NurseTim 임상 판단 시험 시험 정책 및 모범 사례

### ® 임상 판단 시험: 효과적인 테스트 정책
* 📌 NurseThink의 임상 판단 시험은 NCSBN 모델을 기반으로 하며, 병상 고객 간호에 초점을 맞추고 블룸의 분류법을 분석 및 적용하여 학생들의 임상 판단력을 측정합니다.
* 💻 ExamSoft와의 파트너십을 통해 교수진을 위한 시험 생성, 청사진 작성 및 데이터 분석을 간소화할 수 있습니다.
* 📚 핵심 시험 패키지와 종합 시험 패키지가 제공되며, 후자의 경우 14개의 전문 시험 카테고리, 42개의 개별 시험, 1400개 이상의 나만의 항목 만들기, 3개의 준비 시험 등 총 4000개 이상의 시험 항목이 포함되어 있습니다.
* 📝 각 카테고리에는 감독관 벤치마크 시험 2회, 오픈 체크 연습 시험 1회, 100문항 자체 제작 시험 1회 등 총 4회의 시험이 있으며, 의-수술 시험은 75문항, 자체 제작 및 준비 시험은 100문항이 출제됩니다.
* 🗓 ️ 시험 배치는 학생이 충분한 코스 콘텐츠를 받은 후 복습을 할 수 있도록 해야 하며, 일부 학교에서는 시험을 후속 코스에 통합하여 실시하기도 합니다.  "학생이 복습할 수 있는 충분한 시간 내에 시험을 치렀는지 확인해야 합니다."
* 🔄 오픈 체크 시험은 학생들이 벤치마크 시험 전에 문제 스타일과 난이도에 익숙해지도록 하기 위한 감독되지 않은 연습 시험입니다.  이 시험은 "학생들이 익숙한 것보다 약간 더 어렵게" 설계되었습니다.
* ⚖ 벤치마크 시험(2개 제공)은 복습과 함께 순차적으로 사용하거나 독립적으로 사용할 수 있으며, 복습은 단순히 자료를 다시 읽는 것이 아니라 능동적인 학습을 포함해야 합니다.
* 💯 채점 정책은 일반적으로 전체 코스 성적의 3~10%를 차지하는 다른 시험 플랫폼(ATI, Kaplan 등)의 기존 모델을 적용할 수 있으며, 한 학교에서 보정 및 재응시 기회를 통합하는 방법을 보여주는 샘플 정책이 제공됩니다.  "스트레스를 받지 말고 이 문제에 대해 다시 생각해 보세요."

팀 간호사의 임상 판단 시험은 종합적인 테스트 솔루션을 제공하여 학생들의 임상 판단 평가를 개선합니다.

Marcia, I believe it is Angela. Yes, I'm seeing some people come in now. Welcome, welcome, welcome.

Sherry, welcome. Okay, all right, ladies. So, um, because it's two o'clock, we're going to go ahead... well, it's

it's one o'clock Central Time, two o'clock Eastern Time where I am located, so we're going to go ahead and

get started. I am Stephanie Terry from Nurse Tim. I am a nurse educator, nursing consultant with Nurse Tim, and

for the last year and a half, I have been working with Nurse Tim, Nurse Think, on the clinical judgment exams.

So what we want to talk about today is testing policies that work for the clinical judgment exams. So I will try to answer your questions

um, if you guys want to um, put questions in the chat box, that would be great. I am trying

I'm going to, I'm going to try to go through this little slide I have and then I want

to stop and answer any questions or any concerns you guys may have as we go through this. So I'm going to

go ahead and get started. And first of all, just in case, I think you probably know a little bit about the clinical judgment

exams, you wouldn't be here, but just to go back and give you a little bit of a

background on that, the clinical judgment exams; they are exams based on the NCSBN clinical judgment measurement and action model. These exams

are totally focused on caring for the clients at the bedside. They are written at the analyzing and applying level of Bloom's

taxonomy. And basically what we're trying to do is measure students' clinical judgment, and we're trying to put questions out there

that's going to do that better than some of the questions we've done in the past. We are partnered with ExamSoft to take

away a lot of the legwork that faculty tends to go through with trying to develop test questions and develop blueprints and do data

analysis. So with these questions, that stuff has already been done for you, so you don't have to worry about writing

questions; you don't have to worry about blueprinting questions or trying to do the data analysis because that is done

for you. Oops, sorry, I went a little too fast. Okay, so with the um, clinical judgment exams, if you are

a complete customer, you're going to get the comprehensive solution. So, as you can see on the slide, you have a core

solution package and you have a comprehensive solution package. Um, the core package—everything in blue is what you

will receive with that—and then with the comprehensive, you will receive everything. Um, there are 14 specialty exam categories, and within

those categories, there are 42 individual exams for you to choose from. In addition to that, you'll get like 1400

test items to build your own exams, and also you will get three readiness exams, which are considered your comprehensive exams that

you usually give in that last semester to determine students' readiness for NCLEX and readiness for practice. So, in all, you get over like 4000

test items that you can work with and choose from in your curriculum. So, to break that down a little bit more—you would think I know

how to use a mouse right about now—so to break that down a little bit more, for each of those

categories that I just showed you, you're going to get four exams per category. So, for instance, fundamentals, you're going to get two

benchmark exams for fundamentals. So the benchmark exams are your proctored exams; they are the

ones that you're going to give students that you're going to proctor. Um, you get two of those; you get one what we call open-check exam

