To obtain licensure in Florida, Registered Nurses are required to take a nursing exam known as the National Council for Licensure Exam-RN/LPN (NCLEX-RN/LN) which ensures the candidate is prepared for entry level nursing practice.
NCLEX-RN/LN Exam Content: The NCLEX-RN/LN exam is a computerized test which utilizes “adaptive testing.” This means that the computer will determine your level of competency throughout the exam and the number of questions will vary based upon your competency level. A minimum of 75 questions and a maximum of 265 questions are administered. At minimum, 60 questions will be scored and 15 questions will be practice questions. The test taker will not know which are scored and which are not. You will have a maximum of 6 hours to complete the exam.
“The price for failing is high but the rewards for passing are great”
There are many instruments in the marketplace that prepare nursing students for taking the NCLEX-RN/LN exam. Qstream, powered by a proprietary adaptive algorithm, uses the two most effective proven learning techniques in the United States, retrieval-based learning and distributed practice/spacing effect. Retrieval-based learning and distributed practice/spacing effect have been studied, researched, and compared to the eight other learning techniques most students utilize today.
These results, which we have documented thoroughly in our “the science” section, are undisputed and clear proof these two techniques exponentially increase the 3Rs of individual learning (Retrieve, Retain, Reinforce) and yield higher passing test scores. The proof is in the pudding!
These learning techniques have been around for over one hundred years and sadly are the two most underutilized by students today.
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
1. Practice Testing/Retrieval-based learning – high utility – we rate practice testing as having high utility. Testing effects have been demonstrated across an impressive range of practice-test formats, kinds of material, learner ages, outcome measures, and retention intervals. Thus, practice testing has broad applicability.
2. Distributed practice/Spacing effect – high utility - we rate distributed practice as having high utility: It works across students of different ages, with a wide variety of materials, on the majority of standard laboratory measures, and over long delays.
3. Interleaved practice – moderate utility
4. Self-explanation – moderate utility
5. Elaborate interrogation – moderate utility
6. Highlighting/underlining - low utility
7. Keyword mnemonic – low utility
8. Rereading – low utility - The relative disadvantage of rereading to other techniques is the largest strike against rereading and is the factor that weighed most heavily in our decision to assign it a rating of low utility.
9. Summarization – low utility
10. Imagery for text – low utility
“Students and teachers who are not already doing so should consider using techniques designated as high utility, because the effects of these techniques are robust and generalized widely.”
John Dunlosky and Katherine A. Rawson, Kent State University
Elizabeth J. Marsh, Duke University
Mitchell J. Nathan, University of Wisconsin–Madison
Daniel T. Willingham, University of Virginia
Price: $100 for 6 months
You give the questions or use ours and we provide the digital platform, learning techniques, and the PASSING RESULTS.
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