Nursing Network

The other finalists included Alexandria Fetting and Susana Gonzalez. The stories submitted to honor them read:

Susana Gonzalez MHA, MSN, RN, CNML
In the ever-evolving field of nursing, Susana Gonzalez shines as a beacon of leadership, compassion, and advocacy. Her career spans diverse roles, showcasing her commitment to mentorship, community health, and advancing the nursing profession. As adjunct faculty at DePaul University, Susana has inspired future nurse leaders, with her guidance recently leading a mentee to earn the prestigious 2024 UsAgainstAlzheimer’s Brain Health Equity Nurse Fellowship.

A dedicated member of the National Association of Hispanic Nurses, Susana's efforts have elevated health equity and education for underrepresented communities. She has worked tirelessly to address social determinants of health, improve health outcomes, and advocate for meaningful policy changes. Her leadership in community initiatives, such as vaccination clinics, demonstrates her passion for positive change.

Susana’s unwavering commitment to inclusivity, courage, and integrity makes her a trailblazer in nursing. Recently honored as the 2024 Daisy Award recipient for Advancing Health Equity, she embodies the heart of the profession, enriching the lives of patients, students, and colleagues alike.

Alexandria Fetting BSN, RN
Allie is so much more than the Nurse of the Year; she is a beacon of hope and compassion, profoundly impacting everyone she meets. I first met Allie at Kindbody/Vios, navigating the complexities of IVF as someone born with unique medical challenges, including an incomplete uterus and Goldenhar Syndrome. Allie’s unwavering kindness, empathy, and individualized care transformed my medical journey. She doesn’t just treat patients—she advocates for them, ensuring that their voices are heard and their dignity respected.

Allie’s passion for nursing goes beyond the clinic walls. Her leadership fosters collaboration, innovation, and trust among her peers and patients alike. She has moved mountains with grace, empowering every patient to feel confident, supported, and cared for throughout their IVF journeys. Allie’s tireless dedication, deep connections, and joyful approach inspire her colleagues and community, making her a true role model.

Allie, your extraordinary contributions have renewed my faith in medicine and left an indelible mark on my life and the lives of countless others.

This year, the INF Board of Directors awarded Catherine Neuman the inaugural Lifetime Achievement Award.

It is with great excitement and gratitude that I share several important updates from the Illinois Nurses Foundation. First, please join me in congratulating our newly elected Vice President, Dr. Jeannine Haberman, DNP, MBA, RN, CNE, and our newly elected Treasurer, Dawn Vollers, MSN, RN, NEA-BC, NPD-BC, who will be serving in these critical roles on our Executive Committee for the next three years. Their leadership, dedication, and passion for advancing the nursing profession will undoubtedly guide us to new heights in our mission to support Illinois nurses.

As we look ahead, we are eagerly anticipating the announcement of our 2025 scholarship recipients. The scholarships we offer are an important part of our commitment to fostering professional growth and development for nurses in Illinois. We can’t wait to see the incredible individuals who will benefit from these opportunities!

In the spirit of celebrating and honoring our nursing community, we are also excited to announce that National Nurses Week is fast approaching. During this special week, we will be hosting our 50/50 cash raffle where you can honor a nurse who has made a significant impact in your life or career. The best part? The nominator and the honored nurse will both be entered into the raffle, giving you a chance to win while showing appreciation for the amazing nurses in your life.

You may have also start to notice something new — the Illinois Nurses Foundation will be unveiling a fresh new logo in the coming months! This change is part of a larger initiative to strengthen our alignment with ANA-Illinois, increasing our connection and partnership to better serve nurses throughout our state. As collaboration is part of this partnership, ANA-Illinois has partnered with Crocs to offer a limited-time opportunity to purchase ANA-Illinois-branded Crocs. For each pair sold, $10 will be donated back to the INF, so you can support both ANA-Illinois and the INF while adding a little comfort to your feet. Be sure to watch for these limited releases, as they will only be available for short periods.

Additionally, I want to remind you that our grant application cycle will close on April 1. We encourage all eligible nurses to submit their applications before this deadline. Afterward, we will be evaluating the application process to ensure that it continues to meet the needs of nurses pursuing projects and research. Once any adjustments are made, we will notify everyone when the cycle will reopen.

Lastly, don’t forget that nominations are open for our 40 under 40 Emerging Nurse Leader Awards until April 15th. We encourage you to nominate deserving nurse leaders who are making a difference in our field. Save the date for the awards event, which will take place on September 18th, and we look forward to celebrating these outstanding individuals with you.

As always, thank you for your continued support of the Illinois Nurses Foundation. We look forward to the exciting opportunities ahead and are grateful to have you as part of this incredible nursing community.

Warmest regards,
Amanda Oliver BSN, RN, CCRN, CPST
President, Illinois Nurses Foundation

In the vast rural landscapes of Illinois, healthcare disparities have long posed significant challenges. Access to quality medical services remains limited, and the shortage of healthcare professionals has exacerbated this crisis. Addressing these issues demands innovative and sustained efforts. The Illinois Nurses Foundation (INF) has stepped up to meet this need with bold initiatives designed to improve rural healthcare outcomes. These initiatives include the launch of the Rural Workforce Development Nurse Scholarship and the upcoming nurse retention program, both of which aim to build and sustain a robust rural healthcare workforce.

