Faculty need to recognize and respond to the importance of family, relationships, values, and beliefs to academic success among Latinas. Promoting academic success of Latina prenursing students helps prepare a health care workforce that reflects the population of the United States.

Controversy surrounds the use of standardized exit exams to predict and prepare students for NCLEX success. The purpose of this study was to explore the relationships between Kaplan integrated exam scores and the HESI® exit exam score to determine early indicators of success on the exit exam. A retrospective records review was used to explore relationships between performance on integrated tests and the standardized exit exam. A solid Kaplan comprehensive medical surgical exam score was highly correlated with success on the HESI exit exam. Tracking and follow-up resulted in exit exam success for nearly all students.

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Faculty development is needed for nurse educators to effectively use simulation as a learning tool. A synthesis of research evidence regarding current practices in preparing educators to use simulation provided a foundation for faculty development. Implementation of a two-pronged approach within a regional collaboration of four schools of nursing is described; results of the evaluation of the approaches are presented. Use of the National League for Nursing Core Competencies of Nurse Educators as the organizing framework and Roger's Diffusion of Innovations Model as the theoretical framework is discussed. An overview is provided of the two prongs: (a) a short course for novice educators, and (b) examples of continuing education programming for experienced faculty members new to simulation to enhance effective application of this pedagogy. Recommendations include designing faculty development for simulation within a framework for systems change, maintaining flexibility to meet diverse needs, and using existing online resources.

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