Predicting success for baccalaureate graduates on the NCLEX-RN.

The purpose of this retrospective study was to identify predictors of success for baccalaureate nursing graduates on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Subjects (505) were graduates of a baccalaureate nursing program in the southeastern United States from 1993 to 1998. The outcome variable was pass/fail on the NCLEX-RN on the first attempt. Predictor variables included type of student (freshman admission, transfer, second degree), age at the time of licensing examination, gender, performance on selected prenursing courses, performance in all junior and senior nursing courses, cumulative grade point average (GPA) at graduation and the Mosby AssessTest score. Results showed a significant relationship between number of Cs, Ds, and Fs in nursing courses and NCLEX-RN results. Students who passed the NCLEX-RN had significantly higher average GPAs, made fewer grades of C or below, and scored higher on the Mosby AssessTest than students who failed. Nontraditional college-age students tended to have a higher passing rate than did traditional age students. A logistic regression model was developed that correctly predicted 76 per cent of the students who failed based on the information available by the end of the end of the first semester of the senior year. J Prof Nurs 17:121-127, 2001.     

Predicting success on the National Council Licensure Examination-Registered Nurse: another piece of the puzzle

A retrospective correlational study was conducted at a state-supported bachelor's degree nursing program to determine variables that predict success on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Data were collected from 1985 through 1988 on a sample of 298 students. The independent variables studied were: grade point average (GPA) overall, GPA in the major, GPA in science, Scholastic Aptitude Test (SAT) verbal and quantitative scores, National League for Nursing (NLN) Comprehensive Baccalaureate Achievement Test scores, and Mosby Assess Test scores. The outcome variable was the NCLEX-RN. Pearson correlations indicated the Mosby Assess Test, overall GPA and GPA in the major, NLN Achievement Test, and SAT verbal to be of moderate predictive value. Multiple regression analysis indicated that the most useful combination of predictors was the Mosby Assess Test, SAT verbal, and overall GPA. The results support the value of a program at this school designed to increase students' verbal abilities.     

Looking at the past to change the future: a retrospective study of associate degree in nursing graduates' National Council Licensure Examination scores

This is a retrospective study comparing academic records and demographic data of students in an associate degree in nursing program who failed the National Council Licensure Examination for Registered Nurses (NCLEX-RN) with students who passed the NCLEX-RN. The sample was obtained from the population of graduates from courses spanning one academic calendar year. The study examined the relationship between multiple variables and success on the NCLEX-RN. The dependent variable was passing NCLEX-RN. Several independent variables include entering cumulative grade point average (GPA), entering nursing curriculum GPA, preadmission examination score, terminal grades in each of the five clinical nursing courses, National League for Nursing examination scores taken in various program courses, graduating GPA, and Health Education Systems, Inc. (HESI), examination score taken at the end of the program. Standardized test results and the pass/fail rate in the nursing courses taught in the curriculum appear to be the most significant variables identified in profiling the student most likely to fail NCLEX-RN. Males and minorities (Black, Hispanic, and Asian) had a lower pass rate than their White counterparts.     

The effectiveness of an intervention to promote successful performance on NCLEX-RN for baccalaureate students at risk for failure.

This study evaluated the effectiveness of an intervention designed to enhance the performance of high-risk baccalaureate students on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Thirty senior nursing students met risk criteria drawn from the NCLEX-RN prediction literature: a nursing grade point average (GPA) of 2.40 or below, a ranking on the Mosby Assesstest at or below the 20th percentile, and/or a diagnosed learning disability. Fourteen students in this nonrandomized, posttest-only study received the intervention. Sixteen students served as a control group. The groups were equivalent on 12 academic variables prior to treatment. Concepts of test-wiseness and test-coaching served as the basis for the intervention. The NCLEX-RN passing rate for the group participating in the intervention was 92.9% compared to 50% for the control group. The findings of this study provide preliminary evidence that a long-term intervention can assist high-risk students in passing the NCLEX-RN.     

