Minnesota Board of Nursing For Your Information

For Your Information is pub-lished quarterly by the Min-nesota Board of Nursing

Phone number:

612-317-3000

Fax number:

651-688-1841

Web site

www.nursingboard.state.mn.us

Inside this Issue

Presidents’ Message 1

Scope of Practice Decision -

Making Framework

2

USP <800> 3

Allina Partners will Nation-

al Council of State Boards

of Nursing to Enhance

Transition to Practice

4-5

Mandatory CEU on Best

Practices on Prescribing

Controlled Substances for

Certain APRNs

5

Transition to Nurse Educa-

tor Role

6-7

Tips on Choosing an APRN

Program 8

NLN Approves Accrediting

Body

Hp A Outbreak

Test Item Writers Needed

APRN Advisory Member-

ship Recruitment

Sale of CBD Products

9

9

10

10

11

Volume , Issue Fall 2019

Attending the Na-

tional Council of

State Boards of

Nursing annual

meeting in August

really brought front

and center for me

the true value of

alliances and

collaboration with stakeholders within

and outside the world of nursing

regulation.

We can learn so much from other health

licensing and regulatory boards of our

country and globally. At the end of the

day, we all have the same goal -

providing quality access to care and

public protection.

One question along those lines came

with discussion of portability of licenses.

Such as, the introduction of a bill in the

United States Senate to allow the military

spouses portability to practice where

they are transferred, that is on a license

issued by a state outside of the one to

which a nurse moves. Keynote speaker,

Elizabeth Iro, chief nursing officer with

the World Health Organization, while

sharing her internationally recognized

insight on leadership and strategic plan-

ning, also shared that what brought her

to nursing was the portability of that

profession - nurses are needed all around

the world.

In 1950, 15% of professions were regulated -

it began with agricultural professions, then

industrial professions, and finally service-

oriented professions. Today, 1100 profes-

sions are regulated (an increase of 500%). Of

those 1100 regulated professions, 25% of all

licensed occupations nationally are related

to healthcare. Today, the value of occupa-

tional licensure is being challenged.

Clearly, licensure and regulation are needed

to assure consumers of health care services

that the provider is competent and ethical

to provide safe care safe healthcare. It has

also been shown however, that regulation is

both public protection AND a barrier to en-

try to practice and may inhibit access to

care. Being very aware of the global nature

of healthcare today with telehealth, artificial

intelligence, and more and more data collec-

tion, are we losing the focus of access and

mobility; and getting held up in “paralysis of

analysis?” By that I mean, are we spending

so much time analyzing all the research data

collected, that we are not moving ahead in

our commitment to not only provide public

protection, but access to quality healthcare

for that same public?

With a team approach to healthcare, we

already collaborate with other healthcare

professionals - doctors, pharmacists - as well

(cont. on pg. 3)

President’s Message: Michelle Harker

Page 2 Volume 27 Issue 4

Scope of Nursing Practice Decision-Making Framework

At the October 2016 meeting of the Minnesota Board of Nursing, the Board voted to adopt the Scope of Nursing Practice

Decision-Making Framework to inform nurses and the public regarding whether specific activities, interventions, or roles

are permitted under the nurse’s level of education, licensure and competence within the scope of practice established by

the Minnesota Nurse Practice Act. The Board believes this is an extremely useful tool and encourages nurses and organi-

zations to evaluate use of the tool in their practice.

https://www.ncsbn.org/decision-making-framework.htm

Page 3 Volume 27 Issue 4

USP <800>

The United States Pharmacopeia (“USP”) is an independent organization that sets standards for medication quality and

safety. One of the standards, USP <800>, Hazardous Drugs – Handling in Healthcare Settings, becomes official on

December 1, 2019. The intent of the standard is to protect the safety of healthcare workers, patients and the environ-

ment from exposure to hazardous drugs (“HD”). The standard provides safety through the use of engineering controls,

work practices and personal protective equipment.

Handling HDs includes, but is not limited to, the receipt, storage, compounding, dispensing, administration and disposal

of sterile and nonsterile products and preparations. USP <800> applies to all healthcare personnel who handle HD prep-

arations and all entities that store, prepare, transport or administer HDs.

