them and you can then click the "hide" button to go back to the essay portion of Exam4. Step 11: Notice on the right you have the ability to keep track of word count within each answer. There is also a timer. It is possible to set timers for one hour remaining, 15 minutes remaining, and five minutes remaining. When there is less than one minute remaining, the area above the timer will say "less than one minute remaining." Keep in mind that there is not a pop up reminder when there is less than one minute remaining. Lastly, make sure that you keep your timer visible. If you are still working on your exam when you set a timer and the time runs out, you will receive a message that looks like this (below). You should immediately close your exam. Note: The timer is a notification that your exam time has run out. Exam4 will not end the exam for you, You must close and submit the exam as described in the steps below. Step 12: To close your exam, select End exam and then choose End exam Now. Step 13: The software will ask you to confirm your choice to end the exam. Click to confirm and then on Okay, end exam. Step 14: Choose the Submit Electronically button and click okay.
A box will pop up that says "Exam Submittal Successful. Please note you will NOT receive an upload notification email from Exam4. Step 15: To exit the software, select exit from the File and Save Options tab. In the pop-up screen, check "I'm sure" and then Exit exam Software. At this point you have successfully taken and submitted your exam. You're done! If you have any technical issues or questions, contact lawit@colorado.edu or visit https://www.exam4.com/support/. If you have any questions about the exam process, contact the Registrar at lawreg@colorado.edu. Before Exams BeginPrior to taking an exam, exam takers should make sure they have the Exam4 software package for the current exam season. This can be checked by opening Exam4 and verifying the version dates. If you are taking an exam at the law school, make sure you are connected to the UCB Wireless network. Otherwise, you will not be able to submit your exam. Directions about connecting to the university network can be found here. Exam takers should ensure their laptop is ready to go and fully charged. Have your power adapter for your laptop handy. General exam Information
Rescheduled ExamsThe Registrar’s Office coordinates all rescheduled exams and communicates with students about the date and time accordingly. exam rescheduling is governed by law school rules. Inquiries can be directed to the Law Registrar’s Office at lawreg@colorado.edu. Exam takers with approved rescheduled exams take their exams remotely. Do you contact your professor asking to reschedule your exam. Students With AccommodationsExam takers who are registered with Disability Services work directly with the Law Registrar’s Office. Inquiries can be made to lawreg@colorado.edu. Computer issuesSee the "Getting Help" tab for how to acess help during remote exams. Help is available during regular business hours. Most IT issues can be avoided by taking the practice exam and trying out dual screen setups in advance. It is extremely important for students to get the Exam4 software prior to each exam season and take a practice exam. This helps to identify potential laptop malfunctions ahead of time. The law school has a limited number of emergency laptops available on a first come, first serve basis. Sometimes Exam4 causes your computer to change back to the factory default background picture setting after you exit the program. Therefore, you may need to change your background picture back to what it was prior to using the software (if applicable). Honor CodeStudents are held to the Honor Code at the law school and the CU Student Code of Conduct. It is recommended that all exam takers review it prior to exams. Exam Day
Starting ExamsAll exams occur remotely and are not proctored. exam questions will appear in the Exam4 software once proper credentials have been inputted. This is when the timer for your exam begins (if the exam is timed). 1) Put in your unique, six-digit exam ID: 2) Confirm your settings. 3) Set your timer (if desired) and view preferences. 4) Acknowledge the honor code and instructions. 5) The exam Mode settings should be pre-populated for you. 6) The exam time begins once students input the Document ID on the next page. 7) Access your exam questions by clicking on the exam Document button. 