The National Council Licensure Examination for Registered Nurses (NCLEX-RN) has been the standard by which all undergraduate nursing programs are judged for program effectiveness. Consistent patterns of low pass rates...The National Council Licensure Examination for Registered Nurses (NCLEX-RN) has been the standard by which all undergraduate nursing programs are judged for program effectiveness. Consistent patterns of low pass rates can have serious implications for the academic institution, the nursing program, the nursing faculty, the program graduates, and the community at large. Preparing undergraduate nursing students for licensure is a major concern for undergraduate nursing faculty. Present pass rates for the graduate nursing baccalaureate students at a state university are currently below the national average. To address this problem, these researchers have identified interventions that predict success on the NCLEX-RN examination. The implementation of a five week online NCLEX-RN review course in conjunction with three workshops taught and designed by these researchers is used to increase the pass rate on the NCLEX-RN exam. The goal of the implementation of this assessment project is to provide the nursing student with the necessary tools to be successful on the NCLEX-RN. Furthermore, findings from this project have the potential to identify areas for the improvement in the nursing curriculum as well as the increase of the nursing program’s NCLEX-RN pass rate.展开更多
Changes in the National Council of State Boards of Nursing along with other factors influence graduates’ successful completion of a nursing program and the licensing examination. Literature is scarce in the area of e...Changes in the National Council of State Boards of Nursing along with other factors influence graduates’ successful completion of a nursing program and the licensing examination. Literature is scarce in the area of examining student perceptions of preparing for and taking the NCLEX-RN examination. Our study sought to fill this gap in knowledge by conducting a focus group and interviews with individuals who passed the NCLEX-RN on their first attempt and those who did not. This was a descriptive qualitative study which used semi-structured interviews and a focus group to examine graduates’ perceptions related to preparing for and taking the NCLEX-RN. Four themes emerged from the data: messages from faculty, preparation strategies, exam readiness, and the disconnection between pretest and intra-test experiences. Findings point towards the importance of implementing a variety of strategies to ensure that graduates successfully pass the NCLEX-RN.展开更多
National Council Licensure Examination-Registered Nurse (NCLEX-RN) outcomes are extremely important to nursing institutions and students for myriad reasons. For students, the NCLEX-RN represents one of the final miles...National Council Licensure Examination-Registered Nurse (NCLEX-RN) outcomes are extremely important to nursing institutions and students for myriad reasons. For students, the NCLEX-RN represents one of the final milestones to conquer before entering a nursing career. Nursing programs monitor NCLEX-RN pass rates as an important gauge of program quality and minimum levels frequently must be met. This study explored the implementation of an adaptive quizzing and learning system as part of an NCLEX-RN preparation strategy designed to increase student engagement and subsequent success on the NCLEX-RN. The adaptive quizzing system was used as part of an ongoing, proactive strategy to student preparation. This strategy is in contrast to the practice of using high-stakes exams scores to try and predict student NCLEX-RN outcomes. In the latter case there is mixed evidence on how scores relate to remediation and moving students toward success based on evidence of need. The study school required students (N = 54) to take regular, adaptive practice quizzes throughout their final year in the nursing program. Students were also given the HESI E2 in their final semester and all but one student achieved the target threshold with a range of scores (772 to 1028). Despite this variability, 90.7% of the students in the study group passed the NCLEX-RN on their first attempt, with a pass rate of 98% when considering those who passed on the second attempt. NCLEX-RN pass rates at the study school increased by 11.55% following the implementation of the system and in the second year of implementation (the data analyzed for this study) increased an additional 3.95% from the previous year. With many factors to consider, we cannot say, unequivocally, that using the AQS resulted in an increase in NCLEX-RN pass rates at the study school. Findings from this retrospective study do, however, support the use of an adaptive quizzing system as a component of the NCLEX-RN preparation strategy. Implications of these findings are discussed.展开更多
Using Seidman’s retention formula as a theoretical foundation, this study investigated historical data from a Bachelor of Science (BSN) nursing program to determine whether the admission variables of the preprogram g...Using Seidman’s retention formula as a theoretical foundation, this study investigated historical data from a Bachelor of Science (BSN) nursing program to determine whether the admission variables of the preprogram grade point averages (GPA), American College Testing (ACT) scores, anatomy and physiology course grades, and/or the Health Education System Inc. (HESI) Exit Exam scores could predict completing the nursing program, as well as passing the NCLEX-RN. A significant relationship (p < 0.01) was identified between the preprogram GPA, ACT scores, anatomy grades, and the HESI Exit Exam scores with the completion of the BSN program and passing the NCLEX-RN.展开更多
