Academic and Nursing Aptitude and the NCLEX-RN in Baccalaureate Programs

McCarthy, Mary; Harris, Debra; Tracz, Susan M.

doi:10.3928/01484834-20140220-01

Cited by 22 publications

(6 citation statements)

References 31 publications

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“…Similarly, Yeom's investigation (2013) revealed that Adult MedicaleSurgical, Pharmacology, and Community Health standardized tests were effective in predicting NCLEX-RN success on the first attempt among graduates from the traditional baccalaureate nursing program of a public university [10]. Recently, Schooley and Kuhn (2014) have reported that Pediatric Nursing, Medical-Surgical Nursing and Maternity Nursing course grades were found most significantly influential on the NCLEX-RN [11]. It may be due to different nursing curriculum designs and NQEX-RN formats.…”

Section: Resultsmentioning

confidence: 99%

Relationship of academic courses and clinical internships to performance on the National Qualified Examination for Registered Professional Nurses (NQEX-RPN)

Xiao

Lin

et al. 2014

International Journal of Nursing Sciences

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a b s t r a c t Background: Success in the National Qualified Examination for Registered Professional Nurses (NQEX-RPN) is a critical issue for each nursing student and every nursing school. However, to date, little research has been conducted regarding the degree of risk for licensure failure associated with specific academic courses and clinical internships in Mainland China. Objective: This study aimed to explore the relationship of academic courses and clinical internships to performance on the NQEX-RPN in Mainland China. Methods: This was a retrospective descriptive study. Two hundred twenty-eight new graduates were recruited from a four-year baccalaureate nursing program in Mainland China. The scores of academic courses and clinical internships were recorded from the Teaching and Learning administration of the university. The NQEX-RPN performance data was collected from the Provincial Health Department. Personal information was collected from the participants. Multiple stepwise regression was used to identify predictors of the NQEX-RPN. Results: Twenty-three courses and four clinical internships were positively associated with NQEX-RPN performance. Surgical nursing, Medical nursing, Computer basics and Community health care explained the 36.2% of the total variance of Theoretical Knowledge (F ¼ 31.313, p ¼ 0.000); clinical internships of obstetrics and gynecology nursing, pediatrics and surgical nursing explained the 28.1% of the total variance of Application Skills (F ¼ 28.852, p ¼ 0.000). Conclusion: Surgical-medicine nursing, Community health care, Computer basics and clinical internships are beneficial in assisting students and educators to identify the risk of students' performance in the NQEX-RPN.

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Section: Resultsmentioning

confidence: 99%

Relationship of academic courses and clinical internships to performance on the National Qualified Examination for Registered Professional Nurses (NQEX-RPN)

Xiao

Lin

et al. 2014

International Journal of Nursing Sciences

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“…The relationship between vocabulary and medical-surgical content, although less evident, can be explained by the need for nursing students to demonstrate strong vocabulary and reading comprehension skills in clinical courses, such as medical-surgical nursing, that require understanding of extensive medical terminology. McCarthy et al (2014) reported a significant association among vocabulary and reading comprehension preadmission assessments and ATI Medical-Surgical assessment scores in a study analyzing predictors of first-attempt NCLEX pass rates among BSN students from a large state university system ( n = 794). It is important to note that when factors were removed individually from the hypothesized model in the present study, these significant relationships no longer existed.…”

Section: Discussionmentioning

confidence: 99%

Cognitive and Noncognitive Factors Influencing Nursing Students’ Academic Success: Structural Equation Model Analysis

et al. 2023

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AIM The study aim was to identify and explore relationships among cognitive and noncognitive factors that may contribute to prelicensure baccalaureate nursing students’ academic success across their program of study. BACKGROUND Nurse educators are challenged to improve students’ academic success. With limited evidence, cognitive and noncognitive factors have been identified in the literature as potential factors that influence academic success and may support students’ readiness for practice as new graduate nurses. METHOD Data sets from 1,937 BSN students at multiple campuses were analyzed using an exploratory design and structural equation modeling. CONCLUSION Six factors were conceptualized as contributing equally to the initial cognitive model. The final noncognitive model, with deletion of two factors, yielded the best fit for the four-factor model. Cognitive and noncognitive factors were not significantly correlated. This study provides a beginning understanding of cognitive and noncognitive factors associated with academic success that may support readiness for practice.

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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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Academic and Nursing Aptitude and the NCLEX-RN in Baccalaureate Programs

Cited by 22 publications

References 31 publications

Relationship of academic courses and clinical internships to performance on the National Qualified Examination for Registered Professional Nurses (NQEX-RPN)

Relationship of academic courses and clinical internships to performance on the National Qualified Examination for Registered Professional Nurses (NQEX-RPN)

Cognitive and Noncognitive Factors Influencing Nursing Students’ Academic Success: Structural Equation Model Analysis

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

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