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  • Judith T. Fullerton CNM, PhD, FACNM,

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    • Judith Fullerton received a BSN from Wayne State University, an MS and certificate in nurse-midwifery from Columbia University, and a PhD in Health Education from Temple University. Currently, she is a professor in the College of Health Sciences, School of Nursing, University of Texas at El Paso. Dr. Fullerton was the principal investigator for the examination adaptation project for the ACNM Certification Council, Inc. (ACC). She is the immediate past chair, and presently a member of the ACC Research Committee. Dr. Fullerton is a Distinguished Fellow of the American College of Nurse Midwives.

  • Katherine W. Parker CNM, MSN,

  • Leon J. Gross PhD

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    • Katherine Parker received a BA in English literature from Lewis & Clark College and an MSN and nurse-midwifery education from Yale University. She is the immediate past chair of the ACC Examination Committee. Ms. Parker serves as the exam editor for the national certification examination in nurse-midwifery/midwifery.

  • Leon Gross received a BA in sociology and psychology and an MA in educational psychology from the State University of New York at Albany, and a PhD in educational psychology from the State University of New York at Buffalo. Dr. Gross serves as the psychometric consultant for the ACC.

Judith T. Fullerton, CNM, PhD, FACNM, 7717 Canyon Point Lane, San Diego, CA 92126.


The national certification examination in nurse-midwifery/midwifery was adapted to the Puerto-Rican Spanish language. Specific attention was paid to creating a version of the examination that was both culturally and linguistically relevant, while remaining appropriately representative of national standards of practice. The procedures used in translation and cultural adaptation are described. The process used in review of the examination followed usual and customary practice. This included consideration of item critiques received from candidates (qualitative data) and the computation of standard measures of item performance, including item difficulty indices and the standard error of measurement (quantitative data). Additional analyses conducted for this specific purpose included the calculation of an index of differential item performance between both language versions. All measures of assessment indicated that the adapted language version was of high quality and psychometrically equivalent to the English language version, which was the comparison standard.