Nurturing Future Nurses with Scholarships

The Rural Workforce Development Nurse Scholarship is a cornerstone of the Illinois Nurses Foundation’s strategy. This program is tailored to support nursing students from rural areas, as identified by the Health Resources and Services Administration (HRSA). Scholarships ease the financial burden of nursing education, ensuring talented students can pursue their careers without the worry of excessive debt. In return, recipients commit to working in rural communities upon graduation, ensuring that these areas benefit directly from the program.

This initiative is a win-win for both nursing students and rural healthcare. By investing in the education of future nurses, INF is addressing the root cause of workforce shortages in underserved areas. Graduates not only fill critical gaps but also bring a fresh perspective and renewed energy to rural healthcare settings. As more scholarship recipients enter the workforce, rural communities will experience improved access to quality healthcare services, fostering better overall health outcomes.

Retaining Nursing Talent Through Innovative Programs

Beyond attracting new talent, retaining experienced nurses is crucial for the stability and effectiveness of rural healthcare systems. In response to this need, the Illinois Nurses Foundation is set to launch a nurse retention program in early 2025. This program aims to reduce turnover rates among nurses employed in rural Federally Qualified Health Centers (FQHCs).

Under this initiative, retention awards will be granted to nurses who demonstrate a minimum of one year of continuous service in rural FQHCs. To ensure fairness and impact, applicants must be recommended by their supervisors. These awards are more than just financial incentives; they are a recognition of the dedication and commitment these nurses bring to their roles.

By improving job satisfaction and providing tangible rewards for commitment, the retention program aims to stabilize the rural nursing workforce. This stability is essential for maintaining consistent healthcare services, reducing gaps in care, and enhancing patient trust in their healthcare providers.

Addressing the Unique Challenges of Rural Healthcare

Rural healthcare systems face a unique set of challenges that demand targeted solutions. Geographic isolation and a sparse population make accessing healthcare facilities difficult for many residents. Compounding this issue is the limited number of medical facilities in rural areas, many of which lack specialized services. This forces residents to travel long distances for essential care, creating significant barriers to timely treatment.

Economic factors further complicate the landscape. Rural communities often have higher poverty rates and greater numbers of uninsured or underinsured individuals, which limits their ability to afford necessary healthcare services. These disparities not only affect patient outcomes but also place additional strain on healthcare providers.

Overcoming Obstacles to Nurse Retention

Retaining nurses in rural settings is notoriously difficult due to a combination of professional and personal factors. Professionally, rural nurses often face larger caseloads and a broader scope of responsibilities than their urban counterparts. This can lead to burnout and job dissatisfaction. Additionally, rural nurses have fewer opportunities for career advancement and continuing education, which can stifle their professional growth.

On a personal level, cultural and lifestyle differences between rural and urban areas can make relocation challenging. Lower wages in rural settings further deter nursing professionals from pursuing long-term careers in these communities.

The Illinois Nurses Foundation’s retention program directly addresses these challenges by recognizing and rewarding the commitment of rural nurses. By improving job satisfaction and providing financial incentives, the program aims to make rural nursing a more attractive and sustainable career option.

Expanding the Foundation’s Impact

The Illinois Nurses Foundation recognizes that addressing rural healthcare disparities requires a multifaceted approach. Beyond scholarships and retention programs, the Foundation is committed to:

Community Engagement: Collaborating with rural communities to identify and address their unique healthcare needs.
Ongoing Education: Providing opportunities for nurses to continue their professional development, ensuring they have the skills and knowledge to meet evolving healthcare challenges.
Leveraging Technology: Utilizing telehealth and other innovations to bridge geographical distances and improve access to care.

These efforts are part of a broader strategy to enhance the entire rural healthcare ecosystem. By integrating these programs into a cohesive framework, the Foundation aims to achieve lasting change.

The Road Ahead

The Illinois Nurses Foundation’s initiatives represent a thoughtful and comprehensive strategy to transform rural healthcare in Illinois. By focusing on education, retention, and community engagement, the Foundation is addressing both immediate needs and long-term challenges.

The anticipated impact of these programs is far-reaching. Increased access to healthcare professionals will improve the availability and quality of medical services in rural areas. Stabilizing the nursing workforce will lead to more consistent and reliable care, building trust between patients and providers. Ultimately, these efforts will contribute to the overall health and vitality of rural communities.

A Call to Action

The success of these initiatives depends on the support and collaboration of stakeholders across the healthcare spectrum. Policymakers, healthcare organizations, and community leaders all have a role to play in fostering a stronger rural healthcare system. By working together, we can ensure that every resident of Illinois, regardless of location, has access to high-quality healthcare services.

The Illinois Nurses Foundation invites you to join us in this mission. Whether through financial contributions, policy advocacy, or community partnerships, your support can make a difference. Together, we can build a brighter future for rural healthcare in Illinois—one where every community has the resources and support they need to thrive.

The American Nurses Association - Illinois (ANA-Illinois) is proud to announce that registration is open for Student Nurse Political Action Day 2025 to be held on April 8, 2025, in Springfield.

Each year, Student Nurse Political Action Day brings together hundreds of nursing students from across the state in Illinois’ capitol for a day of learning, networking, and advocacy. We are excited to gather in Springfield again this year.

Keynote Highlight:

Topic: The RaDonda Vaught Medication Error: Implications for Nursing Practice and Healthcare Policy
Speaker: RaDonda Vaught
Focus: Vaught will share her personal story, shedding light on the systemic issues revealed by her case, including the use of electronic health records, medication dispensing errors, and the culture of safety within medical facilities.

