The Nursing Students - Essay Example

A Quantitative Critique for Predictors for NCLEX Success in Nursing Research Problem and Purpose First time passage of the NCLEX-RN exam isof vital importance to the nursing programs success. In 1997 there was a drop in NCLEX scores of nursing, associate and baccalaureate degree programs from 98% to 83,5%, and graduation rates dropped from 82% to 69%. Drawing on ways of tackling this decline in rates the Total Testing[TM] was employed to monitor student performance in relation to other factors than grades during students’ studies. Included in TM are the Nurse Entrance Test (NET), Comprehensive Achievement Profiles, Exit/Mobility Test (PreRN Examination and RN Assessment) and the Advanced Concepts Tests (Critical Thinking and Health Promotion). The purpose of the following study is to examine the correlation between the NCLEX success and scores of the NET and PreRN examination scores. Literature Review NCLEX-RN is a national multiple choice exam overseen and administered by the National Council of State Boards of Nursing. It was first introduced in 1982 as a paper-and-pen two-day exam to a computer-adaptive test in 1994 which is also the present test form. TM was introduced in 1997 there are not many similar studies therefore. According to Rubino (1998) there exists a correlation between NCLEX success and NET scores. Among others, according to the Alexander and Brophy (1997) study the firmest predictors of NCLEX success were SAT verbal scores, nursing grade point average (GPA) and National League for Nursing (NLN) Comprehensive Achievement Test scores. Another study by Barkley, Rhodes and DuFur (1998) detect a bond between on standardized test scores and NCLEX, while Beeson and Kissling (2001), Briscoe and Anema (19999), Endres (1997), Swenty (1998), Wescott (1997) employed academic and non-academic variables for their stidoes: the Mosby Assess Test, NLN Achievement Tests, RN Entrance Examination and ACT. These former content a high GPA is a predictor of success in nursing courses, and above the average scores on standardized tests were predictors of success on the NCLEX exam. Finally the study by Beeman and Waterhouse (2001) suggest that the results of NCLEX could be accurately via available student data. Study Framework, Research Objective and Study Design A drop in NCLEX-RN scores in 1997 led to exploration of failures rates and finding ways to overcome these. Defining predictors of NCLEX-RN such are the Nurse Entrance Test (NET) and Pre-RN exams of the Educational Resources, Inc. (ERI) and part of the Total Testing (TM) package. Total Testing is a monitoring technique held during the course of study and aims to increase NCLEX success evaluating student diverse performance under diverse conditions. The study at hand utilized for the purpose of the paper is a correlational comparative study utilizing the formerly mentioned NET and Pre-RN exams to answers the following questions: Is Pre-RN is the proper tool for NCLEX-RN success rate forecast? Is NET is the proper tool for entrance to a nursing school program? Are both Pre-RN and NET are predictors to successful performance on the NCLEX-RN exam? Variables Analysis was performed using descriptive statistics with inferential statistics employing strength of relations between the measured variables, difference between groups’ means, and confidence interval in a two-tailed test (Sayles, 2003). Demographic variables are used as independent along with average point and other marks, grade point average, ACT and additional test scores, taken courses and work experience. Sample, Population and Setting The studied sampled included the senior 83 students of an Associate in Nursing Degree Program (AND) and was held in 2001. (Sayles, 2003) with 78 students graduating and 68 of them taking the test for the first time. Data were obtained by university records and records form the nursing college and were divided in four categories of demographic data, applications to nursing courses, NET and Pre-RN data and the NCLEX results. The analysis and correlation of variables is performed on data of the 78 students successfully completing the program and acquired a pass mark. Measurements and Procedures Data was initially collected on sample characteristics, NET scores and educational experiences. GPA, Pre-RN and NCLEX results were acquired after graduation and exam completion respectively. The study complies with the Data Protection Act. Variable Total Pass Fail Graduates NCLEX NCLEX Female 66 (84.6%) 56 (84.8%) 0 (15.2%) Male 12 (15.4%) 12 (100%) 0 African American 10 (12.8) 6 (60%) 4 (40%) Caucasian 63 (80.8%) 58 (92.1%) 5 (7.9%) Hispanic 1 (1.3%) 0 1 (100%) Other/ Not Specified 4 (5.1%) 4 (100%) 0 EMT 2 (2.5%) 2 (100%) 0 LPN/LVN 18 (23%) 16 (88.9%) 2 (11.1%) Radiology Technologist 1 (1.3%) 1 (100%) 0 Respiratory Therapist 2 (2.5%) 2 (100%) 0 Other/Not Specified 3 (3.9%) 3 (100%) 0 Table 1. Demographic Characteristics Data Analysis The following table summarizes the results of pass rate according to variables. Out of the 78 individuals to graduate the 68 first time NCLEX test writers were taken into consideration, with 56 of them being female with an 84.8% success rate and 58 students of Caucasian origin with 92.1% success rate. Twenty six graduates report to have previous work experience which sums up to almost 1/3 of the total population. Statically important variables for p less than or equal to 0.05 seem to be ethnicity (r=.263), NET score in mathematics and reading, r=.311 and r=.351 respectively, NET score composite (r=.405) and the Pre-RN Exam Overall Composite Course. Insignificant are the number of repeated courses with r=.-114, the NET score learning style with r=-.209 and the NET result due to stress or money issues with r=.-147. Not statically important variables with p Read More