8) Enter the Document ID and click "Fetch" to retrieve the exam questions. Your exam time doesn't begin until you can see the questions. Exam4 saves information for your exam. Exam4 tracks time spent on the exam, but will not automatically close the exam when your time runs out. It is the student's responsibility to self-monitor their time and close the exam on time. To finish and close an exam, click on on the upper-left hand corner “End Exam” button and "End exam Now." The exam will close and the student will be prompted to submit their exam. Exam4 will then upload the exam to the Colorado Law Exam4 Receiver. Please note that Exam4 does not send out upload notification emails. Students can close out Exam4 and go back into the software to see their confirmation by clicking on the "Select Existing Exam" and then click on "View exam Submittal Receipt" to see their exam submission. Any questions or concerns about the exam should be directed to the Registrar’s Office and not the professor to preserve anonymity for grading purposes. The National Council Licensure Examination (NCLEX) exam is used by all state boards of nursing across the United States to assess a graduate’s competency and are required for licensure. In Pennsylvania, a student must graduate from a recognized education program before sitting for the exam. The following table shows the NCLEX-RN first-time pass rates for Wilkes University's traditional and accelerated nursing programs. More than 98% of Neumann University nursing graduates who took the NCLEX exam in the last year passed the test that is required to become a licensed RN, the collrge said. Neumann’s current pass rate of 98.44% among first-time test takers from October 2022 to September 2023 edged last year’s success rate of 98.25%. Neumann’s press release continues: Sixty-three of 64 Neumann nursing graduates passed the exam. Neumann’s pass rate is significantly higher than the pass rate in Pennsylvania (90.70%) and in the United States (86.73%) NCLEX, National Council Licensure Examination, refers to standardized tests that nursing students are required to pass to obtain state licenses and become registered nurses. “I am grateful for the graduates who reached their professional goal, the faculty who spent countless hours working with our students, and the administrative support that the university has given to the School of Nursing and Health Sciences,” said Theresa Pietsch, dean of the School of Nursing and Health Sciences, when she learned the test results. She noted that most of the Neumann nursing graduates who passed the NCLEX this year were enrolled in spring 2020 when COVID-19 caused colleges across the country to alter the way in which they delivered course content. “Despite the obstacles caused by the pandemic, these students demonstrated extraordinary dedication and focus,” Pietsch pointed out. “Their remarkable pass rate is evidence of their hard work and commitment to join the nursing profession.” Nursing is Neumann University’s most popular undergraduate major and attracts approximately 120 first-year students annually. One hundred percent of the nursing faculty have clinical experience in a hospital or other health care setting. To learn more about the nursing program at Neumann University, visit www.neumann.edu. Aston Lions brighten Christmas for 59 kidsThe Aston Lions said they entertained 59 children on Saturday Dec. 16 by providing toys at Walmart. The families then met at Pennell Elementary School cafeteria where they were served pizza, soda, ice cream and cookies. 
he children had an opportunity to meet Santa and his elf, sit on Santa’s lap, and have their parents take pictures. Santa gave them a small toy. Thanks to all who provided cookies, the Lions said. The Aston Township Lions want to thank all who support the club’s activities throughout the year. $5M-plus in grants going into 26th Senatorial District water/sewer projectsState Sen. Tim Kearney announced that 14 Delaware County municipalities will receive nearly $5.4 million in total funding to support 15 projects in the 26th Senatorial District. The money comes through the H2O and Small Water & Sewer programs, which was recently approved by the Commonwealth Financing Authority and will be administered by the Department of Community and Economic Development. The awards: COVID-19 ARPA H2O PA Awardees • $1.03 million for Media for the Ridge Road Stormwater Facilities project. • $603,750 for Ridley Township for a sanitary sewer system inflow/infiltration abatement project in the Crum Lynne area. • $670,932 for Upper Darby Township for stormwater improvements in Drexel Gardens Park. COVID-19 ARPA PA Small Water and Sewer Awardees • $213,563 for Aldan for storm sewer system improvements. • $425,000 for Clifton Heights to replace the deteriorated stormwater management piping on West Madison Avenue, between Cherry Street and Springfield Avenue. • $342,873 for East Lansdowne for the replacement of sanitary sewer pipes. • $200,000 for Lansdowne for the rehabilitation of a sanitary sewer wastewater conveyance system. • $250,000 for Marple Township for the Lindbergh Avenue Storm Sewer Rehabilitation project. • $262,057 