Why This Matters:

Educational Insight: Understand the critical system failures that can lead to severe consequences, not just for healthcare providers but also for patient safety.
Policy Discussion: Explore how this case impacts legal and ethical considerations in nursing practice.
Community Support: Open up a discussion on strategies for protecting nurses from criminal liability when reporting errors, crucial for maintaining an open and just culture in healthcare.

Key Topics of the De-Escalation Presentation:

Speaker: Matt Harless MSN, RN
Empowerment and Self-image: Encouragement to view oneself not just as a nurse but as a critical component of healthcare delivery, with a strong emphasis on confidence and competence.
Practical Tools and Techniques: Detailed strategies to maintain calm and composed interactions, even under stress. These include using body language, tone of voice, and the power of listening and validation.
Real-world Applications: Illustrative scenarios and role-playing exercises to demonstrate the effectiveness of de-escalation techniques in real hospital settings.
Universal Truths and Principles: Introduction to the Five Universal Truths of interaction — dignity, respect, reasoning, options, and second chances — to foster understanding and tolerance.

This session promises to be interactive and engaging, providing valuable insights into creating a safe and supportive environment for both healthcare professionals and patients.

Legislative Update:

We will be discussing the Nursing Compact, the Education Bill introduced by ANA-Illinois after twelve months of meetings with the colleges of nursing and the maternal health bill that is being introduced by the Illinois Society for Advanced Practice Nurses.

Learn more information about the 2025 SNPAD.

Question:

A nursing faculty member raised concerns about a student filing a suit in Illinois against a nursing program based upon educational malpractice. She also wonders if there are other allegations against faculty that are possible when a student fails a course and/or is not able to graduate.

Answer:

The chances of a successful lawsuit alleging educational malpractice in Illinois is currently unlikely. This allegation is based on a student asserting that a faculty member or members breached his or her duty to teach effectively. This cause of action is based on the four elements of professional negligence—duty, breach of duty, proximate cause, and damages and/or injury (Legal Information Institute, n.d.). Due to this breach, the allegation continues, the student was unable to graduate or pass state boards in order to obtain licensure as a nurse. The remedy that is generally sought in such a suit can be an injunction asking the court to require the nursing education program to graduate the student or the student may request monetary damages for the inability to graduate and/or pass state boards.

Educational malpractice suits against faculty in post-secondary education programs, including nursing faculty, have not been successful. Reasons cited by courts in ruling against students in these lawsuits include the difficulty in determining why a student did not learn what was instructed and that such lawsuits would allow innumerable lawsuits against faculty (Gjelten, 2017). Both Illinois state courts and the federal district courts in which Illinois is included have reiterated the same, and other, reasons why this cause of action is not recognized thus far.

However, a cause of action that is recognized in Illinois when alleged by nursing students in post-secondary education programs is a breach of the educational program’s contractual obligations. This cause of action is based on traditional contract principles, including an offer and an acceptance of the subject matter of the contract (Urso v. Bradley University, 2023). In most situations in education programs, the initial offer is a written student handbook which outlines the relationship between the nursing education program and the student. The student’s acceptance can be in the form of continuation in a program and/or a written acknowledgement of the terms of the contract, such as a signature on an acceptance form.

In either case, if a nursing student does not progress through a program, either to graduation or due to a failing grade in a particular course or courses, the student’s lawyer may file a breach of contract suit. The breach of contract action could also allege that the student’s failure to pass state boards was due to a breach or breaches of the student’s contract with the educational program. Such a lawsuit is based on the faculty and/or the school’s nonadherence with adopted policies and procedures governing issues such as grading, advancement in the program, behavioral issues, and clinical performance, as examples.

Brent (2024) discussed the importance of adopted policies and procedures in nursing school programs. This importance is even more relevant when discussing a breach of contract claim by a student. To avoid facing a lawsuit by a student based on a breach of contract claim, in addition to the points discussed in March 2024, the following guidelines bear consideration:

Use adopted forms when notifying students about grading, discipline or other situations applicable to student status in your education program.
Clinical and classroom objectives for the clinical practicum or classroom must be in writing, clearly stated, and communicated to students by way of clinical and course syllabi.
Keep accurate, up-to-date, concurrent, and complete anecdotal notes on student issues that arise in the clinical or classroom setting.
Allow students to utilize all established procedures for contesting a grade or disciplinary action taken.
Timely notify students of any and all changes initiated by the nursing education program in writing, dating the notification, and when their effective date occurs.

To re-emphasize one of the points discussed in Brent (2024), using disclaimers in all student written documents is essential. However the disclaimer is constructed, it should always indicate that the faculty and the nursing program reserve the right to change course content, fees, curriculum, and other areas when necessary or desirable.

This information is for educational purposes only and is not to be taken as specific legal or any other advice by the reader. Nor does it create an attorney client relationship. If legal or other advice is needed, the reader is encouraged to seek such advice from a nurse attorney, attorney or other professional.

Ethics in Action: March 2025

Linda L. Olson, PhD, RN, NEA-BC, FAAN

Theme: Introduction to Artificial Intelligence in Nursing

Artificial intelligence (AI) has the potential to transform and alter the nursing workforce, nursing practice and nursing education and research. In addition to the ethical considerations associated with the use and development of AI, there is a need to recognize and implement appropriate regulations and policy to assure the safe, ethical, and transparent use of AI in nursing and healthcare (Olson, 2024). The ANA Code of Ethics for Nurses with Interpretive Statements (2015) states in Provision 4.2 that "nurses in all roles are accountable for decisions made and actions take in the course of nursing practice" and in Provision 3.1 that addresses the need for the "protection of the rights of privacy and confidentiality", especially in accessing and disclosing of the personal information of patients, students, and employes. Nurses remain accountable and responsible for their decisions, actions and behaviors related to patient care, which includes having an understanding of AI, when to use it, and how to recognize its potential risks and benefits.