That is for practice, and then you're going to get one exam that's build-your-own, which is a hundred

questions that you can pull from to make your, um, final exams and things like that for your course. You can give quizzes,

final exams. We do ask that they are proctored, though, so I'll talk about that a little bit

as we move on. And then, once again, you're going to get those three readiness exams that are your comprehensive exams that

are given at the end. All of the exams are 50 questions each, except for your med-surg exams. You have

a med-surg one and a med-surg two that you can give, and they are all 75 questions each.

And then your build-your-own and readiness exams are all 100 questions each. So, besides those exams, all of your tests

are going to be 50 questions. So, suggestions and tips when it comes to policy. So I just talked about the exams

that you're going to receive, what you should receive, and what they're going to look like. So now is the question of where do I put

these exams? How do I align them to my curriculum? And so this right here is just a sample

of what aligning the exams to your curriculum or your course would look like. What I want to stress to you is this:

These are just suggestions because what happens sometimes is that in a fundamentals class you may teach your fundamentals, but you

may not give the test until you get to your first clinical course or med-surg course. So I've seen some

schools do this. So some schools will have a fundamentals course; they will actually give the fundamentals exams kind of in the latter part of the course,

after the students have gotten some of the information and then remediate; and then some people will wait and give that exam

And at the beginning of a new course, to make sure students have gotten all of the information they need to get

from the course. Some courses, such as nutrition, community pathophysiology—these sometimes don't have courses that stand alone.

So some faculty will put them in with another course; for instance, maybe you may have a fundamentals and a

pathophysiology course together, or nutrition and a med-surg course together, and you will give those standardized tests within

those courses. Um, what I want to stress to you when it comes to course placement, I mean exam placement,

is that a couple of things you want to consider: You want to make sure that you've given the exam in enough time

that students are able to remediate, because the point of this is you want students to understand where they're

still weak or have challenges, so that you and the students can work on those things and help the students get better. And

also, you want to give the exam late enough in the semester where the student has gotten

the bulk of the information they need to be successful on the test. So it's kind of a balance with that,

but you want to make sure those two things are in consideration when you're actually placing tests within your course.

Okay, so let's talk about the open-check exams a little bit. So the open-check exams

are what we call—we call them open-check; they are practice exams for you guys. Um, they are usually unproctored, um,

so basically this test can be scored if you want it to, or not scored. Um, basically, you can give this exam and say, 'Hey,

score 80 or 90 on it.' If you do that, then you are eligible to sit for the

Benchmark One: So basically, you can give this test to see if students are ready to take the Benchmark One. I do recommend that you

have enough time where students can practice these open-check exams because what I've been told and what we're

hearing from different schools and students is that these questions are a little bit harder than what students are used to,

and that's okay because we're trying to measure that clinical judgment piece, which is going to be very important

for them as nurses when they get into practice. So we want them to take this test to get a

feel of what the benchmark is going to be like. We want them to get familiar with the type of questions they're going to

see. They are, like I said, written at the analysis and application level. Um, you know, they are measuring different things, using

the NCLEX client needs and things like that. And we want students to be familiar with the type of questions they're going to

get, such as multiple choice.  It's going to be in there, but they're going to have some hot spots.

Um, they're going to have some charts, some, you know, electronic health records that they're going to have to read.

Um, they're going to have to just be familiar with being able to see those things and answer questions based off

of what it would look like if they were standing beside a patient at the bedside. And so we want them to be

able to feel comfortable doing that when you give them the benchmark exams. Okay, so the benchmark exams, like I said,

you're going to receive two of those: a Benchmark One and a Benchmark Two. So first of all, um, like I said,

you need to decide what you want to do with those two benchmarks in your policy. So two suggestions are: one, you could give

The Benchmark One exam has students remediate if they don't score what you need them to score, and then

take the Benchmark Two and, you know, come up with a grade or percentage or points based off of that,

or you can just have them do the Benchmark One and remediate and then give them a score based off of that. So with the Benchmark

Two, you have the freedom to do what you want to do and what fits best for your program with that.

Benchmark Two: we designed it for, let's say, Benchmark One became compromised; you can give Benchmark Two as a

replacement. Or let's say a student did not—was not able to take Benchmark One; they missed that day,

or they were excused for some reason and couldn't take it with the rest of the class. So you'll give them that Benchmark Two.

But that's something that, as faculty, you all just have to decide what you want to do with that Benchmark Two.

I've seen it so far being done both ways. Um, some people are giving Benchmark One, remediating, and doing the Benchmark Two.

You may be familiar with doing things like that with HESI or ATI or Kaplan or whatever.