for Morton to complete sewer system rehabilitation. • $227,500 for Newtown Township for stormwater management along Sawmill Road. • $100,000 for Ridley Township for stormwater improvements. • $150,000 for Rutledge to rehabilitate its storm sewer system. • $300,000 for Swarthmore for stormwater infrastructure rehabilitation. • $500,000 for Upper Darby Township for sanitary sewer upgrades to the Cobbs Creek Interceptor. • $95,500 for Upper Providence Township to replace a collapsed stormwater sewer line. The H2O PA was established by the General Assembly in July 2008. The Act provides for single-year and multi-year grants for the construction of drinking water, sanitary sewer, and storm sewer projects; the construction or renovation of flood control projects; and the repair or rehabilitation of high-hazard unsafe dams. Act 54 of 2022 appropriated $105.6 million of American Rescue Plan Act funds to the PA Small Water and Sewer Program which provides grants for small water, sewer, and stormwater infrastructure projects. “I am proud to have voted for federal APRA funding to be allocated to our H2O and Small Water & Sewer programs to address critical water management issues and support stormwater improvements and rehabilitation projects in my district,” Kearney said in the press release. “Investing in these essential initiatives is not just about infrastructure, but it’s also a commitment to the well-being of our communities.“ Energy Transfer makes annual $50K donation to rinkRepresentatives from Energy Transfer, the Delaware County Veterans Memorial Association, Flight on Ice, VisitDelco, and Edgmont Township celebrated the annual tree lighting and check presentation last week at the Energy Transfer Veterans Memorial Rink at 4901 West Chester Pike in Newtown Square, according to a press release. “We are thrilled to be open for the third winter season in Edgmont Township, and we are grateful for the support of Energy Transfer, which makes this all possible,” said Jon Schaffer, president of Flight Entertainment and Flight On Ice, which operates the rink. “With the expanded beer park and other new attractions for kids and families, this should be the best season yet, all to support Delaware County veterans.” The rink is a short distance from the veterans memorial at 4599 West Chester Pike. With a $50,000 donation this year, Energy Transfer has invested $150,000 into the project, which to date has contributed more than $100,000 to the memorial association in support of local veterans. 
The company operates pipelines and other facilities in Delaware County. “Energy Transfer and Sunoco have been ingrained in Delaware County for many decades, and it’s important for us to supply back in our communities,” said Joe McGinn, vice president of public affairs at Energy Transfer. “We feel strongly about supporting our veterans and have many right here at home. It is an honor to support the DCVMA and to help provide family fun for the third winter in Edgmont Township.” The Delaware County Veterans Memorial, operated by the association in Newtown Square since 2013, is an open-air testament to our nation’s military history and active service members. Open year-round and free to the public, it offers visitors a chance to learn, honor, and reflect on American Wars and Conflicts from the War of 1812 to the Wars of the Middle East. The memorial was built in 2013 thanks to land donor and major benefactor Claude de Botton and family. It is managed today by Nicole de Botton Robinson and Paul de Botton, both of Delaware County-based National Realty Corp. “It has been an honor to bring our beautiful memorial to Delaware County, and this ice rink is an added bonus to bring attention to our veterans and garner more support,” said DCVMA Director of Development Nicole de Botton Robinson. “We are so grateful for Energy Transfer’s partnership over the years, which has helped us realize this dream.” The Energy Transfer Veterans Memorial Rink is open through Feb. 25. For more information or to purchase tickets, visit www.flightonice.com/delaware-county/newtown-square-ice-rink. Eaton employees expand angel tree tag efforts at the holidaysThe holiday spirit is alive and well at the Aerospace FED Division of Eaton Corp. in Glenolden. The plant designs and manufactures a full line of early warning oil debris monitors, fluid sensors, and gearbox accessories for aerospace, military, mobile, marine and industrial applications. Eaton employees have held a toy drop to help children who might not otherwise receive a toy at Christmas. In 2007, the employees decided to add “angel” tags to the lobby’s Christmas tree. It went over very well, helping two families. After seeing the enthusiasm of the employees, they reached out further over the years and adopted a family from the community. 