Entities that handle HDs must incorporate the USP <800> standards into their occupational safety plan. The entity’s

health and safety management system must include, at a minimum:

• A list of all hazardous drugs the entity handles, which must include any items on the current National Institute for

Occupational Safety and Health (“NIOSH”) list

• Facility and engineering controls

• Competent personnel

• Safe work practices

• Proper use of Personal Protective Equipment (“PPE”)

• Policies for HD waste segregation and disposal

The current NIOSH list is available at: NIOSH List of Antineoplastic and Other Hazardous Drugs in Healthcare Settings,

2016 . An updated list is being finalized and should be available in the coming months.

The NIOSH list of antineoplastic and other HDs provides general guidance on PPE for possible scenarios that may be en-

countered in healthcare settings. Specific PPE is required for compounding sterile and nonsterile HDs and for adminis-

tering injectable neoplastic HDs. For all other activities, the entity’s standard operating procedures must describe the

appropriate PPE to be worn, based on its occupational safety plan and assessment of risk.

The USP has developed an FAQ with specific information around PPE https://www.usp.org/frequently-asked-

questions/hazardous-drugs-handling-healthcare-settings

All personnel who handle HDs must be trained, based on their job function. Training must occur before the employee

independently handles HDs. Competency must be demonstrated by each employee and reassessed at least every 12

months. Training must occur prior to the introduction of a new HD, new equipment or a new or significant change in

process or SOP. All training and competency assessment must be documented.

(cont. from pg. 1)

as technology experts in interpreting the artificial intelligence used in imaging, assisting in diagnoses, and collecting

data. The public we have promised to protect is not located in just one place - nor are our healthcare providers. Access

and provider mobility are natural partners. The question is - how do we all work together to make that happen?

Page 4 Volume 27 Issue 4

Allina Partners with the National Council of State Boards of Nursing to Enhance Transition to Practice

Allina Health has developed a unique partnership with the National Council of State Boards of Nursing (NCSBN) to transi-

tion new nurse graduates into practice. The partnership evolved from Allina’s quest to address safe practice, satisfaction,

and retention of recent nurse graduate employees. Based on research of employer’s satisfaction with new nurse perfor-

mance, NCSBN developed Transition to Practice (TTP) modules to support new graduates as they acclimated to employ-

ment as a nurse. Staff at the Minnesota Board of Nursing (MBN) participated in input and review in the development of

the modules.

In 2009, NCSBN’s Board of Directors convened a Transition to Practice Committee to design an evidence-based model to

transition new graduates to practice. Research found that the inability of new nurses to properly transition into new prac-

tice can have grave consequences. Nurse burnout and turnover of newly hired nurses can impact patient safety, increase

stress levels of nurses, and increase turnover. Approximately 25% of new nurses leave a position within their first year of

practice. The development of a Transition to Practice ® TTP model based on existing literature and in collaboration with

more than 35 nursing and health care organizations resulted.

From 2011-2013, NCSBN conducted a TTP® study and reported the results in Nursing Economics$ in May-June 2017.

Newly graduated nurses, who were partnered with preceptors, reported an improvement in many areas of practice after

completing all five evidenced based modules which are: Communication and Teamwork; Patient Centered Care; Evi-

denced based Practice; Quality Improvement; and Informatics. New graduates provided safer care (e.g., fewer self-

reporting of errors, decreased use of negative safety practices) and rated themselves as more competent. They also expe-

rienced less work-related stress, increased job satisfaction and were less likely to leave their positions during the first

year of practice.

The study showed the timing of this TTP® experience is critical as new graduates have a spike in stress and errors at the 6-

month period and the 6-to 9-month period seems to be the most vulnerable for new graduates; thus, a program length of

9-12 months is most effective. Very importantly, the turnover rate decreased resulting in reduced replacement costs. Ad-

ditionally, researchers found a relationship between turnover and patient safety outcomes.

