Professional Preparation: Faculty Practices for NCLEX-RN^® Success

Abstract

Davis proposed that there are three overlapping phases of a caring relationship to NCLEX-RN® preparation, grounded in Peplau’s theory. Faculty members’ perspectives on successful strategies related to NCLEX-RN® results were explored using semistructured phone interviews. Faculty perspectives were categorized under external support structures and internal collaborative processes. The results indicate that a multifaceted collaborative approach using commercial testing products and program evaluation is the best approach.

Supporting Canadian Nursing Students to Write the NCLEX-RN Exam: A Three-Phased Mixed Methods Descriptive Design

“…Presentations emphasize visual learning through graphics and exhibits. Interactive case studies help provide an understanding of the six steps of the National Council State Boards of Nursing's (NCSBN) Clinical Judgment Measurement Model (NCJMM) that will be part of the Next Generation NCLEX® (NGN) (Davis & Marrow, 2021). A question bank enables learners to self-generate tests on NCLEX-RN test plan topics of their choosing.…”

“…In-turn, a positive PBI indicates that higher performers on the exam answered the item correctly. As a rule, items with PBIs below 0.2 are considered poor and require revision; PBIs between 0.2 and 0.29 are considered ‘fair’; PBIs from 0.3 to 0.39 are considered ‘good’; and PBIs from 0.4 to 0.7 are considered ‘very good’ (McGahee & Ball, 2009).…”

“…Reliability measures the likelihood of obtaining similar results if one were to re-administer the same item set to another group of similar participants. The most useful measure of reliability, the Kuder-Richardson Formula 20 (KR-20), was used as it is most appropriate when measuring a unified body of content (McGahee & Ball, 2009). While it is reported that several difficult or poorly written items can skew the test statistic, the KR-20 ranges from 0 to 1.0, where 0.5 or higher can be considered adequate for ‘high-stakes’ tests: the higher the variability in scores, the higher the reliability (McGahee & Ball, 2009).…”

“…While there is some literature describing approaches to helping students achieve NCLEX-RN exam success such as faculty mentoring/coaching programs (Czekanski et al, 2018; Havrilla et al, 2018; Opsahl et al, 2018; Davis & Marrow, 2021) and use of active learning methodologies (Shatto et al, 2019), evidence pointing to certain predictors remains “inconclusive and contradictory” (Pence & Wood, 2018, p. 165). Glasgow et al (2019) suggest that “no single method currently exists that assures the best way to achieve student success on the NCLEX-RN®” (p. 445).…”

Educational strategies and nursing theory to prepare leaners for NCLEX‐RN

“…The social confidence that students gain may allow students to confidently find an appropriate job(Schlairet & Rubenstein, 2019). Faculty commitment fostered the students' accountability Davis and Morrow (2021). further discussed self-accountability based on Peplau's theory and referred to the article that was found in this search(Schlairet & Rubenstein, 2019).…”