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NCLEX-RN article review - Essay Example

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TITLE: NCLEX-RN® success: are there predictors. By: McGahee, Thayer W., Gramling, Lou, Reid, Thomas F., Southern Online Journal of Nursing Research, 15380696, July 1, 2010, Vol. 10, Issue 4 Database: CINAHL Student success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®, hereafter NCLEX-RN) examination is of paramount importance to both nursing students and nursing schools…
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Download file to see previous pages NCLEX-RN® pass rates are of interest to the faculty in professional nursing programs, institutions, and the profession, as they represent a measure of faculty and program effectiveness; accreditation agencies and state boards of nursing expect graduate success; and the profession of nursing needs prepared practitioners as it faces a shortage of licensed professional nurses in the workplace. NCLEX-RN® pass rates are of special interest to potential students who may choose a program due to reported rates, and graduates who are not successful may face anxiety and financial loss. Keywords: NCLEX-RN®, nursing, logistic regression December 2010 NCLEX-RN® Success: Are There Predictors The National Council Licensure Examination for Registered Nurses (NCLEX-RN®, hereafter NCLEX-RN) was instituted in 1984, moved to computerized testing (CAT) in 1994, increased in difficulty in 1998, 2004,[ 7] and again in 2010. Since the beginning of licensure examinations for nurses, there has been variable interest in studying factors related to pass rates with interest heightened during periods of declining pass rates. Success on this examination has widespread ramifications for students, nursing schools, and employers. The stakes are high related to first-time pass rates. The identification of factors affecting NCLEX-RN success is useful for nursing schools in making decisions about admission requirements and curriculum issues. Variables associated with performance on the NCLEX-RN may be categorized as academic and nonacademic. Academic variables include scores on the Scholastic Aptitude Test (SAT) or the American College Test (ACT), performance in pre-nursing courses and selected nursing courses, and scores on standardized nursing assessment tests. Nonacademic variables associated with NCLEX-RN® performance include the taker's age, gender, ethnicity, English as the primary language, and critical thinking skills.[ 4] The purpose of this study was to examine student academic variables from a baccalaureate nursing program to determine which factors may be predictive of student success on the NCLEX-RN examination. This nursing program, like many others, saw a decline in NCLEX pass rates after the difficulty of the examination was increased in 2004. Rather than attempting to make changes to the curriculum haphazardly, the faculty decided to do a systematic assessment of variables that could be influencing the pass rates. Systematic assessment provides evidence so that students who are at risk for failure can be identified early and remediation and/or curriculum changes may be instituted. Review of Literature Beeman and Waterhouse used a convenience sample of 289 baccalaureate nursing students who graduated between 1995 and 1998 to examine predictors of success or failure on the NCLEX-RN examination.[ 1] The most significant predictor of NCLEX-RN failure was the number of C+ or lower grades received in nursing theory courses (r = -.394, P…0001). Higher grades in other core nursing courses and pathophysiology were also correlated with NCLEX-RN success. Discriminant analysis was used to predict 94 percent of the students who passed and 92 percent of the students who failed NCLEX-RN. The authors noted that "all this data is available by the end of the first semester of our students' senior ...Download file to see next pagesRead More
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