Allina Health’s use of the NCSBN TTP® modules began as a pilot in 2017 and, due to the success of the pilot, Allina contin-

ues to utilize this model. According to Susan Makela, BSN, RN, MPA, FACHE, Director of Learning and Development at Alli-

na Health and Kaitlin Codner, BSN, RN, PHN, a Learning Partner within Allina Health’s Talent and Organizational Develop-

ment Department, the decision to adopt this program was based on an extensive literature review conducted in 2014-

2016 by a core team within Allina Health’s Learning and Development department, who then evaluated other types of

transition programs and the associated costs of the program options. This core team created Allina’s current model and

established this unique partnership with NCSBN. In this model, newly hired nurses in all areas (hospital, clinics and home

care services) with less than 2 years of experience as a Registered Nurse, or less than 1 year of hospital nursing experi-

ence are registered to participate in the Allina Health Nurse Residency program. Allina has an average of 30-60 partici-

pants per cohort and, by December 2019, will have a total of 1,022 nurses that have completed the program since the

pilot in August 2017.

(cont. on pg. 5)

Page 5 Volume 27 Issue 4

(cont. from pg. 4)

Allina’s program model involves a blended system approach. The online NCSBN TTP modules are augmented with in-

person classes that include guest speakers from various departments within Allina that align with the theme of the mod-

ule, such as pharmacy, information technology and quality improvement. Participants must complete the appropriate

identified modules prior to attending the associated instructor-led class. Allina’s program, in partnership with the TTP

modules, fosters relationships between participants for socialization into the nursing profession and reinforces a sense of

community. Allina uses the Casey Fink Graduate Nurse Experience Survey (CFGNES) to measure the nurse’s experience of

entry into practice and transition to the role of professional nurse. Allina’s program leads partner with system analysts

annually to review identified benchmark data. Allina has seen improvement in all measures of the CFGNES for the partici-

pants and saw a 4% reduction (from 13% to 9%) in the turnover rate the first year of the program. Due to the success of

the program within Allina, other groups of healthcare professionals within the system are interested in replicating a simi-

lar experience for their new hires.

NCSBN told Allina they are the first in the nation to have a blended approach that included hospitals, clinics and home

care services. As Kaitlin Codner, one of Allina Health’s Nurse Residency Program leads noted in the interview with the

Minnesota Board of Nursing, “We don’t want our new graduate nurses to just survive here at Allina Health, we want them

to thrive!”

Allina Health’s Nurse Residency Program Core Team Members: Kaitlin Codner, BSN, RN, PHN; Julie Darling, Education Program Coordinator; Katie Hascall, MSN, RN-BC; Beth Huber, BSN, RN; Susan Makela, BSN, RN, MPA, FACHE; Lynn O’Donnell, BSN, BA, RN, PHN; Mary Olson, MA, RN-BC; LaReé Rowan, MSN, RN-BC, PHN, CPHRM; Michele Schultz, MA, RN; Sue Slater, Education Program Coordinator Contact Marilyn Krasowski EdD, RN, Director for Education (Marilyn.krasowski@state.mn.us) at the Minnesota Board of Nursing to learn more about the NCSBN TTP or contact NCSBN directly https://www.ncsbn.org/index.htmReferences: Blegen, M.A., Spector, N., Ulrich, B.T., Lynn, M.R., Barnsteiner, J., & Silvestre, J.H. (2015). Preceptor Support in Hospital Transition to Practice Pro-grams. Journal of Nursing Administration. 45, (12), 642-649. Silvestre, J.H., Ulrich, B.T., Johnson, T., Spector, N., & Blegen, M.A. (2017). A Multisite Study on a New Graduate Registered Nurse Transition to Prac-tice Program: Return on Investment. Nursing Economics$. 35, (3), 110-118. Spector, N., (2015). The National Council of State Boards of Nursing’s Transition to Practice Study: Implications for Educators. Journal of Nursing Edu-cation, 54, (3), 119-120 retrieved from: https://doi.org/10.3928/01484834-20150217-13Spector, N., Blegen, M.A., Silvestre, J.H., Barnsteiner, J., Lynn, M.R., Ulrich, B.T., Fogg, L. & Alexander, M. (2015). Transition to Practice Study in Hospi-

tal Settings. Journal of Nursing Regulation, 5 (4), 24-38.

