Kanehandberg5481

Copyright © 2019 Longwoods Publishing.In 2015, the nursing faculty across most of Canada were informed by provincial nursing regulators that the America-based National Council Licensure Examination-Registered Nurse (NCLEX-RN) was going to replace the Canadian Registered Nurse Examination for our nursing students to become registered as nurses. This change in the exam has presented a number of challenges to both faculty and students as they transitioned from a Canadian exam for the Canadian context to an exam that was originally formulated for nursing registration in the United States. This manuscript examines the differences in the Canadian and American healthcare systems; explores the variations in Canadian and American nursing practice and education; outlines concerns surrounding the use of standardized testing that panders to corporate interests, encourages "teaching to the test" and is costing nursing programs and nursing students considerable resources; and explores the controversy surrounding the validity of the NCLEX-RN in both Canada and the United States. This manuscript asks Canadian nursing leaders, educators, clinicians and researchers to question why Canadians have taken on this exam when Americans themselves state that this exam "gives a false and incomplete picture of practice readiness." Copyright © 2019 Longwoods Publishing.The National Council Licensure Examination for Registered Nurses (NCLEX-RN) has been the nursing licensure exam in most Canadian jurisdictions since 2015. Nursing faculty across the country have invested considerable effort into understanding the NCLEX-RN, so they could help to prepare students to be successful in the exam. A retrospective study was conducted at one Canadian university to identify predictors of success on the NCLEX-RN. Findings revealed that the strongest predictors of success were a grade point average of >3.5 and a course grade in the community development course. The strong predictive value of the community development course was unexpected, and this suggests that content specifically related to acute care may not play as heavy a role in the NCLEX-RN outcome as previously expected. It is possible that students' higher levels of cognitive abilities, such as application, analysis and synthesis of nursing knowledge, play a larger role in the exam outcome than content-specific knowledge. ReACp53 datasheet Copyright © 2019 Longwoods Publishing.Each president of CASN has one "issue" on which he or she focuses most during the presidency - for me, it was the NCLEX. Canadian nursing graduates first wrote the NCLEX for entry to practice in 2015. Failure rates were significantly higher than for the previous exam - the CRNE. Although the pass rates have improved, this is likely a result of better practice for writing this type of test. Apprehensions remain about the negative impact of the Americanization of our Canadian nursing curriculum and the damage that this examination appears to be doing to present and future francophone nurses. Copyright © 2019 Longwoods Publishing.Decades of work by professional associations, regulators and educators have produced an ethical, reliable, robustly educated and regulated nursing workforce that enjoys high levels of respect in Canada and around the world. The officers of the Canadian Nurses Association comment here on the organization's history and changing role in regulatory policy over the past decade during the introduction of the American NCLEX-RN examination as the assessment tool for entry-to-practice for Canadian registered nurses. Facing forward, to maintain a strong, trusted nursing workforce the association remains committed to meaningful collaboration among nursing's professional, regulatory, education and union sectors. Copyright © 2019 Longwoods Publishing.Whenever we approach a policy change or revision, it is important to consider the impact of mental models and path dependency on our ability to consider a full range of options. The need for an entry-to-practice (ETP) or pre-licensing nursing examination may well fit the description of an entrenched mental model that results in path dependency. In this commentary, the objectives and purpose of nursing ETP examinations are explored within Canadian historical context, jurisdictional comparisons are considered and questions raised that could inform a national discussion on why Canada may or may not need an ETP examination for nursing. Copyright © 2019 Longwoods Publishing.The journey to this issue on the National Council Licensure Examination (NCLEX) began when the CJNL editorial director received two unsolicited NCLEX-focused manuscripts for consideration to publish. Adding to the growing body of articles and news stories published about the NCLEX since its 2015 implementation in Canada, the two papers revealed that the NCLEX-RN remains a controversial and unresolved issue for our profession. CJNL has long published special issues to focus attention on specific topics. Such focused publication creates a convenient repository of knowledge and information about a given subject, facilitating deeper exploration of the issue and serving as a historical reference point for the topic going forward. This issue continues that tradition by presenting 10 papers that discuss the NCLEX from the perspectives of researchers, policy makers, educators, students and a coalition of nurses that is vigorously advocating for remedies to address the disproportionately adverse impact of the NCLEX on students and especially on francophone writers. As CJNL's editor for policy and innovation, I was asked to serve as guest editor for this issue, and it has been my privilege to do so. Copyright © 2019 Longwoods Publishing.Type 2 diabetes, which is caused by both genetic and environmental factors, may be diagnosed using the oral glucose tolerance test (OGTT). Recent studies demonstrated specific patterns in glucose curves during OGTT associated with cardiometabolic risk profiles. As the relative contribution of genetic and environmental influences on glucose curve patterns is unknown, we aimed to investigate the heritability of these patterns. We studied twins from the Danish GEMINAKAR cohort aged 18-67 years and free from diabetes at baseline during 1997-2000; glucose concentrations were measured three times during a 2-h OGTT. Heterogeneity of the glucose response during OGTT was examined with latent class mixed-effects models, evaluating goodness of fit by Bayes information criterion. The genetic influence on curve patterns was estimated using quantitative genetic modeling based on linear structural equations. Overall, 1455 twins (41% monozygotic) had valid glucose concentrations measured from the OGTT, and four latent classes with different glucose response patterns were identified.