Although the concept of artificial intelligence (AI) in healthcare and education is not new, there has been an explosion of information and advancements in the use of AI over the past year. As an introduction to the concept of AI, and to available resources for learning about AI and its applications, this article will define terms related to AI, as well as the challenges and opportunities related to the ethical use of AI.

Definitions

Artificial Intelligence includes machine learning, robotics, various computer technologies, and the use of algorithms as tools, patterns, or sets of instructions, that aide in decision-making. AI makes computers do what humans do, such as reasoning and problem-solving. The two types of AI are predictive AI and generative AI. Predictive AI, which is used in web-based search engines, such as Google, predicts the outcomes in the form of web pages that match a question asked of it. This is an older form of AI that has been used for years. Generative AI, a newer type, generates or creates new data or content (Miller, 2025). An example of Generative AI is the use of chatbots, known as Large Language Models (LLMs) such as Open AI's ChatGPT, which creates or generates responses based on prompts or questions asked of it. It has a wide variety of applications in various settings, including healthcare.

Statements of professional organizations

The American Nurses Association position statement, by the ANA Center for Ethics and Human Rights, provides nurses with guidance on the ethical use of artificial intelligence in nursing practice. This statement supports the use of AI in a way that incorporates the profession's core values and ethical obligations, and the foundational principles of compassion, trust, and caring, as well as the safe use of AI (ANA, 2022). The American Medical Association (AMA) uses the term, Augmented Intelligence, and emphasizes that use of AI must have standards that are rigorous and meet the goals of the quadruple aim of advancing health equity, prioritizing patient safety, and limiting risks to physicians and patients (AMA, 2023). The AMA also emphasizes the need for transparency in disclosing use of AI to physicians and patients. The American Organization of Nurse Leaders (AONL), as well as the Healthcare Information and Management Systems Society (HIMMS) promote the use of the five rights of AI in Healthcare: 1) the right objective, 2) the right approach, 3) the right competency,4) the right data, and 5) the right safeguards of data privacy and security (AONL, 2024; HIMMS, 2024; Ross, et.al., 2024). The right objective provides a clear understanding of the problem to solve. The right approach uses technology and identifies how to make changes in the workflow to achieve success. The right competency provides for a knowledgeable team to make decisions based on the AI. The right data are reliable and trustworthy, and the right safeguards ensures that technology is used responsibly and ethically, and without bias (Ross, et.al., 2024).

Challenges and Opportunities

AI has the potential to enhance the nursing profession and nursing practice, as well as to optimize patient outcomes. It has been rapidly evolving over the past few years in such areas as automation of routine nursing tasks, such as in documentation, and in aiding decision-making and diagnoses. It is not intended to replace human capabilities, but to support them. Nurses at all levels must become familiar with AI terminology, seek continuing education to learn about AI and its capabilities, be included in meetings and discussions of implementation of AI technologies and AI models, and assure that AI supports the core values and ethical obligations of the profession. There must be structures in place to ensure the safe and ethical use of AI solutions, to develop policies and guidelines for their use and identification of evidence and evaluation of AI models. Like the Five Rights of Medication Administration, the Five Rights of AI in Healthcare can provide guidance when using AI-driven technology (Ross, et.al., 2024; HIMMS, 2024).

References

American Medical Association (2023). Principles for Augmented Intelligence Development, Deployment, and Use. www.ama-assn.org/system/files/ama-ai-principles.pdf

American Nurses Association (2015). Code of Ethics for Nurses with Interpretive Statements. Silver Spring, MD: NursesBooks.org

American Nurses Association (2022). The Ethical Use of Artificial Intelligence in Nursing Practice. Position Statement written by ANA Center for Ethics and Human Rights, Ethics Advisory Board

American Organization of Nurse Leaders (2024): Nurse leaders detail five rights of AI in health care. https://www.aonl.org/news/Nurse-leaders-detail-five-rights-of-AI-in-health-care

Healthcare Information and Management Systems Society (2024). Five Rights of AI in Healthcare. https://gkc.himss.org/resources/five-rights-ai-healthcare

Miller, M. (2025). Using Artificial Intelligence: Absolute Beginner's Guide. New Jersey: Pearson Education, Inc.

Olson, L.L. (2024). Ethical Challenges with Use of Artificial Intelligence (AI) in Nursing. Illinois Nurses Foundation: Ethics in Action.

Ross, A., Freeman, R., McGrow, K., & Kagan, O. (2024). Implications of artificial intelligence for nurse managers. Nursing Management 55(7). 14-23.

The American Nurses Association (ANA) has published the revised Code of Ethics for Nurses (Code). Our professional code is rooted in the nursing literature from the 1880’s as one of the foundations of modern nursing. Most codes of ethics (professional, organizational, educational, etc.), provide general guidance, structure and cohesion among the members of that specific group.

ANA formally adopted the first nursing code of ethics in 1950. Since that time, nursing science and practice has developed and evolved into our current professional practice and revised Code of Ethics (2025).

This 2025 revision notes that “Society itself has changed, as has the awareness of ways in which social structures affect national and global health. The Code reflects the rich ethical heritage of nursing and is a guide for all nurses now and into the future.” (Code, 2025). The contents of our 2025 Code include the previous 9 provisions as well as the addition of # 10, which is related to nursing in the global community.

