Requirements and interventions used by BSN programs to promote and predict NCLEX-RN success: A national study

Crow, Carolyn S; Handley, Marilyn; Morrison, Ruby Shaw; Shelton, M. Mitchell

doi:10.1016/j.profnurs.2004.04.004

Cited by 62 publications

(38 citation statements)

References 24 publications

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“…[8][9][10][11] Previous studies also indicated racial/ethnic disparities in pass rates on licensure examinations in other professions such as teaching and nursing. [12][13][14][15][16] For example, multiple studies have noted that Whites have significantly higher pass rates on the National Council Licensure Examination for Registered Nurses compared to minority groups. [14][15][16] However, prior published studies of the NAPLEX did not consider racial/ ethnic disparities.…”

Section: Discussionmentioning

confidence: 99%

“…[12][13][14][15][16] For example, multiple studies have noted that Whites have significantly higher pass rates on the National Council Licensure Examination for Registered Nurses compared to minority groups. [14][15][16] However, prior published studies of the NAPLEX did not consider racial/ ethnic disparities. Despite noted score disparities in standardized testing, Kuncel and Hezlett's synthesis of metaanalyses of graduate and professional school standardized entrance examinations, including the PCAT, found there was no bias against racial/ethnic groups.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Chisholm-Burns

Spivey

McDonough

et al. 2014

American Journal of Pharmaceutical Education

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Objective: To examine relationships among students' Pre-NAPLEX scores and prepharmacy, pharmacy school, and demographic variables to better understand factors that may contribute to Pre-NAPLEX performance. Methods: A retrospective review of pharmacy students' Pre-NAPLEX scores, demographics, prepharmacy factors, and pharmacy school factors was performed. Bivariate (eg, ANOVA) and correlational analyses and stepwise linear regression were conducted to examine the significance of various factors and their relationship to Pre-NAPLEX score. Results: 168 students were included, with the majority being female (60.7%) and White (72%). Mean Pre-NAPLEX score was 68.95 6 14.5. Non-Hispanic White students had significantly higher Pre-NAPLEX scores compared to minority students (p,0.001). Pre-NAPLEX score was correlated (p,0.001) to race/ethnicity (r5-0.341), PCAT score (r50.272), and pharmacy school GPA (r50.346). The regression model (adjusted R 2 50.216; p,0.001) included pharmacy school GPA, academic probation, academic remediation, and PCAT composite. Conclusion: This study highlighted that select demographic, prepharmacy, and pharmacy school factors were associated with Pre-NAPLEX outcomes. Such factors may assist colleges/schools of pharmacy in identifying students who may be at risk for poorer NAPLEX performance and may need greater preparation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Chisholm-Burns

Spivey

McDonough

et al. 2014

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…[19] The use of standardized entrance and exit exams, and clinical proficiency tests as graduation requirements have been shown to be useful in predicting readiness and success in NCLEX-RN exams. [20] It may also be useful to monitor students' success across the years of the program, with a view to reviewing and/or modifying program entrance criteria every few years. Throughout the program, students' performance in certain courses such as pathophysiology, anatomy and nursing fundamentals should be closely monitored and evaluated, since several studies have shown these particular courses have predictive value for NCLEX-RN success.…”

Section: Discussionmentioning

confidence: 99%

Examining the relationships between NCLEX-RN performance and nursing student factors, including undergraduate nursing program performance: A systematic review

Sears

Othman

Mahoney

2015

JNEP

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The National Council Licensure Examination for Registered Nursing (NCLEX-RN) replaced the Canadian Registered Nursing Examination (CRNE) in January 2015 as part of the requirements for qualifying for registered nurse (RN) status in all but one Canadian province. This substantial change is likely to have a profound impact on Canadian undergraduate nursing degree programs practices. This systematic review aims to examine the evidence describing the relationship between undergraduate nursing program performance and NCLEX-RN performance by registered nursing candidates as well as other factors contributing to NCLEX-RN success. An initial search of CINAHL and Medline databases using key terms NCLEX and predict, publication dates between 1984-2015 revealed 46 articles of interest. 28 articles were examined for eligibility and 17 articles with clear evidence and descriptions were included. Thematic groupings of academic, cognitive, individual factors and models for successes are presented. The review showed academic factors are strong predictors for NCLEX-RN success. Cognitive factors, particularly critical thinking skills, are correlated with NCLEX-RN success. Stress and highly negative emotions inversely correlate with NCLEX-RN success. Speaking English as a first language showed high correlation with NCLEX success, while other nonacademic factors such as age, gender and ethnicity showed varying results. All these factors have implications for nursing programs' practices and students. Research studies need to begin immediately, not only to define and predict factors for NCLEX-RN success within its new Canadian arena, but also to evaluate the outcomes of this exam at baseline and frequent intervals within this population. This will enhance nursing programs' support of students' success.

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“…Not surprisingly, academic aptitude (both pre and within program) is related to NCLEX-RN-success. Broad measures such as SAT scores, entrance exams, overall nursing program GPA, measures of academic aptitude, science GPA, scores in advanced medical-surgical courses, and biology course grades have all been shown to be associated with NCLEX-RN success [7] [8] [9].…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Adaptive Quizzing as a Practice and Remediation Strategy to Prepare for the NCLEX-RN

Malkemes¹,

Phelan²

2017

OJN

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National Council Licensure Examination-Registered Nurse (NCLEX-RN) outcomes are extremely important to nursing institutions and students for myriad reasons. For students, the NCLEX-RN represents one of the final milestones to conquer before entering a nursing career. Nursing programs monitor NCLEX-RN pass rates as an important gauge of program quality and minimum levels frequently must be met. This study explored the implementation of an adaptive quizzing and learning system as part of an NCLEX-RN preparation strategy designed to increase student engagement and subsequent success on the NCLEX-RN. The adaptive quizzing system was used as part of an ongoing, proactive strategy to student preparation. This strategy is in contrast to the practice of using high-stakes exams scores to try and predict student NCLEX-RN outcomes. In the latter case there is mixed evidence on how scores relate to remediation and moving students toward success based on evidence of need. The study school required students (N = 54) to take regular, adaptive practice quizzes throughout their final year in the nursing program. Students were also given the HESI E 2 in their final semester and all but one student achieved the target threshold with a range of scores (772 to 1028). Despite this variability, 90.7% of the students in the study group passed the NCLEX-RN on their first attempt, with a pass rate of 98% when considering those who passed on the second attempt. NCLEX-RN pass rates at the study school increased by 11.55% following the implementation of the system and in the second year of implementation (the data analyzed for this study) increased an additional 3.95% from the previous year. With many factors to consider, we cannot say, unequivocally, that using the AQS resulted in an increase in NCLEX-RN pass rates at the study school. Findings from this retrospective study do, however, support the use of an adaptive quizzing system

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Requirements and interventions used by BSN programs to promote and predict NCLEX-RN success: A national study

Cited by 62 publications

References 24 publications

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Evaluation of Student Factors Associated with Pre-NAPLEX Scores

Examining the relationships between NCLEX-RN performance and nursing student factors, including undergraduate nursing program performance: A systematic review

Impact of Adaptive Quizzing as a Practice and Remediation Strategy to Prepare for the NCLEX-RN

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