The use of progressive indicators as predictors of NCLEX-RN success and performance of BSN graduates.

Successful performance during the student's academic career contributes to his success on the NCLEX-RN. The purpose of this study was to determine predictors of success on the NCLEX preadmission and years 2, 3, and 4 variables in relation to NCLEX-RN scores. Data were obtained retrospectively from records of 408 baccalaureate nursing students. Preadmission variables were sex, age, race, and admission grade point average (GPA). Year 2 variables were numerical grades for the first two clinical nursing courses. Year 3 variables were numerical grades for clinical courses in mental health, adult health, and maternal child nursing. Year 4 variables were numerical grades in two senior clinical courses, percentile rank on NLN comprehensive exam, and graduate GPA. In NCLEX-RN scores, 67% of the variance was accounted for by admission GPA and race (33%), one 2nd year grade (an additional 14%), the 3rd year adult health grade (an additional 14%), the 3rd year adult health grade (an additional 11%), one 4th year theory grade, and the NLN comprehensive exam (an additional 9%). These results suggest that there are preadmission and sophomore year predictors of NCLEX-RN success which could be used to design early interventions for students performing poorly and at risk of failing the NCLEX-RN.     

Selected pre-admission and academic correlates of success on State Board Examinations

The purpose of this retrospective study was to examine student performance prior to and following admission to a baccalaureate nursing program in comparison with their performance on the individual sections of the State Board Test Pool Examinations (SBE) and an overall assessment of Pass-Fail on the SBE. The following hypothesis guided the study: It is possible to determine which variables are most influential in predicting success on SBEs. Additional research questions addressed the relationship between theoretical and clinical nursing courses and SBE performance, the pertinence of various demographic variables, and differences between students passing and failing SBEs. The sample was composed of the 139 Class of 1980 graduates for whom SBE results were available. Data pertaining to individual course grades, grade point averages, credit hours earned prior to admission, school attended prior to admission, previous academic degree, race, and all SBE scores were obtained. Stepwise multiple regression analysis revealed the junior or senior year cumulative clinical nursing theory GPA had the highest weighting in each section of the SBE and for Pass-Fail SBE. Cumulative clinical nursing theory GPAs were more highly correlated with SBE performance than were cumulative clinical nursing practicum GPAs. The pre-admission liberal arts and cumulative GPAs were also highly correlated with performance. In addition, the number of credit hours earned prior to admission, school attended, and race of the student were found to significant factors. Significant differences between students passing and failing SBEs were found in regard to their level of performance in course work.     

Predictors of NCLEX-RN success in a baccalaureate nursing program as a foundation for remediation

This study evaluated students' demographic and nursing program variables and standardized test scores to determine whether significant differences existed between students who successfully completed the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and those who were unsuccessful. In addition, the predictive accuracy of two standardized examinations, the Mosby AssessTest and the Health Education Systems, Incorporated (HESI) Exit Examination were compared. Two cohorts of graduating senior nursing students were studied (1999 cohort N = 121; 2000 cohort N = 103). Demographic and nursing program variables were obtained from student records. The Undergraduate Studies Committee provided standardized test scores (Mosby AssessTest in 1999; HESI Exit Examination in 2000). Only two program variables were consistently associated with success on the NCLEX-RN--final course grade for a didactic, senior-level medical-surgical nursing course and cumulative program grade point average. Scores on both standardized tests were significantly different in students who were successful on the NCLEX-RN and those who were not. The HESI Exit Examination demonstrated greater sensitivity, specificity, positive and negative predictive value, and test efficiency, compared with the Mosby AssessTest. Use of program variables and students' standardized test scores may allow faculty to identify students at risk for failing the NCLEX-RN and to provide structured remediation so these students may be successful on the licensing examination and begin their nursing careers.     