Provision 1-3 explains direct patient care and describes the most fundamental values and commitments of the nurse. The provisions include:

Provision 1: The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person.
Provision 2: The nurse's primary commitment is to the recipient(s) of patient care, whether an individual, family, group, community, or population.
Provision 3: The nurse establishes a trusting relationship and advocates for the rights, health, and safety of the recipient(s) of nursing care.

With provisions 4-6, the ANA explains the boundaries and duties of loyalty for nurses. The provisions include:

Provision 4: Nurses have authority over nursing practice and are responsible for their nursing practice consistent with the obligation to promote health, prevent illness, and provide optimal care.
Provision 5: The nurse has moral duties to self as a person of inherent dignity and worth including and expectation of safe place to work that fosters flourishing, authenticity of self at work, and self-respect through integrity and professional competence.
Provision 6: The nurse, through individual and collective effort, establish, maintain, and improve the ethical environment of the work setting and affects nursing care and the well-being of nurses

The focus of the final three provisions, according to the ANA, address commitments beyond individual patient encounters:

Provision 7: Nurses advance the profession through multiple approaches to knowledge development, professional standards, and the generation of policies for nursing, health, and social concerns.
Provision 8: Nurses build collaborative relationships ad networks with nurses, other healthcare and nonhealthcare disciplines, and the public to achieve greater ends.
Provision 9: Nurses and their professional organizations work to enact and resource practices, policies, and legislations to promote social justice, eliminate health inequities, and facilitate human flourishing.
Provision 10 (new): Nursing, through organizations and associations, participates in the global nursing and health community to promote human and environmental health, well-being, and flourishing.

How do the provisions of out professional Code influence our day-to-day work as nurses?

“Nurses’ codes of ethics have both external and internal functions. External functions describe the profession’s position in society, whereas internal functions describe a normative set of rules. As an external function, nurses’ codes of ethics express the values of the profession, the codes’ importance in the recognition of patients’ rights, and how the profession addresses ethical obligations to society. Thus, the professional codes of ethics serve as the social contract between the public and the nursing profession.7 As an internal function, codes of ethics describe standards of ethical practice, moral obligations, and acceptable behaviors. Codes of ethics are a form of professional self-regulation to which professionals as individuals and as a group commit themselves voluntarily” (Numminen, O, Kallio H, Leino-Kilpi H, et al. (2024).)Accessed 2.4.25).

The past several years have been challenging for so many people, organizations, institutions, and our environment. The recent Covid-19 pandemic was traumatic and continues to leave its mark. Many healthcare providers left their jobs. Though the negative impact of the past few years has been great. The unprecedented demands that the pandemic placed on the nation’s nurses – combined with retirements and an aging workforce – have greatly increased the need for nursing workers in the U.S. The U.S. Bureau of Labor Statistics projects that more than 275,000 additional nurses are needed from 2020 to 2030, and that employment opportunities for nurses will grow at 9 percent, faster than all other occupations from2016through2026. (https://www.dol.gov/newsroom/releases/eta/eta20221003)

Did anything positive come out of the pandemic that is positive for our nursing profession? As a nurse for over 40 years, I say a resounding YES! I admit that the pandemic stretched our profession and our vast healthcare systems and our nursing profession to the maximum. As the saying goes, necessity is the mother of all invention, and nursing has always been inventive! In many ways our healthcare systems are constantly changing to meet the needs of our patients and providers. May our nursing profession continue to help guide the health of so many in need of our care through our work, our participation in important health policy, and our dedication to the ongoing education of our students and colleagues.

Previously, we had set-forth the basis for NCLEX exam that determines whether candidates meet the benchmark to practice as an entry level nurse. By doing this, the public can be assured that those entering the nursing profession have the basic knowledge, understanding, and skills to practice (NCSBN, n.d.). With the new next generation NCLEX exam, we will look at how this will not only impact nursing education, but the nursing profession.

Importantly, with the new change in NCLEX, nurse educators need to reconsider their approach and methodology in teaching students. Gone are the days of teaching what students need to know, but teaching them how to think critically, and work through scenarios. Providing real world nursing situations and guiding them through the thinking process and thinking skills will only help them become more competent and safe nurses (Palazzo & Levey, 2024).

Prior to NGN, test questions were either standard multiple choice questions or select all that apply. However, answering these styles of questions did not allow for students to critically think, but instead they memorized content. Although certain information still needs to be memorized such as lab results and normal vital signs, NGN style questions allow test-takers to be more analytical. With the addition of case studies and other scenario-based questions (Lineas, 2024), students are able to process what is happening with the question and follow through with answering based on the concept.

The new style of questions comes with the challenge of changing teaching styles. Educators may need to change how the dissemination of information is shared to students. A reflection of teaching styles will need to be done to determine which is best for students to be able to critically think through these new questions. As a reminder, let’s discuss a couple of different types of teaching and which might be best for students.

One is concept-based learning where students are taught concepts that help connect the dots from facts to skills. This is not about helping students memorize items, but to formulate the thought of if “a” happens, “b” can result from it. It makes students look at the big picture rather than just focus on facts. As educators, we need to focus our efforts on making sure students understand concepts, not just making sure content is covered (Laverent et al., 2024). We may also have to change teaching strategies to make sure all types of learning are available to students. A second method of teaching is problem-based learning, which is when patient issues are the main focus in which the students then develop problem solving skills along with the understanding of concepts (Leming, 2020). Here, the students take more charge of their learning. This forces students to research more about the concept to be able to defend their actions. There is the more traditional way of teaching by disseminating information to students via readings and lectures. This is knowledge-based learning or lecture-based learning (Zhang, 2022). Additionally, as much as we want to teach to the tests created for our students, it does not do them any favors. This form of teaching/learning fails to prepare students adequately for the realities of the real world. Zakharov and Carnoy (2021) stated that teaching to the test will improve test scores, but does not correlate to the gaining of knowledge of the concept.

