Analysis of First-Time Unsuccessful Attempts on the Certified Nurse Educator Examination.

AIM: This retrospective analysis examined first-time unsuccessful attempts on the Certified Nurse Educator (CNE) examination from September 2005 through September 2011 (n = 390). BACKGROUND: There are few studies examining certification within the academic nurse educator role. There is also a lack of evidence to assist nurse educators in understanding those factors that best support success on the CNE exam. METHOD: Nonexperimental, descriptive, retrospective correlational design using chi-square test of independence and factorial analyses of variance. RESULTS: A statistically significant relationship was found between first-time failure and highest degree obtained and institutional affiliation on the CNE exam. There was no statistically significant effect on mean scores in any of the six content areas measured by the CNE exam as related to highest degree or institutional affiliation. CONCLUSION: The findings from this study support a previous recommendation for faculty development, experience in the role, and doctoral preparation prior to seeking certification.

The Development of a Clinical Peer Review Tool.

Faculty evaluation for the purpose of promotion and tenure frequently includes peer review as a part of the process. Faculty review by a peer may provide an assessment of teaching effectiveness and information related to the faculty member's professional development activities. This article presents an innovative, evidence-based approach using selected National League for Nursing core competencies and International Nursing Association for Clinical Simulation and Learning clinical simulation standards in the development of a faculty peer review tool to gather data on clinical teaching to be used during the promotion and tenure process.