文摘The National Council Licensure Examination for Registered Nurses (NCLEX-RN) has been the standard by which all undergraduate nursing programs are judged for program effectiveness. Consistent patterns of low pass rates can have serious implications for the academic institution, the nursing program, the nursing faculty, the program graduates, and the community at large. Preparing undergraduate nursing students for licensure is a major concern for undergraduate nursing faculty. Present pass rates for the graduate nursing baccalaureate students at a state university are currently below the national average. To address this problem, these researchers have identified interventions that predict success on the NCLEX-RN examination. The implementation of a five week online NCLEX-RN review course in conjunction with three workshops taught and designed by these researchers is used to increase the pass rate on the NCLEX-RN exam. The goal of the implementation of this assessment project is to provide the nursing student with the necessary tools to be successful on the NCLEX-RN. Furthermore, findings from this project have the potential to identify areas for the improvement in the nursing curriculum as well as the increase of the nursing program’s NCLEX-RN pass rate.
文摘Changes in the National Council of State Boards of Nursing along with other factors influence graduates’ successful completion of a nursing program and the licensing examination. Literature is scarce in the area of examining student perceptions of preparing for and taking the NCLEX-RN examination. Our study sought to fill this gap in knowledge by conducting a focus group and interviews with individuals who passed the NCLEX-RN on their first attempt and those who did not. This was a descriptive qualitative study which used semi-structured interviews and a focus group to examine graduates’ perceptions related to preparing for and taking the NCLEX-RN. Four themes emerged from the data: messages from faculty, preparation strategies, exam readiness, and the disconnection between pretest and intra-test experiences. Findings point towards the importance of implementing a variety of strategies to ensure that graduates successfully pass the NCLEX-RN.
文摘National Council Licensure Examination-Registered Nurse (NCLEX-RN) outcomes are extremely important to nursing institutions and students for myriad reasons. For students, the NCLEX-RN represents one of the final milestones to conquer before entering a nursing career. Nursing programs monitor NCLEX-RN pass rates as an important gauge of program quality and minimum levels frequently must be met. This study explored the implementation of an adaptive quizzing and learning system as part of an NCLEX-RN preparation strategy designed to increase student engagement and subsequent success on the NCLEX-RN. The adaptive quizzing system was used as part of an ongoing, proactive strategy to student preparation. This strategy is in contrast to the practice of using high-stakes exams scores to try and predict student NCLEX-RN outcomes. In the latter case there is mixed evidence on how scores relate to remediation and moving students toward success based on evidence of need. The study school required students (N = 54) to take regular, adaptive practice quizzes throughout their final year in the nursing program. Students were also given the HESI E2 in their final semester and all but one student achieved the target threshold with a range of scores (772 to 1028). Despite this variability, 90.7% of the students in the study group passed the NCLEX-RN on their first attempt, with a pass rate of 98% when considering those who passed on the second attempt. NCLEX-RN pass rates at the study school increased by 11.55% following the implementation of the system and in the second year of implementation (the data analyzed for this study) increased an additional 3.95% from the previous year. With many factors to consider, we cannot say, unequivocally, that using the AQS resulted in an increase in NCLEX-RN pass rates at the study school. Findings from this retrospective study do, however, support the use of an adaptive quizzing system as a component of the NCLEX-RN preparation strategy. Implications of these findings are discussed.
文摘Using Seidman’s retention formula as a theoretical foundation, this study investigated historical data from a Bachelor of Science (BSN) nursing program to determine whether the admission variables of the preprogram grade point averages (GPA), American College Testing (ACT) scores, anatomy and physiology course grades, and/or the Health Education System Inc. (HESI) Exit Exam scores could predict completing the nursing program, as well as passing the NCLEX-RN. A significant relationship (p < 0.01) was identified between the preprogram GPA, ACT scores, anatomy grades, and the HESI Exit Exam scores with the completion of the BSN program and passing the NCLEX-RN.