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Creating a Peer Review Process for Faculty-Developed Next Generation NCLEX Items
Desirée Hensel1, Diane M Billings
1President and CEO (Dr Hensel), Hensel Nursing Education Consulting, Dorset, Vermont; and Chancellor's Professor Emeritus (Dr Billings), Indiana University School of Nursing, Indianapolis.
Background:
This article reports the findings from a pilot study of a peer review process used with a group of faculty champions who were writing items for a state-wide initiative to establish a Next Generation NCLEX item teaching test bank.
Methods:
Champions were oriented to the peer review process in a face-to-face session and completed reviews using the Clinical Judgment Item Peer Review Form created for the project.
Results:
Eighteen faculty from 13 different schools attended the session and completed 55 reviews of 40 cases and 35 stand-alone items. Champions took approximately an hour to complete each case study and related stand-alone item review and give actionable feedback.
Conclusions:
The peer review process benefits reviewers and authors learning to write Next Generation NCLEX questions. The process used in this project can be replicated by other faculty in their own programs.
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