And then some are just giving that Benchmark One, having them remediate, and um, just giving them a score based on

that. Um, and speaking of remediation, a point I want to make with remediation—and we may bring this up a little bit later, too—is

with remediation, you want to make sure that um, you are doing things that are active. So telling the student that, hey,

go back to your book and read page 853, you know, on diabetes to remediate, is not very productive for the student.

But having them do something active, like go to V-clinical or go to your case study book or do

some type of case study or something, putting them in a situation where they are the nurse taking care of a patient

is going to be the best remediation for them. Another suggestion that I have, and that's just a preference that

I like, um, is that I like all of my students to remediate, whether you scored well on the test

or not, because not all students—I have yet to see anybody get a 100 percent perfect score on a standardized test, so I feel like

there's always room for students to grow and learn and develop. So I feel strongly about making all students remediate, or at

least making it an option. And then for those who need to remediate, make it mandatory, but also

give an option for those who don't need to remediate to do it as well. So that's just kind of my preference on

the remediation part. Okay. When it comes to calculating the score, this is where you as faculty have to come together and figure out

what works best for you. What I always say here is that if you had a policy with—if you've had—if you used the ATI,

Kaplan, or one of those types of testing, um, things before, don't reinvent the wheel. You can use those same guidelines and

The NurseThink® Clinical Judgment Exams: Testing policies that work

NurseThink for Next Gen NCLEX 

NurseThink의 스테파니 테리가 자신과 임상적 판단력 시험 개발에 참여한 과정을 소개합니다.

임상적 판단 시험에 대한 정책을 테스트하고 참가자의 질문을 해결하는 데 중점을 둡니다.

시험은 NCSBN 임상 판단 모델을 기반으로 하며, 병상 고객 관리와 블룸의 분류체계(수준 분석 및 적용)에 중점을 둡니다.

ExamSoft와의 파트너십을 통해 문제 개발, 청사진 작성 및 데이터 분석에서 교수진의 업무량을 줄일 수 있습니다.

사용 가능한 시험 및 시험 항목 수를 포함한 핵심적이고 포괄적인 솔루션 패키지에 대해 설명합니다.

임상 과정 시기 등의 요소를 고려하여 시험을 커리큘럼에 맞추기 위한 다양한 접근 방식을 제안합니다.

충분한 복습 시간의 중요성을 강조하고 시험 시기를 관련 코스 자료의 완료 시점에 맞추는 것이 중요하다는 점을 강조합니다.

공개 점검, 벤치마크 및 준비도 시험

오픈 체크 시험은 벤치마크 원에 대한 준비도를 평가하기 위해 선택적으로 채점되지 않는 연습 시험입니다.

문제는 임상적 판단력을 측정하기 위해 일반적인 학생 평가보다 더 어렵게 설계되었습니다.

벤치마크 시험(1, 2차)은 채점 정책의 유연성을 제공하며, 벤치마크 2는 대체 또는 대안으로 사용됩니다.

벤치마크 1이 손상되었거나 학생이 벤치마크 1을 놓친 경우 벤치마크 2를 사용할 수 있습니다.

수동적인 검토가 아닌 사례 연구와 같은 적극적인 개선 전략을 옹호합니다.

성취도가 높은 학생을 포함한 모든 학생에게 교정을 옵션으로 제공하여 지속적인 향상을 도모할 것을 제안합니다.

새로운 채점 정책을 만드는 대신 다른 시험 플랫폼(ATI, Kaplan 등)의 기존 채점 정책을 적용하는 것을 권장합니다.

일반적으로 이러한 시험에 할당되는 코스 성적의 범위(3%~10%)를 제공하며, 교육기관 정책에 따라 달라질 수 있음을 명시합니다.

강점 및 기회 보고서 및 채점 가이드라인

강점 및 기회 보고서와 개선 전략에 대한 향후 토론(수요일)을 언급합니다.

시험 결과 해석을 위한 권장 점수 범위(93%+, 83-92%, 82% 미만)를 제공하며, 이를 가이드라인으로 삼습니다.

이 점수 범위를 공개 시험의 벤치마크로 사용하여 감독관 시험에 대한 준비도를 판단할 것을 제안합니다.

자체 테스트 뱅크 및 보안 구축

보안의 중요성과 안전한 시험 관리를 위한 ExamSoft와의 파트너십을 강조합니다.

사용 가능한 1400개의 문제를 관리하고 코스 평가에 통합할 수 있는 위원회를 구성할 것을 권장합니다.

자체 생성한 문제와 NurseThink 은행의 문제를 결합할 수 있지만, 공개 확인 모의고사를 제외하고는 모두 감독해야 합니다.

시험 점수가 전체 코스 성적에 어떻게 통합되는지 보여주는 학교의 채점 정책 샘플을 제시합니다.

이 예에서는 임상적 판단 벤치마크, 공개 확인 시험 및 감독관 벤치마크 시험(1, 2)을 사용하며 점수에 따라 수정이 이루어집니다.

함께 작업할 환자 수 및 시간 제약 등 학생의 성과에 따른 교정 요구 사항을 자세히 설명합니다.

질문을 위한 공개 포럼으로 마무리하고 정책 개발을 위한 지원의 가용성을 강조합니다.