Mandatory Continuing Education on Best Practices in Prescribing Controlled Substances for APRNs

Beginning January 1, 2020, all health care licensees with the authority to prescribe controlled substances and who hold

DEA registration must obtain two hours of continuing education credits on best practices in prescribing opioids and con-

trolled substances, including non-pharmacological and implantable device alternatives for treatment of pain and ongoing

paint management at the time of license renewal. The Board is developing processes that will enable licensees to submit

verification of completion with the course objectives for the continuing education at the time of license renewal. An email

to all APRNs will be sent closer to January 1, 2020 regarding who must complete the continuing education and the process

to verify compliance with the Board of Nursing. It is the APRNs responsibility to be aware of this requirement and to sub-

mit verification of completion of the continuing education at the time of APRN license renewal. Minnesota Statute

214.12 Subdivision 7 will expire on January 1, 2023. A link to the statute is here https://www.revisor.mn.gov/bills/

text.php?number=HF400&version=6&session=ls91&session_year=2019&session_number=0&format=pdf

Page 6 Volume 27 Issue 4

Transition into Nurse Educator Role

In the Minnesota Board of Nursing strategic plan for 2020-2022, one of the objectives is to address emerging evidence in

nursing education and practice. To this end, the Summer 2019 issue of the Minnesota Board of Nursing (MBN) newsletter

analyzed, “The Nursing Faculty Shortage” in MN nursing programs. This article continues on that theme by addressing the

transition into the nurse educator role.

Teaching is a rich and rewarding pursuit for nurses looking to share their clinical expertise with those entering the

profession or nurses returning to practice with advanced preparation. One of the strongest motivators to teach is that

teaching provides an opportunity to influence student success and shape the next generation of nurses. As an educator,

one can model professional values and skills and ultimately influence the quality of care provided by future nurses. Fortu-

nately, the national spotlight on the faculty shortage has piqued the interest of many nurses in practice who are looking to

enter the teaching arena but are not sure where to begin (Penne, Wilson, & Rosseter, 2008).

The Nurse Educator has a series of podcasts titled, Educational Innovations Episodes: Nurse Educator. The following three

podcasts discuss the transition into the nurse educator role in which each episode features an interview with three nurse

educator experts. Discussed are topics and trends relevant to the field and recommendations based on their experiences.

A written synopsis of these podcasts has been done and they are also available for your listening: https://

journals.lww.com/nurseeducatoronline/pages/podcastepisodes.aspx?podcastid=4

Clinician to Educator: This podcast involved Joan Such Lockhart PhD., RN, AOCN, ANEF, FAAN who is a clinical professor and

MSN Education Track Coordinator at Duquesne University of Nursing in Pittsburgh, PA. Dr. Lockhart’s nursing education

began in an Associate Degree program and then progressed to an RN-BSN program. After achieving her MSN, she worked

as a Clinical Nurse Specialist. Her advice in transitioning to the nurse educator role is:

• give yourself credit to be ok as a novice in the academic world after being an expert in the clinical world,

• understand what your roles and responsibilities are day-to-day and then align your initiatives with the strategic plan of

the facility,

• understand the competencies in the National League for Nursing (NLN) curriculum and evaluation areas ,

• study innovative teaching strategies and learning theories, and

• identify mentors and mentorships: by looking at colleagues you admire in education role -ask them to discuss and di-

rect you.

Chief Nursing Officer to Educator: This interview was with Valerie Keiper DNP, RN from Texas Tech University Health Sci-

ences Center. Dr. Keiper discussed how past experiences helped her move into academia and:

• realized the physicians she worked with encouraged her and other nurses to learn,

• became involved in presentations and found out teaching was a passion for her,

• recommended drawing on relationships that have been created over your professional career and use as a framework

to reflect on these experiences, as you transition into your next role, and

• seek advice from peers and past mentors while staying involved in professional organizations.

(cont. on pg 7)

Page 7 Volume 27 Issue 4

(cont. from pg. 6)

New Faculty Transition: This podcast involved Anne Schoening PhD., RN, CNE. Dr. Schoening is the Associate Dean for Faculty

Development at Creighton University College of Nursing in Omaha, NE. The podcast began on a personal note, citing that

many of us have no formal preparation when moving into the academic nurse educator role. She states our clinical expertise

is based on our history within the practice setting. This educator designed a NET Model (or NET Theory, as it is sometimes

titled) through her dissertation work. After starting her career and realizing there was no help in the transition into the

educator role, she looked for a dissertation topic that nurse educators had been writing about. Her research was based on

interviews of 20 participants from Midwest settings. Dr. Schoening asked the interviewees this question, “What do you do?”

and when they answered, “I’m a nurse educator,” she believed they had found their identity formation. This NET model has

four phases:

• Anticipation or Expectation phase-decision to enter academia to make a difference

• Dis-orientation phase-expected orientation and received the opposite; lack of structure and mentorship. Wanted rules

and guidance and had a reality check when she did not receive same orientation as had in practice setting.