Employees were asked to take a tag from the tree, buy and wrap the gift and place it under the tree. The response was overwhelming. Their efforts this year will brighten the holiday for two adults and seven children who may not have had much of a Christmas without the generosity of these employees. The angel tag tree project was headed up by Janet Owsiany, a human resources generalist who is a member of the plant’s Community Involvement Team. All the employees at Eaton send warm wishes to Delaware County residents and their families and hope the holiday season that is your best ever. Text adapted from a submission by Owsiany. Send items of community interest to editor@delcotimes.com. 
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Enlarge / Dr. Greg House has a better rate of accurately diagnosing patients than ChatGPT.
ChatGPT is still no House, MD. While the chatty AI bot has previously underwhelmed with its attempts to diagnose challenging medical cases—with an accuracy rate of 39 percent in an analysis last year—a study out this week in JAMA Pediatrics suggests the fourth version of the large language model is especially bad with kids. It had an accuracy rate of just 17 percent when diagnosing pediatric medical cases. The low success rate suggests human pediatricians won't be out of jobs any time soon, in case that was a concern. As the authors put it: "[T]his study underscores the invaluable role that clinical experience holds." But it also identifies the critical weaknesses that led to ChatGPT's high error rate and ways to transform it into a useful tool in clinical care. With so much interest and experimentation with AI chatbots, many pediatricians and other doctors see their integration into clinical care as inevitable. The medical field has generally been an early adopter of AI-powered technologies, resulting in some notable failures, such as creating algorithmic racial bias, as well as successes, such as automating administrative tasks and helping to interpret chest scans and retinal images. There's also lot in between. But AI's potential for problem-solving has raised considerable interest in developing it into a helpful tool for complex diagnostics—no eccentric, prickly, pill-popping medical genius required. In the new study conducted by researchers at Cohen Children’s Medical Center in New York, ChatGPT-4 showed it isn't ready for pediatric diagnoses yet. Compared to general cases, pediatric ones require more consideration of the patient's age, the researchers note. And as any parent knows, diagnosing conditions in infants and small children is especially hard when they can't pinpoint or articulate all the symptoms they're experiencing. For the study, the researchers put the chatbot up against 100 pediatric case challenges published in JAMA Pediatrics and NEJM between 2013 and 2023. These are medical cases published as challenges or quizzes. Physicians practicing along are invited to try to come up with the correct diagnosis of a complex or unusual case based on the information that attending doctors had at the time. Sometimes, the publications also explain how attending doctors got to the correct diagnosis. Missed connectionsFor ChatGPT's test, the researchers pasted the relevant text of the medical cases into the prompt, and then two qualified physician-researchers scored the AI-generated answers as correct, incorrect, or "did not fully capture the diagnosis." In the latter case, ChatGPT came up with a clinically related condition that was too broad or unspecific to be considered the correct diagnosis. For instance, ChatGPT diagnosed one child's case as caused by a branchial cleft cyst—a lump in the neck or below the collarbone—when the correct diagnosis was Branchio-oto-renal syndrome, a genetic condition that causes the abnormal development of tissue in the neck, and malformations in the ears and kidneys. One of the signs of the condition is the formation of branchial cleft cysts. Overall, ChatGPT got the right answer in just 17 of the 100 cases. It was plainly wrong in 72 cases, and did not fully capture the diagnosis of the remaining 11 cases. Among the 83 wrong diagnoses, 47 (57 percent) were in the same organ system. Among the failures, researchers noted that ChatGPT appeared to struggle with spotting known relationships between conditions that an experienced physician would hopefully pick up on. For example, it didn't make the connection between autism and scurvy (Vitamin C deficiency) in one medical case. Neuropsychiatric conditions, such as autism, can lead to restricted diets, and that in turn can lead to vitamin deficiencies. As such, neuropsychiatric conditions are notable risk factors for the development of vitamin deficiencies in kids living in high-income countries, and clinicians should be on the lookout for them. ChatGPT, meanwhile, came up with the diagnosis of a rare autoimmune condition. Though the chatbot struggled in this test, the researchers suggest it could Strengthen by being specifically and selectively trained on accurate and trustworthy medical literature—not stuff