The relationship between selected educational outcomes of senior RN-to-BSN students and their choice of advanced placement options available in the Maryland nursing articulation model

If national standards for entry into practice are to be changed, viable routes to achievement of the BSN must be established in each state. Maryland has implemented a statewide articulation model that allows the registered nurse to obtain credit for work completed at lower division schools through one of three advanced placement options. This study sought to answer the question of whether there is a difference in selected academic outcomes of senior RN-to-BSN students who choose different pathways available in the model. Data were collected from all students (n = 113) completing clinical concepts courses at a large university school of nursing. The independent variables were mode of entry and pattern of study. The dependent variables were scores obtained on the National League for Nursing (NLN) Comprehensive Nursing Achievement Test for Baccalaureate Nursing Students and the grades obtained in the spring and fall nine-credit clinical concepts courses (examinations, formal papers, clinical evaluations). The entry pathway did not make a significant difference in terms of scores on the spring NLN examination, course tests, or paper grades. However, differences were noted in the clinical area. Transition course students achieved the highest mean clinical performance score, and direct transfer students achieved the lowest score. The implication for nursing education is that there appears to be no significant difference in academic achievement of RN-to-BSN students admitted for advanced placement using three different validating procedures.     

Supervising and supporting student nurses in clinical placements: the peer support initiative

The provision of appropriate clinical supervision and mentorship in nursing students is acknowledged to be problematic for a variety of reasons (i.e., inadequate staffing levels or heavy workloads). The need to initiate and assess more suitable supervision and mentorship programmes is imperative. This report examines the dynamics of a student peer support supervision programme initiated in the School of Nursing at the University of Nottingham, whereby senior students are supervising and supporting junior students in their clinical placements. This scheme is under the overall supervision of a clinical mentor. An evaluation of the scheme through a questionnaire in 31 senior students and 27 junior students revealed three pertinent themes, including issues of preparation, support and feedback, and personal and professional development. Most students found it a useful and supportive scheme that improved their teaching and mentoring skills (senior students) or supported students and helped reduce initial anxieties with the placement (junior students). The discussion highlights how this scheme could achieve its fullest potential and the problems experienced during the piloting of the programme.     

Students' and faculty members' knowledge and attitudes regarding pain management: a descriptive survey

Many basic nursing programs spend little time educating students about pain management. Between the years of 2000 and 2002, a baccalaureate nursing program at a university in central Virginia surveyed sophomore, junior, and senior nursing students using McCaffery's Pain Knowledge and Attitude Survey at the beginning and end of each academic semester. During the same time period, faculty also completed the survey and answered open-ended questions pertaining to the inclusion of pain management in course content. The purposes of this study were to determine the baseline knowledge and attitudes of nursing students and faculty about the science of pain management and to evaluate the content of pain management material and the extent to which it is integrated into the curriculum.     

PBL在"3+2"高职生护理综合课程中的应用及效果评价

目的 探讨PBL教学法在高职生护理综合课程中的应用及效果.方法 将参加护理综合课程的护生随机分为实验班122人和对照班189人,实验班用PBL教学法,而对照班采用传统教学法.学生在课程前、后完成评判性思维能力测量表中文版(CTDI-CV)的测评.课程结束后进行理论及实验考试.结果 课程结束后实验班在理论和实验考试成绩上优于对照班,在评判性思维能力总分及寻找真相、开放思想、分析能力、求知欲4个特质分上显著高于对照班;实验班课后评判性思维能力总分及所有7个特质分均显著高于课前.结论 在护理综合课程中应用PBL教学法能有效促进理论知识和实践技能的掌握,提高评判性思维能力.     

The Neuman Systems Model in nursing education: course development and implementation

Nursing education programmes increasingly are integrating nursing models into their curriculum. The model chosen can provide a guide for curriculum content as well as strategies for learning content. In the clinical setting a model can facilitate the student's nursing practice by assisting in the organization of observations and interpretation of data. This paper describes the introduction of the Betty Neuman Systems Model to fourth year baccalaureate students at the University of Ottawa School of Nursing, Canada. The selection of this model for a senior nursing course reflects its congruency with the school's philosophy of learning and nursing and the purpose of the course. Course development and implementation, teaching strategies and outcomes are discussed and reflect an attempt at incorporating a nursing model into course design.     

