Ensuring NCLEX-RN Success for First-Time Test-Takers

Norton, Colleen; Relf, Michael V.; Cox, Catherine Wilson; Farley, Jean Nelson; Lachat, Maryanne F.; Tucker, Michelle; Murray, J. P.

doi:10.1016/j.profnurs.2005.11.004

Cited by 29 publications

(21 citation statements)

References 4 publications

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“…However, the presence of fluent and sympathetic English speakers with a backup local Arabic speaking GNI coordinator was important for maintaining focus on the linguistic requirements for the HAAD exam. 4.2.2 Development of critical thinking skills Focus on the nursing process and use of case studies is noted as an enabler in the development of critical thinking skills, nursing judgment, and in successful remediation and exam preparation programs (Colombraro, 1989;Frith et al, 2005;Hyland, 2012;Norton et al, 2006). Week one of the program included daily presentation and discussion of a clinical case study (Table 1).…”

Section: Program Evaluation: Thematic Analysis and Discussionmentioning

confidence: 99%

“…The team found that while recommendations are available on the design and delivery of review programs and remedial interventions to assist nurses preparing for high-stakes licensing exams (Crow, Handley, Shaw-Morrison, & M., 2004;Frith, Sewel, & Clarke, 2005;Kaufman, Baradell, Calhoon, & Durham, 1987;Morton, 2004), most of the literature was focused on the NCLEX (Colombraro, 1989;Johnson, 2009;Norton et al, 2006;Pennington & Spurlock, 2010). No articles were found of direct relevance to nursing within the UAE, wider Gulf Cooperation Council (GCC) States or an Arab Muslim context.…”

Section: Exploring the Literature To Inform Program Planningmentioning

confidence: 99%

“…Published research on high-stakes exam preparation programs for nurses revealed a range of effective teaching and learning strategies (Hyland, 2012;Johnson, 2009;Kaufman et al, 1987;Morton, 2004;Norton et al, 2006;Simon et al, 2013). Emerging themes were consistent with Egbert's learning requirements, including the need for learners to a) be involved in authentic tasks; b) have enough time and receive feedback; c) receive pastoral care and guidance to attend mindfully to the learning process; and, d) have opportunity to interact socially and negotiate meaning regarding their role as a nurse professional.…”

Section: High Stakes Examinationsmentioning

confidence: 99%

See 2 more Smart Citations

Pedagogy and Culture: An Educational Initiative in Supporting UAE Nursing Graduates Prepare for a High-stakes Nurse Licensing Examination

Brownie

Williams²,

Barnewall³

et al. 2015

IJHE

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Graduates of an Abu Dhabi transnational nursing degree struggled with the mandatory national licensing examination. Poor pass rates undermine graduate career futures and impact on the workforce capacity building contributions of the partnering transnational educational providers. This paper describes how the design and delivery of an intensive examination preparation program dramatically reversed this trend. The objectives of this educational initiative involved the design, delivery and evaluation of a program that would align with cultural learning preferences and which improve the success rates of graduates attempting the national nurse licensing examination. To achieve these objectives, the program combined a range of teaching and assessment strategies developed to reflect the specific needs of Arabic learners, build on their existing knowledge and help them engage more effectively in the learning processes required for successful performance in a high stakes examination. Analysis of data collected during program evaluation provides useful insights into the preference and experiences of nursing graduates in the UAE Emirate of Abu Dhabi. The lessons learned are applicable to Arabic learners both regionally and globally.

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Section: Program Evaluation: Thematic Analysis and Discussionmentioning

confidence: 99%

Section: Exploring the Literature To Inform Program Planningmentioning

confidence: 99%

Section: High Stakes Examinationsmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogy and Culture: An Educational Initiative in Supporting UAE Nursing Graduates Prepare for a High-stakes Nurse Licensing Examination

Brownie

Williams²,

Barnewall³

et al. 2015

IJHE

View full text Add to dashboard Cite

show abstract

“…2,3,7,[15][16][17][18][19]23 These studies have been conducted in cooperation with the owner of the E2 using large samples selected from the pool of E2 testers during specific time frames. [3][4][5][23][24][25][26][27][28][29][30] One published study 4 and two doctoral dissertations 5,30 report the predictive accuracy of RNCP scores using regression analyses. 2 Conversely, the body of literature comparing RNCP scores to NCLEX-RN outcomes is comparatively sparse.…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparison of Two Nursing Program Exit Exams That Predict First-Time NCLEX-RN Outcome

Brodersen¹,

Mills²

2014

CIN: Computers, Informatics, Nursing

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This retrospective descriptive correlational study compared the predictive accuracy of the Health Education Systems, Inc, Exit Exam (Elsevier) and Assessment Technologies Institute's RN Comprehensive Predictor, both of which were administered to nursing students in an upper-division baccalaureate nursing program during their final semester of study. Using logistic regression analyses, it was determined that the two examinations were statistically significant but weak predictors of success on the RN licensure examination. The RN Comprehensive Predictor had a slightly better odds ratio; however, both examinations had similar sensitivity, specificity, and overall accuracy. Because the RN Comprehensive Predictor was included in the Assessment Technologies Institute's Comprehensive Assessment and Review Program already being used by the BSN program, based on the results of this study, the nursing faculty decided to use only the RN Comprehensive Predictor during its NCLEX-RN preparation course.

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“…17 Demonstrated positive effects on NCLEX-RN pass rates have been reported through the use of remediation programs that are focused near the end of the nursing curriculum. 1,9,10,18,19 Students who are identified to participate in these programs are often categorized as at risk for failure based on their performance on content-specific examinations, grades in the specific nursing course in the curriculum, and their performance on a comprehensive test such as the HESI E 2 . A remediation plan at this point in the student's educational career is likely to consist of a specific number of NCLEX-RN practice questions, accompanied by the completion of a structured review course and an individualized plan of study.…”

mentioning

confidence: 99%

Usefulness of a Midcurricular Examination for Identifying At-Risk Nursing Students

Harding¹

2010

CIN: Computers, Informatics, Nursing

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The purpose of this study was to investigate the usefulness of the Health Education Systems, Inc, midcurricular examination in identifying at-risk students earlier in their nursing career. This study used quantitative measures to examine the relationship between the Health Education Systems, Inc, midcurricular examination and the students' success in the nursing program and their performance on the HESI exit examination and the NCLEX-RN. Statistically significant correlations were found between the score attained on the Health Education Systems, Inc, midcurricular examination and the students' admission grade point average and the grade point average at the time of the Health Education Systems, Inc, midcurricular examination, the students' score on the HESI exit examination, and their performance in the capstone nursing courses. An analysis of the data supported the belief that the Health Education Systems, Inc, midcurricular examination was a useful predictive tool that can identify students at risk for nonsuccess prior to the senior year of nursing so thatmeasures to ensure success can be implemented.

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Ensuring NCLEX-RN Success for First-Time Test-Takers

Cited by 29 publications

References 4 publications

Pedagogy and Culture: An Educational Initiative in Supporting UAE Nursing Graduates Prepare for a High-stakes Nurse Licensing Examination

Pedagogy and Culture: An Educational Initiative in Supporting UAE Nursing Graduates Prepare for a High-stakes Nurse Licensing Examination

A Comparison of Two Nursing Program Exit Exams That Predict First-Time NCLEX-RN Outcome

Usefulness of a Midcurricular Examination for Identifying At-Risk Nursing Students

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