Regardless of the learning style taught, mentoring can help students through nursing school and also help prepare students for their NCLEX exam. In 2021, Purdue University Global (PG) launched a mentoring program to help students pass NCLEX, and hopefully, on their first attempt. There had been a noted decline in pass rates, which was alarming the faculty and leadership team creating a call to action to find a way to help increase pass rates.

Certain faculty members were asked to take on the task of being mentors (i.e., PG currently has four on-ground campuses: Waterville, Maine; Anamosa, Iowa; Perry, Iowa; and Council Bluffs, Iowa; each location has a mentor). Each mentor works with students from their respective locations. To help students understand their strengths and weaknesses, data is gathered from the standardized tests taken during nursing school. This information is reviewed along with test results from their final Capstone class to help them create calendars of what to study in preparation for NCLEX. There is a comparison from the NCLEX test plan to how they are doing in those client needs categories based on the results of their standardized test and capstone exams.

Each nursing course provides students with a corresponding standardized test. Then, based on that exam, a client needs category is assigned to review. For example, the Maternity/Infant Health standardized test has the client need category of Health Promotion and Maintenance assigned to it. The student’s remediation will be based on their score in that category. Also, looking at their standardized test breakdown, other corresponding categories are examined, and remediation is assigned based on those scores.

As students progress through nursing school, they build upon what they have learned from each standardized test and the respective remediation so when they graduate, they have a generalized idea of the areas where they should focus their studies. Along with mentoring students through the nursing program, contact with students is also made to ensure they are staying on track as the day of their exam approaches.

A weekly newsletter is sent to the students with information such as study tips, where they should be in their application process, and an NCLEX question along with the answer and rationale. Mentors meet with students at specific times during each term, and also when the students need extra help, or a place for them to talk freely. Mentors are not tutors for students, but instead offer test taking strategies, ways to reduce anxiety, and break down their tests to help them look at the big picture of their tests and how they test.

All courses in the nursing program underwent a full revision to align with the new NGN NCLEX. Classes included more activities related to the Clinical Judgment Action Model (CJAM). Though similar to the nursing process, CJAM changes the wording to allow students to critically think. From recognizing cues to evaluating outcomes, students are able to to formulate on what is happening with the patient and able to act on the cues to take actions to care for their patient. The Clinical Judgment Model was incorporated not just in the theory, but in simulation lab and the student’s clinical experiences. Movement from the nursing process to CJAM allows students to be problem solvers. Test questions went from knowledge-based to application-based and greater. Integration of unfolding case studies into discussion boards and lecture activities helps the students work through real life scenarios. CJAM is filling the gap between school and employment, and it is working.

The launch of the mentoring program and changes in curriculum, has evidenced a great increase in NCLEX pass rates on the first attempt for Purdue Global. When looking back at 2021,the pass rates were 85.1%, and 2022 saw a decrease to 78.2%. However, with the implementation of NGN NCLEX in 2023, NCLEX pass rates increased to 89.3%. The 3-year aggregate percentage is 84.2%. Current pass rates for Purdue Global in 2024 are 96.6%. (Braham, 2024). The meaning of this is two-fold. Students are graduating and passing NCLEX with more confidence and with the ability to be a critical thinker as an entry-level nurse. Employers are noting that new graduates are able to make active decisions regarding patients, not just basic knowledge retention (Ross et al., 2024).

The impact on the nursing profession is great. New graduates are feeling more confident in their abilities to care for patients, whilst employers feel new nurses have the ability to think and care for their patients in a safe manner. With the increase in pass rates, this allows for more nurses to start their careers right away, lessening the burden of those currently practicing at the bedside. Having more competent nurses allows for the safety of all patients.

Even though some see the increase in pass rates as a cause of concern, it really is showing that having the NGN NCLEX reflects what students are learning in school correlates with their practice as nurses. Nursing students are graduating with a mindset of critical thinking, not just the memorization of facts. With the integration of CJAM into the nursing curriculum, the gap between nursing school and practice is being filled. This lets new nurses feel more confident in their ability to care for patients and for employers to know their nurses are able to care for patients in a safe way.

When we see a work of art, be it a drawing, a painting, or a piece of pottery or sculpture, what do we feel? A moment of awe and admiration? A desire to touch the art object? And didn’t we even think we smelled a pleasant aroma? The urge to linger or gaze longer was so strong that we can forget how time can go by so fast. Was that just admiration? Wasn’t there also a feeling of joy, rejuvenation, inspiration, and of refusing to let the feeling end? Such is the effect a beautiful work of art, the product of creativity, has on people.

According to the Human Caring Theory (Watson, 2015), a creative approach to nursing uses all ways of knowing, being, and doing to engage nurses in clinical caring. How many times in your bedside experience have you seen a wound dressing initialed by the nurse with a little heart inscribed, or a smiley face next to the date and time. How many times have you received a post-it note reminding you of the next IV tubing change with the nurse’s signature ending with a butterfly sketch. And how often have you seen some kind of artwork started by the nurse on a patient’s leg cast? Nurses leave an indelible mark of caring in so many ways and with such creativity. How grateful we are for the nursing creativity that extends beyond the bedside interventions and goes right into the hospital or clinic reception areas or hospital hallways ready to welcome both staff and the patients they care for.