on the Internet, which can include inaccurate information and misinformation. They also suggest chatbots could Strengthen with more real-time access to medical data, allowing the models to refine their accuracy, described as "tuning." "This presents an opportunity for researchers to investigate if specific medical data training and tuning can Strengthen the diagnostic accuracy of LLM-based chatbots," the authors conclude. Nearly a dozen former Stone Academy students filed a federal class action lawsuit against officials in the state’s Office of Higher Education and Department of Public Health Tuesday, alleging that the departments violated their 14th amendment rights. The lawsuit alleges that Stone Academy students were deprived of the rights to their academic credits and degrees without due process of law and that the “defendants have made defamatory statements about the education and preparedness of Plaintiffs and their abilities to competently and safely practice as LPNs.” OHE Commissioner Timothy Larson, OHE Division Director of Academic Affairs Sean Seepersad, DPH Commissioner Manisha Juthani and Chris Andresen, DPH’s section chief for practitioner licensing and investigations, are listed as defendants in the lawsuit. “Individually, and in concert with one another, [the defendants] deprived plaintiffs of their property rights in academic credits earned by them and awarded while enrolled in the practical nursing program at Stone Academy,” the lawsuit read. “Defendants’ illegal … conduct has denied plaintiffs the fruits of their hard work, forever tarnished their professional reputations, and interfered with their pursuit of career advancement in the nursing field.” Stone Academy closed its doors in February amid questions about the numbers of students passing final nursing exams, faculty qualifications and students’ clinical training. For months, about 850 students were unable to obtain their transcripts while the Office of Higher Education audited the academy’s records to determine the validity of its coursework. When the audit came back in the summer, the Office of Higher Education determined that fewer than 140 students were eligible for a teach-out plan, a 10-month program that would allow them to obtain their certificates. The majority of students were left with the options of starting over at another nursing school or quitting their studies completely. “Plaintiffs had no involvement in, and no ability to appeal the audit. Defendants thereby denied Plaintiffs, and members of the putative class, their property rights in these credits, including their ability to use them in pursuit of becoming licensed practical nurses,” the lawsuit read. “Defendants had no legal basis, nor was it otherwise authorized in either statute or regulation, to retroactively declare invalid credits that had been conferred upon Plaintiffs by Stone Academy while Stone Academy was authorized by Defendants to operate,” the lawsuit added. “The audit itself was also based on criteria that was unsupported in any statute or regulation, most blatantly the conclusion that credits could be invalidated merely because Stone Academy had failed to keep records that were satisfactory to DPH and OHE. … Several Plaintiffs and members of the putative class never received their audited transcripts, de facto invalidating all of the credits those students earned.” The lawsuit also alleges that the Department of Public Health “overreached,” when it asked recent Stone Academy graduates, who also passed their national nursing exam, to enroll in a “refresher course.” The request, sent out in early spring, added if the graduate didn’t enroll, there was a possibility for investigation to ensure the graduate had the proper credentials to practice. “Defendant Andresen, in a public webinar, in response to Stone Academy graduates inquiring why they cannot receive their licenses despite passing the NCLEX, said ‘there’s two components to being licensed [as an LPN], one is the successful completion of a program approved by the Board of Examiners for Nursing, and the second one is passing the NCLEX exam.’ At all time for these graduates, Stone Academy was an approved program. Mr. Andresen falsely implied otherwise,” the lawsuit said. “Despite DPH’s claim, the process was hardly voluntary, as it was made under threat of investigation. … This after-the-fact overreach severely damaged all of the Plaintiffs, whose accomplishments at Stone Academy, passage of the NCLEX, and professional licenses were diminished and stigmatized, and their reputations forever tarnished.” Spokespeople for the Department of Public Health and the Office of Higher Education declined to comment. Earlier this month, a state Superior Court judge ruled that Stone Academy students are “likely to prevail” on claims of unfair trade practices and breach of contract in a lawsuit against the forming nursing school’s owners. The judge also indicated she would certify the suit brought by eight students as a class action on behalf of hundreds. | ||||||||
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