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Related Experiment Video

Updated: Aug 12, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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.

|February 2, 2023

Summary

This summary is machine-generated.

Faculty champions found that a structured peer review process improved their ability to write Next Generation NCLEX items for a new teaching test bank. This method is replicable for nursing education programs.

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Area of Science:

Nursing Education
Assessment and Evaluation

Background:

Pilot study on a peer review process for faculty developing Next Generation NCLEX items.
Focus on a state-wide initiative to create a teaching test bank.

Purpose of the Study:

To evaluate the effectiveness of a peer review process for writing Next Generation NCLEX items.
To assess the benefits for faculty authors and reviewers.

Main Methods:

Faculty champions received orientation to the peer review process.
Utilized the Clinical Judgment Item Peer Review Form for case studies and stand-alone items.

Main Results:

18 faculty from 13 schools completed 55 reviews of 40 cases and 35 stand-alone items.
Reviewers spent approximately one hour per item, providing actionable feedback.

Conclusions:

The peer review process enhances learning for those writing Next Generation NCLEX questions.
The described peer review method is adaptable for replication in other nursing programs.