"Make-up" Examinations: Comparison of on-Time and Late Examination Student Scores.

BACKGROUND: Nursing faculty may have concerns about unfair advantages and inflated examination grades when students take an examination late. PURPOSE: The purpose of the study was to compare make-up examination scores with on-time examination scores to determine whether scores were higher in students who took an examination late. METHODS: A descriptive, comparative study using retrospective examination scores from a large nursing program was analyzed. Late examination scores were compared with the student's individual on-time examination average and the class's average of on-time examination scores. RESULTS: A total of 156 examinations were taken late. There were no statistically significant differences between students' late examination scores when compared with the student's on-time examinations or the class average of the examination. CONCLUSION: Students do not appear to gain an advantage when taking an examination late. Findings may assist faculty in developing policies for taking make-up examinations.

The Journey Toward Inclusive Excellence.

BACKGROUND: Several national organizations have issued calls for academic nursing to create inclusive environments. Inclusive environments are needed given the vast inequities that plague the demography of nursing coupled with the need to serve diverse populations. METHOD: This article describes one school's journey toward inclusive excellence. A framework and infrastructure were developed detailing the strategy to enable the school to move toward an environment that supports inclusive excellence. RESULTS: The framework identified five priority areas to mobilize change: leadership for inclusive excellence, student service delivery and engagement, recruitment retention and advancement, community engagement, and research and scholarship in health equity, along with metrics and measures to monitor progress. CONCLUSION: Inclusive excellence is an ongoing journey rather than a destination that requires leadership commitment as well as faculty, staff, and student involvement to create a diverse environment where all individuals feel valued and respected. [J Nurs Educ. 2023;62(4):225-232.].