Relationship between academic scores and performance on national qualified examination for registered professional nurses (NQEX-RPN)

PURPOSE: The purpose of this study is to identify the relationship between the academic scores of school subjects and the performance in national qualified examination for registered professional nurses (NQEX-RPN). METHODS: One hundred and seventy-seven graduates of the two-year Associate Degree in Nursing at one of the junior college of nursing in Taipei, Taiwan were included in this study. Information of student academic records and NQEX-RPN results were reviewed. The data were entered into the statistical software (JMP-IN 3.2.1, SAS Institute Inc.) for analysis. RESULTS: (1) In total, 34 subjects (16 nursing subjects and 18 non-nursing subjects) were included in this two-year nursing curriculum. Nine nursing subjects were statistical significant and were positively related with the performance in NQEX-RPN. (2) Year 1 grade point average (GPA) of nursing subjects was significantly correlated with the performance in NQEX-RPN but not Year 2 GPA. (3) The performance of two subjects in NQEX-RPN, namely Fundamental Nursing and Psychiatric-Community Nursing, were not significantly correlated with their related school subjects. CONCLUSION: The academic scores in only half of the nursing subjects were found to be weakly associated with the performance in NQEX-RPN, although the association was statistically significant. Also, performance in NQEX-RPN was not associated with the final year GPA. Thus, the nursing curriculum and teaching contents may need to be redesigned in order to match with NQEX-RPN.     

Concerns of nursing students beginning clinical courses: A descriptive study

BackgroundStudents harbor fears related to the clinical environment that influence their participation and learning. Some studies have addressed general anxieties in undergraduate nursing students, but few have asked students to report their fears and concerns prior to entering the clinical environment. Therefore, this study examined the fears and concerns of undergraduate nursing students beginning clinical courses as well as their continued concerns upon completion of the first year of instruction. The study also assessed their confidence in physical assessment skills.MethodsNinety-six junior nursing students enrolled in a generic baccalaureate nursing program completed a survey, two items of which asked about their fears and concerns related to beginning clinical experiences and their confidence in physical assessment. A follow up survey was completed at the end of the junior year by 72 students.ResultsMaking a mistake, lack of course success, and not knowing how to do something were students' major concerns prior to the start of clinical experiences. Bad experiences with a nurse or instructor, freezing up, and uncomfortable patient/family experiences were also concerns. Not knowing how to do something persisted as a concern at the completion of the first year. Fears about being/feeling left alone in a clinical setting as well as concern about the senior year also emerged on the post survey. Confidence in physical assessment was a mean of 60.46 on a scale of 0–100 at the beginning of clinical instruction and 71.28 at the end of the junior year.ConclusionsFaculty should structure learning activities that decrease anxiety and enhance students' confidence prior to initial clinical experiences. Opportunities might include in-depth orientation to clinical settings and various simulations that allow practice of skills and communication. Awareness of predominant student fears and concerns can also guide staff nurses to provide a welcoming environment and enhance learning.     

不同专科层次护生自主学习能力的现状调查

目的了解不同专科层次护生的自主学习能力。方法按照随机数字表抽取2007级大学2年级专科护生360名,采用一般资料调查表和护理专业专科护生自主学习能力量表进行调查。结果 5年一贯制大专、高护、职护护生的自主学习能力得分分别为(88.70±6.03)分、(95.43±4.49)分、(102.93±6.46)分,总分及各维度间差异均具有统计学意义(P0.01)。结论针对不同专科层次护生的自主学习能力,有计划、有目的、有针对性地设计教学方案与策略,对提高专科护生自主学习能力具有重要意义。