Our Medical Subspecialty Clinics is doing exactly just that, to the delight of our patients and staff. In 2018 with the setting up of the unit Christmas Tree, I decided to leave the tree up and made it a venue to express appreciation for our patients as well as staff. So many positive reactions started to flow that a new concept was born. After the holiday month, I started designing these decorative trees with participation from my team members. Initially set up as a Christmas Tree for the holidays, the concept extended to the following months using a different theme for each month. Every month, a new tree is created and decorated with a different design, now more appropriately referred to as the “Caring Trees”. As soon as the new month starts and the Caring Tree is not replaced with the new monthly theme, the patients and staff eagerly ask, “where is the new tree?” Yes, the clinics are busy everyday but the sheer joy of seeing the excited faces of our patients despite their medical issues is more than enough to motivate me and my team to continue with this tradition. The trees make them feel welcomed and invited and give them a sense of belonging. It is a relief once they arrive to the clinic because many had to deal with heavy traffic, non-functioning elevator, lack of parking, and a host of other stressful situations. As soon as the patients enter our clinics and they see the tree, immediately, their mood changes to calm and relieved. Yes, the patients are constantly expressing their admiration, their gratitude for giving them another “purpose” to return to the clinics not just for consultation or a procedure, or a follow-up checkup, but to see the new trees. Art can indeed be a therapeutic instrument (Kim, 2022). Here are the “Caring Trees” for each month of the year and their themes: Holiday, Disney, Easter, Beach, Gnome with Balloons, Fall, Mardi Gras, Pandemic Nurses, 4th of July, Tropical, Peacock, St. Patrick’s, and Valentine’s.

· The mission of the Illinois Department of Financial and Professional Regulation, Division of Professional Regulation, is to serve, safeguard, and promote the health, safety, and welfare of the public by ensuring that licensure qualifications and standards for professional practice are properly evaluated, applied, and enforced. In August 2024, IDFPR reached an agreement to secure a new online professional licensing system, with it coming online for select professions in October. Through an approximately $9 million investment over the next three years by the Pritzker Administration and the General Assembly, IDFPR will partner with NIC Licensing Solutions, LLC, an industry leading digital government service provider, to implement the new online system. A limited number of professions are currently using the new CORE (Comprehensive Online Regulatory Environment) system: https://idfpr.illinois.gov/core.html.

· In July, IDFPR introduced virtual licensing appointments for licensure applicants seeking assistance with their applications. The Division of Professional Regulation requests that individuals seeking updates on licensure applications make virtual appointments on Wednesdays instead of visiting the Department’s Springfield office. This request is so staff are adequately prepared to address your concerns, while also ensuring the public has equitable access to appointments. Virtual licensing appointments may be scheduled via this online calendar: https://outlook.office365.com/book/FPRMBLicensingAppointments@illinois.gov/s/o7Ar2jtMUUyFCyDO8gaXsA2. Appointments are available in 30-minute intervals starting at 9am each Wednesday and ending at 4pm. Two individuals can sign up for appointments during each time slot. Appointments can be made as soon as 14 days prior to the appointment date, but cannot be made less than 48 business hours before the appointment date.

· Nurses: this webpage is for individuals who need to reactivate their license. If you need to reactivate your Illinois nurse license, please use the chart on this page to identify what fee amount is owed and which application to use. Submit the required form along with the required fee: https://idfpr.illinois.gov/dpr/license-renewal-info.html. The last step will be to print the application and instructions to complete and send along with the fee - to the Department.

· Nurses: this webpage is available for professionals looking to reinstate or restore Illinois professional licenses that expired or were placed in inactive status by the licensees: https://idfpr.illinois.gov/dpr/reactivate-your-license.html. Any other inquiries submitted via this page will NOT receive a response. The request is submitted online, and a reinstatement packet is then provided for licenses which expired or went inactive less than five years ago. If you have questions, please call 1-800-560-6420

· Please utilize the License Lookup tool (https://online-dfpr.micropact.com/lookup/licenselookup.aspx) if you do not remember your license number. Be sure to enter your type of license (“Nursing Board”), then include your first name, last name, state (Illinois) and “captcha” to find your Illinois license number.

· To print your license or download an electronic copy to your phone, just head to the IDFPR website: https://idfpr.illinois.gov/fpr-applications/getmylicense/loginprof.html.

· For U.S. residents with an Illinois nurses license seeking to change their email address, U.S. mailing address or phone number, please click on this link to update the information: https://idfpr.illinois.gov/fpr-applications/licensereprint.html. This form is not for international residents, who must download a paper form found on that same page.

· Military families: Members and Spouses who are an active-duty member or whose active-duty service concluded within the preceding two years before application. In addition, the Department’s dedicated Military Liaison will work with you and your military installation’s military and family support center to help you through the licensing process. Licenses issued via the Military Portability Method will only be valid while the service member is on Active-Duty, stationed in Illinois, and through the date of expiration on the license received. Learn more here: https://idfpr.illinois.gov/military.html. You may also email the Military Liaison using this email address: fpr.militarylicense@illinois.gov.

· The IDFPR “Requirements of an Internationally Educated Nurse” document is available online here: https://idfpr.illinois.gov/content/dam/soi/en/web/idfpr/renewals/apply/forms/cgfns-02.pdf. Resources include the names of Board of Nursing approved vendors for items required to apply for an Illinois nurse license.

o Information includes that endorsing an active license from another state requires an application by Endorsement.

o If the state of original licensure required a Credential Evaluation Service (CES) report at the time of original licensure, a CES report is not required for the Illinois licensure endorsement process.

o An English equivalency test is not required, as long as the nurse applying for Illinois endorsement took and passed the NCLEX® national licensure examination.

