The relationship between enhanced remediation and NCLEX success

Horton, Cynthia; Polek, Carolee; Hardie, Thomas

doi:10.1016/j.teln.2012.06.002

Cited by 22 publications

(8 citation statements)

References 18 publications

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“…Pre-admission GPA remains the only consistent predictor of success from the multiple studies conducted to identify predictors of student success (Grossbach & Kuncel, 2011;Simon et al, 2013;Timer & Clauson, 2011). Similarly, the ATI TEAS ® pre-admission standardized assessment scores have shown a high correlation with successful students (ATI, 2011;Cherkis & Rosciano, 2015;Horton, Pollek, & Hardie, 2012;Wolkowitz & Kelley, 2010), while pre-admission interview and other student input criteria were not strong indicators of success (McNelis et al, 2010). Studies have shown that students who are older and have a higher re-requisite GPA have a greater likelihood of successful completion of a nursing programme (Kowitlawakul, Brenkus, & Dugan, 2013;Pryjmachuk, Easton, & Littlewood, 2009).…”

Section: Backg Rou N Dmentioning

confidence: 99%

“…The ATI (CARP) has construct validity and evidence exists that students who score at level 2 or above were likely to successfully pass the NCLEX-RN ® (Liu & Mills, 2017;Morahan, 2011;Sims, 2012). Remediation based on ATI (CARP) has shown positive results to promote student success on first-time NCLEX-RN ® pass rates (Horton et al, 2012).…”

Section: Backg Rou N Dmentioning

confidence: 99%

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Quantitative evaluation of variables to student success in a mastery learning baccalaureate nursing programme

2019

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Aim This study evaluated the relationship of student input and throughput variables in a mastery learning baccalaureate nursing programme to licensure success. Design This study used a quantitative, correlational design. Methods Retrospective analysis of records of 367 graduates over a 6‐year period tested the relationship of pass rate on the licensing examination to six variables: overall pre‐admission grade point average, entrance assessment scores, interview scores, remediation, programme length and exit assessment using point‐biserial correlations, and chi‐square analysis and logistic regression analysis. Results Overall pre‐admission grade point average, entrance assessment scores, interview scores and exit assessment scores were positively correlated with student success. Although remediation and programme length were not correlated with success, 87% of the students participated in remediation. Most students (95%) successfully passed the Registered Nurse licence examination on their first attempt. While specific criteria were related to student success, further research is needed to determine the role of remediation.

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Section: Backg Rou N Dmentioning

confidence: 99%

Section: Backg Rou N Dmentioning

confidence: 99%

Quantitative evaluation of variables to student success in a mastery learning baccalaureate nursing programme

2019

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“…The results are consistent with Sifford and McDaniel's study, who had a 38.3% improvement in the examination results in students who followed remedial interventions (Sifford & McDANIEL, 2007). In another study, Horton, Polek, and Hardie (2012) found that 13.1% difference in the success rate of a group of students who attended a remediation program. To encourage deep learning, nursing students need to have teaching methods that target their higher order of thinking (Carrick, 2011).…”

Section: Discussionmentioning

confidence: 95%

The Effect of Remediation Program in Preparing Nursing Students for Licensure Examination

AlMekkawi¹,

Qatouni²,

Alhalalmeh³

et al. 2020

IJHE

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The challenges encountered by nursing graduates to pass the licensing exam entail considerable emotional and financial implications due to delayed employment and loss of employers' investment in graduates' preparation during orientation programs. The study aimed to identify the effectiveness of the remediation program by comparing students' performance in two comprehensive Exit Exams delivered before and after the program. A descriptive time-series evaluation design was followed to determine the effectiveness of the remediation program on students' performance. The study showed that students' overall performance improved after the delivery of the remediation program interventions. In conclusion, the use of interactive teaching strategies and formative assessments improves student nurses' overall academic performance and learning.

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“…Factors which may play a role in students' NCLEX-RN success include the content and pedagogy within the nursing curriculum, the admission criteria for the program, intervention and remediation strategies for struggling students as well as within-program measures which may correlate with NCLEX-RN success [6]. The research literature includes studies looking at preprogram factors (such as academic aptitude) as well as in-program factors (nursing course grades etc.)…”

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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The relationship between enhanced remediation and NCLEX success

Cited by 22 publications

References 18 publications

Quantitative evaluation of variables to student success in a mastery learning baccalaureate nursing programme

Quantitative evaluation of variables to student success in a mastery learning baccalaureate nursing programme

The Effect of Remediation Program in Preparing Nursing Students for Licensure Examination

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

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