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Existing literature identifies a general positive benefit to students' examination scores when students change their answer on examinations. Current shifts toward computerized examinations and in test anxiety warrant a literature update on test-taking behaviors.

This study assessed answer changing on multiple-choice examinations and investigated faculty recommendations related to answer changing.

This study used a mixed-methods design using retrospective student data from ExamSoft reports and faculty responses from a national survey of nurse educators.

Findings indicated 55% of students improved their examination score, with an average improvement of 3%, and 24% of students lowered their examination score. However, faculty continue to incorrectly recommend that students should not change answers on examinations.

The results of this study support prior literature that answer changing benefits students. However, data are lacking on the characteristics of students who improve or lower their examination scores by changing answers.

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The results of this study support prior literature that answer changing benefits students. However, data are lacking on the characteristics of students who improve or lower their examination scores by changing answers.[J Nurs Educ. 2021;60(6)324-328.].

Impostor phenomenon (IP) is an experience of doubt in personal ability and a sense that achievements are fraudulent, resulting in increased psychological distress. This pilot study explored the prevalence and pattern of IP in baccalaureate nursing students related to gender, level in program, and racial identity.

A convenience sample of prelicensure baccalaureate nursing students (

= 150) was surveyed using the Clance Impostor Phenomenon Scale (CIPS).

The mean CIPS score was 60.13 (range, 26-92). Patterns observed across gender, level in program, or racial identity did not differ significantly. However, frequent to intense feelings of impostorism were reported by 48.7% of students, and 92% reported at least moderate IP characteristics.

Many students in this study reported IP experiences, indicating risk for negative effects such as anxiety and lack of confidence. Further study in this population and specifically among minority nursing students is needed.

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Many students in this study reported IP experiences, indicating risk for negative effects such as anxiety and lack of confidence. Further study in this population and specifically among minority nursing students is needed. [J Nurs Educ. 2021;60(6)329-332.].

Providing interprofessional education (IPE) is mandated by accrediting agencies for health professions education; however, pedagogical, logistical, and financial challenges exist in implementing and sustaining high-quality IPE. After executing several IPE activities, an IPE team developed a structured approach for organizing, sustaining, and ensuring high-quality IPE. This article introduces the Design-Implement-Assess-Modify (DIAM) Model. A portfolio spreadsheet was developed and includes components from each of the DIAM phases.

The team documented characteristics from five IPE activities conducted annually for 5 years and tracked progress.

The DIAM approach has allowed the team to develop a detailed and living portfolio to design, implement, assess, and modify several IPE activities across different professions.

This approach has led to the intentional planning and development of multiple IPE activities that include the integration of standards of best practice and accreditation, while preparing practitioners for collaborative practice.

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This approach has led to the intentional planning and development of multiple IPE activities that include the integration of standards of best practice and accreditation, while preparing practitioners for collaborative practice. [J Nurs Educ. 2021;60(6)309-316.].

The potential exists for unconscious bias to influence decisions throughout the admission process to nursing school and derail holistic admission review processes. Although little is known about unconscious bias in nursing school admissions, unconscious bias has been demonstrated in nurse educators at levels similar to the general population.

This article examines concepts of unconscious bias, factors that may interfere with accurate and fair assessment of applicants to nursing school, and ways to mitigate unconscious bias in the application and admission decision processes.

Interventions that have shown success in reducing unconscious bias center on increased awareness of the presence of unconscious bias and cognitive strategies that include motivation and effort to counter the unconscious bias.

Creating structures in the admission process that promote fairness and reduce the risk of relying on automatic judgments can minimize the influence of unconscious bias on admission decisions.

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Creating structures in the admission process that promote fairness and reduce the risk of relying on automatic judgments can minimize the influence of unconscious bias on admission decisions. this website [J Nurs Educ. 2021;60(6)317-323.].The inclusion of transwomen into elite female sport has been brought into question recently with World Rugby banning transwomen from the elite female competition, aiming to prioritise safety over fairness and inclusion, citing the size, force and power-producing advantages conferred to transwomen. The same question is being asked of all Olympic sports including non-contact sports such as archery and shooting. As both these Olympic sports are the polar opposite to the contact sport of rugby in terms of the need to consider the safety of athletes, the IF of both archery and shooting should consider the other elements when deciding the integration of trans individuals in their sports. Studies on non-athletic transwomen have reported muscle mass and strength loss in the range of 5-10% after 1 year of their transition, with these differences no longer apparent after 2 years. Therefore, based on the current scientific literature, it would be justified for meaningful competition and to prioritise fairness, that transwomen be permitted to compete in elite archery after 2 years of GAT. Similarly, it would be justified in terms of shooting to prioritise inclusion and allow transwomen after 1 year of GAT given that the only negligible advantage that transwomen may have is superior visuospatial coordination. The impact of this considered integration of transwomen in elite sports such as archery and shooting could be monitored and lessons learned for other sports, especially where there are no safety concerns from contact with an opponent.