· An application on the overview of the nurse testing application process. Applying to sit for an exam is a dual process. Applicants apply to Continental Testing Services (CTS) and Pearson Vue to sit for the State Board Exam. Note: this is ONLY for the application for the exam and NOT for the licensure application with IDFPR. https://idfpr.illinois.gov/content/dam/soi/en/web/idfpr/forms/dpr/testing-flyer.pdf

· Illinois Board of Nursing (BON) review, approval and oversight is part of a system to protect the pre-licensure nursing students. On the IDFPR Nurses webpage, there is a list of all 138 Illinois Board of Nursing approved RN/Registered Nurse and LPN/Licensed Practical Nurse pre-licensure nursing education programs: https://idfpr.illinois.gov/content/dam/soi/en/web/idfpr/forms/dpr/nurseschools.pdf.

· A complete copy of the Illinois Nurse Practice Act and the Rules may be found on the Division of Professional Regulation’s Nurses webpage (https://idfpr.illinois.gov/profs/nursing.html). or on the Illinois Nursing Workforce Center’s website (https://nursing.illinois.gov/nursing-licensure/nursing-act-rules.html).

· Applications for Full Practice Authority APRN (277) and Full Practice Authority APRN Controlled Substance (377) licenses may now be completed online. Create an account on IDFPR’s online portal (https://online-dfpr.micropact.com), select the applications, and complete and submit them to IDFPR. Find helpful checklists for completing your application here: https://idfpr.illinois.gov/dpr/professional-licensing-illinois.html.

· Complaints against any individual or entity regulated by the Division of Professional Regulation may be filed by following the instructions here: https://idfpr.illinois.gov/admin/dpr/dprcomplaint.html. For a complete list of professions licensed by DPR, please click here: https://idfpr.illinois.gov/Forms/Brochures/DPR.pdf.

· Please note: Pursuant to Illinois law (20 ILCS 2105/2105-117), all information collected by the Department during an examination or investigation of a licensee, registrant, or applicant is confidential and cannot be publicly disclosed. This includes complaints and any information collected during an investigation. Exceptions to this law exist only for law enforcement, other regulatory agencies with appropriate regulatory interest, or a party presenting a lawful subpoena. The Division of Professional Regulation online complaint form may be found here: https://idfpr.illinois.gov/admin/dpr/complaint.html.

· The purpose of the Illinois Nursing Workforce Center (INWC) is to address issues of supply and demand in the nursing profession, including issues of recruitment, retention, and utilization of nurse manpower resources. The INWC has sections with links to all levels Illinois nursing education from pre-licensure to APRN specialization, links to continuing education requirements for license renewal, links to annual IBHE and ISAC scholarships and applications during application windows, and there are reports created with data collected with past license renewal. Find those resources and more at https://nursing.illinois.gov

Voluntary survey participation was offered to Illinois Registered Nurses first by a message request that would have been seen immediately upon completion of payment of the online license renewal fee. The data was also collected through two eblasts, October 7-8 and October 28-29, 2024. A total of 49,842 RNs completed the survey for a survey response rate of 22% RNs.

Key Findings:

Ø Employment: 91% of nurses are actively employed in nursing, and working full-time, with 67% at one job.

Ø Employment setting: approximately half of Illinois RNs work in an acute care setting such as a hospital. In 2020 52% worked in an acute care setting such as a hospital; 13% are employed in ambulatory care, non-acute, different outpatient settings. RN positions vary per setting.

Ø Diversity: consistent with the increase in ethnic and racial diversity in Illinois, there is a slight increase in the diversity of the Illinois RN nurse workforce. There is more racial, ethnic and gender diversity of RNs under the age of 45 years in the Illinois workforce.

Ø Education: 63% of RNs have either a bachelors, masters, or doctorate as the highest nursing education degree.

Diversity

Ø 64% of Hispanic/Latinx nurses are 44 years of age or younger.

Ø 52% of nurses that are male are 44 years of age or younger.

Ø 52% of Asian nurses are 44 years of age or younger.

Age of the RN Workforce

Ø 41% of the RN survey respondents are 44 years of age and younger.

Ø 60% of nursing faculty are 55 years of age and older.

RN Employment Settings

Ø 51% of RNs practice in a hospital/acute care setting. The hospital is the most common acute-care employment setting.

Ø 13% of RNs practice in ambulatory care, non-acute, outpatient settings, including outpatient clinics, private practice, doctor offices, etc.

Ø 9% of RNs practice in a nursing home/extended care/assisted living setting.

Ø 5% of RNs are school nurses; 5% are home health nurses, and 2% are public health nurses.

RN Position Role

Ø 63% of RNs provide direct patient care as staff nurses in acute and non-acute care settings.

Ø 13% identify as a nurse manager, administrator, or executive.

Ø 3% identify as nursing faculty.

Ø The average staff nurse acute care salary range is $75,000-$105,000; the average administrator/manager’s salary range is $85,000-$145,000; the average nursing faculty salary range is $68,000-$145,000.

The full report is available on the INWC website after May 1, 2025. https://nursing.illinois.gov/resources/data-reports.html

*Advanced Practice Registered Nurses (APRN) and Full Practice Authority APRNs (FPA-APRN)’s who are also licensed as RNs were not included in the survey data.

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