• Information Seeking phase-educator tries to fill in own gaps and takes on the responsibility to fill in knowledge they do

not have. These educators read and obtain certificates along with utilizing self-selected peer mentors.

• Identity Formation phase -integrates their professional nurse identity into professional educator role with a focus on

learning rather than teaching. They find their teaching voice and begin to feel and think like a teacher.

To appreciate the extent of the faculty shortage in 2018, the Journal of Nursing Regulation researchers developed a National

Workforce Survey. Results of that 2018 survey discovered, 17.1% of the nation’s registered nurses held a master’s degree and

1.9 % a doctoral degree as their highest educational preparation. The current demand for master’s and doctorally prepared

nurses for advanced practice, clinical specialists, teaching, and research roles far outstrips the supply (Smiley, Lauer, Bienemy,

Berg, Shireman, Reneau, & Alexander, 2018).

References:

Smiley, R.A., Lauer, P., Bienemy, C., Berg, J.G., Shireman, E., Reneau, K.A., & Alexander, M. (October 2018). The 2017 National Nursing Workforce Survey. Journal of Nursing Regulation, 9(3), supplement (S1-S54).

Penn, B., Wilson, L., Rosseter, R., (2008). "Transitioning from Nursing Practice to a Teaching Role" OJIN: The Online Journal of Issues in Nursing; 13(3). DOI: 10.3912/OJIN.Vol13No03Man03

We Moved!

Effective June 24, 2019 the Board of Nursing moved to 1210 Northland Drive, Suite 120, Mendota Heights, MN 55120. The

phone number remains 612-317-3000 but the fax number changed to 651-688-1841.

Page 8 Volume 27 Issue 4

Tips in Choosing an Advanced Practice Registered Nurse Program

There are important steps to find the right program to fit your professional goals when deciding to become an Advanced

Practice Registered Nurse (APRN). APRNs are licensed in a role and population. Roles are Certified Nurse Practitioner (CNP),

Certified Nurse Midwife (CNM), Clinical Nurse Specialist (CNS), and Certified Registered Nurse Anesthetist (CRNA). The

populations include: family and individual across the lifespan; pediatric, women and gender related; neonatal; adult-

gerontology; and mental health. Each role and population have a specific scope of practice. There are also primary care and

acute care designations for CNPs and CNSs. It is important to determine the personal choice of where to practice and what

type of patients are preferred when determining the program to attend.

1. Program Focus: Preparing to find a program that will result in work for the next 10 years and beyond involves planning.

The education must be at the graduate level, which includes a master’s degree, Doctor of Nursing practice (DNP), or post

-master’s certificate. There is a trend in some certification organizations , APRN professional associations, and APRN pro-

grams, to move towards the DNP as entry level education for APRN practice. Minnesota law does not require this at this

time. The education must be in one of four APRN roles and at least one population focus.

2. Program Accreditation: Noted in Minnesota Statute 148.211, Subd. 1a: an applicant for APRN licensure must have com-

pleted a graduate level APRN program accredited by a nursing or nursing-related accrediting body that is recognized by the U. S. Secretary of Education or the Council for Higher Education Accreditation as acceptable to the board. These accrediting bodies include Commission on Collegiate Nursing Education (CCNE), Accreditation Commission for Education in Nursing (ACEN), and the Commission for Nursing Education Accreditation (CNEA). For APRN programs, at least one graduate level course in each of the following areas must be included in the education: advanced physiology and patho-

physiology; advanced health assessment; and pharmacokinetics and pharmacotherapeutics of all broad categories of agents. The link below reveals Minnesota APRN requirements. https://www.revisor.mn.gov/statutes/cite/148.211

3. Certification Pass Rate: when considering APRN programs, inquire about the percentage of graduates from that pro-

gram who pass the national APRN certification exam. The certification pass rate provides insight into the quality of edu-

cation APRN students receive in this program.

