Background: The use of written or computer-based examinations to assess readiness to for entry into professional nursing practice assumes a relationship between cognitive assessment and clinical nursing judgment, but there is no evidence to support this. Methods: This quantitative, correlational study used historical data from a school of nursing database to conduct a retrospective analysis to examine the relationships between NCLEX-RNÒ predictor exams, clinical reasoning, clinical nursing judgment, and simulation performance at the end of a baccalaureate nursing program. Results: The results did not show a positive relationship between critical thinking and clinical reasoning, clinical nursing judgment or simulation performance. Conclusions: Consistent with other studies, the lack of a relationship demonstrates that readiness to take and pass the NCLEX-RNÒ is not adequate for evaluation of readiness for entry into professional nursing practice.

A concept analysis was conducted to clarify the definition of simulation as a learning modality and method of evaluation. Due to the lack of clarity and the upsurge of multiple uses for simulation, a new definition is warranted. A broad approach was utilized in order to fully explore the literature. A computer-assisted search was conducted using multiple databases including CINAHL, OVID, ERIC, ProQuest, and Cochrane. Nursing and education books, dictionaries, and thesauruses were also reviewed to determine the meaning of simulation. Exclusion criteria included studies that were not in English, published before 2010, or dissertations. After conducting the analysis, a new conceptual definition is proposed. This new definition allows nursing educators to utilize simulation as a teaching methodology and an evaluation method while highlighting the need for adequate simulation training.