The NCLEX-RN Experience: Qualitative Interviews With Graduate of a Baccalaureate Nursing Program

Abstract

It is important for nursing faculty to pay attention to individual as well as institutional results on the National Council Licensure Examination for RNs (NCLEX-RN). This study was designed to identify themes to help faculty understand the NCLEX-RN experience from students' perspectives and help future students pass the examination at the first sitting. A sample of 1998 graduates of a baccalaureate program was selected, which included 10 students who were successful and 9 who were unsuccessful on the first testing attempt. Participants were interviewed about the testing experience and the relationship between nursing education and the NCLEX-RN. Findings indicate that participants who passed on the first attempt accepted responsibility for learning, were proactive in test preparation, took the examination when they felt ready, and used stress management techniques to cope with this challenge. The unsuccessful participants tended to perceive their lack of success on the NCLEX-RN was the responsibility of others, seemed less able to manage stress, and took the examination when they did not feel ready. Both successful and unsuccessful participants felt unprepared to answer NCLEX-RN-type questions and believed nothing had prepared them for this experience.

How Doctor of Physical Therapy Students Overcome Academic Challenges to Achieve First-Attempt Success on the National Physical Therapy Examination: A Mixed Methods Study

“…An interview protocol was drafted using questions developed by Eddy and Epeneter [19] who interviewed graduates of a baccalaureate nursing program about the NCLEX. The original protocol developed for our study included 13 items.…”

“…Similarly, in nursing, through qualitative interviews with graduates of a baccalaureate nursing program, Eddy and Epeneter [19] found that participants who passed the National Council Licensure Examination [for] Registered Nurses (NCLEX-RN) on the first attempt accepted responsibility for learning, were proactive in test preparation, took the exam when they felt ready, and used stress management techniques to cope with this challenge. In contrast, unsuccessful participants tended to perceive their lack of success as the responsibility of others, seemed less able to manage stress, and took the exam despite not feeling ready.…”