4. Qualified Preceptor: The purpose of clinical hours is to apply acquired knowledge and develop competence within a population focus that ensures safe and competent practice. Most APRN programs located out-of-state or online, require the student to secure their own preceptor and/or practicum site. It is important for all APRN students to understand this because preceptor and practicum sites may be difficult to obtain.

5. Researching APRN Programs:

• Minnesota APRN Programs: has approved the following in-state advanced practice nursing programs and they may be found on link below. https://mn.gov/boards/nursing/education/advanced-practice-nursing-programs/

• Online/Distance Education APRN Programs: there are many types of programs in this area that may be reviewed through an online search. If enrolled in an online APRN program, confirm the program is accredited by a national nursing accrediting body in order to qualify for licensure in MN. The program must include preparation for the

certifi-cation exam in role and population in which the student has been prepared.

6. APRN Faculty Requirements:

All APRN faculty teaching in a Minnesota based APRN program must be licensed as both an RN and APRN. There is ex-

emption language in the Nurse Practice Act which allows faculty who teach only didactic content online in out- of- state

programs, to do so without holding a Minnesota nursing license and registration. The requirement to hold a Minnesota

(cont. on pg. 9)

Page 9 Volume 27 Issue 4

(cont. from pg 8)

nursing license and registration for clinical/practicum faculty remains, therefore the clinical faculty of record must be licensed

as both an RN and APRN in Minnesota, even though the faculty member is physically not in Minnesota and there is a local pre-

ceptor who is licensed in Minnesota. Some out of state APRN programs may decide not to accept Minnesota students due to

the licensure requirement for their faculty.

7. Approval of out- of -state APRN Programs:

The Minnesota Board of Nursing does not currently have jurisdiction over out- of- state/online nursing programs. The Minne-

sota Department of Education requires that all online programs register with them: https://www.ohe.state.mn.us/mPg.cfm?

pageID=197. Minnesota participates in the State Authorization Reciprocity Agreement (SARA). Colleges and universities in

SARA states (every state except California) which are a SARA institution meet this requirement: https://

www.ohe.state.mn.us/mPg.cfm?pageID=2149

The NLN Commission for Nursing Education Accreditation Approved as a Nursing Accreditation

Body

Minnesota Board of Nursing program approval rules 6301.2350 requires all pre-licensure nursing programs to be accredited

by a national nursing accrediting body. Previously, there was only one option for practical and associate degree nursing pro-

grams. The NLN Commission for Nursing Education Accreditation (CNEA), just earned a recommendation from the National

Advisory Committee on Institutional Quality and Integrity (NACIQI) at its July 30-31, 2019 meeting, for recognition by the U.S.

Department of Education. The NACIQI provides recommendations to the U.S. Secretary of Education regarding accrediting

agencies that monitor the academic quality of postsecondary institutions and educational programs for federal purposes. This

means that the NLN CNEA was considered fully compliant with meeting the regulations required for earning initial recognition.

The scope of the NLN CNEA's accreditation activities include the pre-accreditation and accreditation of nursing education pro-

grams in the United States. Within 90 days of the July NACIQI meeting, the recommendation goes to the office of Education

Secretary DeVos for review and approval on the accrediting body’s final status. Once the review and approval of the NLN

CNEA are finalized by the Education Secretary DeVos, all pre-licensure nursing programs will have an additional option for

their nursing program accreditation.

Hepatitis A Outbreak

The Minnesota Department of Health (MDH) has declared an outbreak of hepatitis A in multiple counties. For more infor-

mation, please see the press release from August: https://www.health.state.mn.us/news/pressrel/2019/hepa080819.html.

People at highest risk in this outbreak are people who use injection or non-injection drugs, people experiencing homelessness

or unstable housing, or people who are or have recently been incarcerated.

The most effective way to prevent hepatitis A is vaccination. MDH is asking providers to:

• Promote hepatitis A vaccine, prioritizing high-risk groups.

• Test patients with hepatitis A symptoms.

• Report suspected cases to MDH at 651-201-5414.

Find more information on the MDH Hepatitis A Outbreak Prevention and Response page (www.health.state.mn.us/

diseases/hepatitis/a/response.html).

Page 10 Volume 27 Issue 4

The National Council of State Boards of Nursing is Now Recruiting for 2020 NCLEX-PN Item Development Opportunities

NCSBN is currently recruiting qualified nurses to serve on upcoming 2020 NCLEX-PN Item Review and Item Writing panels. The

volunteers who participate on these panels are an integral part of the item development process, and we need your help in

recruiting licensed practical/vocational nurses (LPN/VNs) for this program. Please forward this information to qualified nurs-

es with LPN/VN licenses in your state.

The NCLEX is designed to test the knowledge, skills and abilities essential to safe and effective nursing practice at the entry

level. The process of developing exam items (questions) for the NCLEX-PN requires multiple steps and involves many qualified

volunteers to write and review items.

The following are just a few of the benefits of attending NCSBN item development panels:

• Contributing to promoting continued excellence in the nursing profession

• Networking with colleagues across the U.S.

• Learning new skills for continued professional growth

• Earning continuing education contact hours (CEUs)

The qualifications required for nurses interested in participating in the Item Development Program are outlined in the NCLEX

Item Development brochure. Please note that all volunteer opportunities are held in downtown Chicago and travel

expenses, including airfare, lodging and meals, are covered.

Individuals interested in volunteering may submit an online application via our website.

For specific questions or additional information about volunteering, please contact NCSBN by email at TestDev@ncsbn.org.

The Minnesota Board of Nursing is seeking applicants to serve on the Advanced Practice

Registered Nurse Advisory Council

The roles open for membership are:

• Certified Nurse Midwife (1 position)

• Physician (2 positions)

• Public member (1 position)

The Board will make appointments at the December 5, 2019 Board meeting. The initial appointments will be from spring of

2020 to spring of 2022. Minnesota Statute 148.2841 subd. 2 states the membership appointment to the APRN Advisory Coun-

cil is for a two-year term, and that members serve no more than two consecutive terms. The APRN Advisory Council statute

sunsets on February 2, 2022 and the Council will conclude on that date. Applications are due to the Board by November 15,

2019. See the link below for more information on the APRN Advisory Council and to obtain an application. https://mn.gov/

boards/nursing/advanced-practice/aprn-advisory-council/

Minnesota Board of Nursing Members

Mi n n eso t a Bo a rd o f Nu rs in g

Link to Board member profiles:

http://mn.gov/health-licensing-boards/nursing/about-us/about-the-board/current-board-members.jsp

How to become a Board member:

http://mn.gov/health-licensing-boards/nursing/about-us/about-the-board/become-member.jsp

Page 11 Volume 27 Issue 4

Sale of “over-the-counter” cannabidiol (CBD) products

Sale of CBD products are currently widespread, and prescribers may be getting questions from patients about them.

Currently, the sale of these products is illegal under state and federal law - at least to the extent that the intended use

of the products is to prevent, cure or treat a disease or to alter the structure and function of human or animal bodies.

The only products containing CBD that are currently legal under state law are those products produce by the medical

cannabis manufacturers licensed by the Minnesota Department of Health. However, effective January 1, 2020, the sale

of “over-the-counter” CBD products that meet certain labeling and testing requirements will be permitted under state

law. The new labeling requirements must at a minimum include:

• the name, location, contact phone number, and website of the manufacturer of the product;

• the name and address of the independent, accredited laboratory used by the manufacturer to test the product;

• an accurate statement of the amount or percentage of cannabinoids found in each unit of the product meant to beconsumed; and

• a statement stating that this product does not claim to diagnose, treat, cure, or prevent any disease and has notbeen evaluated or approved by the United States Food and Drug Administration (FDA) unless the product has beenso approved.

For further information, please call the Minnesota Board of Pharmacy at 651-201-2825.

Board Member Name Board Role

Joann Brown RN Member

Sakeena Futrell-Carter APRN Member

Julie Frederick RN Member

Becky Gladis LPN Member, Board Secretary

Michelle Harker Public Member, Board President

Bradley Haugen RN Member, Board Vice-president

June McLachlan RN Member

Robert Muster RN Member

Rui Jorge Pina RN Member

Steven Strand RN Member

Eric Thompson LPN Member

Pa Chua Vang LPN Member

Laurie Warner Public Member

VACANT Public Member

VACANT Public Member

VACANT LPN Member