Factors Associated With First-Time NCLEX-RN Success: A Descriptive Research Study

Johnson, Tanya; Sanderson, Bonnie; Wang, Chih hsuan; Parker, Francine

doi:10.3928/01484834-20170817-05

Cited by 24 publications

(13 citation statements)

References 12 publications

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“…The concept was supported by previous study that learning outcomes is totally improved when the students are linked with course content (Haak, HilleRisLambers, Pitre, & Freeman, 2011;Matsuda, Azaiza, & Salani, 2017). In the engineering education, work effectively as a team member, is one of the important parameter for engineers beside possess in-depth technical knowledge, because a team working needs following skills such as leadership, communication, discussing, arguing, willingness to give opinion or ideas, and organising meetings (Andersen, 2003;Johnson, Sanderson, Wang, & Parker, 2017). The active learning process enhanced the students' skills to interact and communicate orally with each other thus very beneficial for a team working succeed the projects.…”

Section: Benefits Of Active Learning In Teaching and Learning Processmentioning

confidence: 99%

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2019

IJIET

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Active learning refers any approach to instruction in which all students are required to involve in the learning process. The purpose of the manuscript is to evaluate the application of active learning in teaching Green Engineering Principles and Applications as a compulsory course in environmental engineering department curriculum, Curtin University Malaysia. Green engineering can be defined as an approach of the design, process, product and commercialization that follow environmentally conscious attitude, principles and values combined with multidisciplinary engineering science that to minimize pollutant and promote local and global sustainability. Green engineering encompasses the conceptualization and implementation of reducing environmental impacts, maximize energy efficiency and develop the greener processes and product that bring environmental and economic benefit. A simple approach that combining the classical lecture-presentation and active engagement of the students with the course materials through case studies, problem solving and discussion has been developed. In conclusion, introducing the active learning to the students on solving any problems improve the students' ability in achieving the course outcome and thus the programme outcome of the

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Section: Benefits Of Active Learning In Teaching and Learning Processmentioning

confidence: 99%

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2019

IJIET

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“…[ 6 7 ] Despite improvement in the passing rate, many still fail the nurse licensure exam, resulting in delayed entrance into the nursing workforce. [ 8 ]…”

Section: Introductionmentioning

confidence: 99%

“…In addition, nurse graduates with high scores on the Health Education Systems, Inc., exit exam who participated in stress management activities, prepared for the exam, and were proactive in test preparation activities were identified as being successful on their nurse licensure exams. [ 8 10 ] In the Philippines, the student–faculty ratio and other characteristics of the nursing school, such as location, size, type, and the year established, were linked with nurse licensure exam passing rates. [ 11 ] In other studies, terminal competency assessment, GPA,[ 12 ] intelligence quotient, college admission tests, and preboard examination showed significant associations with nurse licensure exam performance.…”

Section: Introductionmentioning

confidence: 99%

Assessment of determinants predicting success on the Saudi Nursing Licensure Examination by employing artificial neural network

Butcon

Pasay-an

Indonto

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: This study aims to use the artificial neural network as a novel approach to explore factors that determine and predict successful performance of nursing interns in Saudi Arabia on the Saudi Nursing Licensure Examination (SNLE). MATERIALS AND METHODS: The study employed a cross-sectional, analytic approach. A total of 62 nursing interns were recruited by convenience sampling from the University of Hail to participate. Data collection was conducted from September to December 2019. Descriptive statistics were used to describe the demographic characteristics of the nursing interns and their responses regarding examination determinants. Neural network analysis was used to identify factors that are highly predictive of the success of the nursing interns on the SNLE. RESULTS: Overall, the nursing interns were undecided (3.94 ± 0.14) about the influential factors determining their success. Their study hours (100%) and grade point average (GPA) (96.9%) were identified as strong determinants reflective of the tenacity and vigor of the nursing interns, based on the predictive power of the model. Meanwhile, age (45.7%), marital status (21.3%), gender (15.2%), and the type of academic program (5.9%) were considered the least important of the sociodemographic variables. CONCLUSION: Exam preparation activities such as preparation programs, review classes, and exam simulations must be promoted and enhanced to increase the passing tendencies of the nursing interns in the SNLE. The GPA and increased study hours make the most significant contributions to success on the SNLE as compared to other variables such as age, gender, marital status, and the academic program. This study serves as a springboard for nursing educators and administrators in laying tailored strategies to strengthen the nurse interns’ GPA and time management.

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“…[1][2][3][4][5] Additionally, there is literature identifying academic variables including grade point average, standardized exam scores, and the number of course failures and their association with NCLEX performance. [6] While the bulk of nursing literature regarding NCLEX-RN performance reports on pre-graduation strategies, postgraduation mentoring programs have been described as effective in aiding students to be successful on their first NCLEX-RN attempt. [7,8] These post-graduation programs include ongoing communication, faculty support, and tutoring during the period immediately after graduation.…”

Section: Introductionmentioning

confidence: 99%

The lived experience of new graduate nurses successfully completing NCLEX-RN

Devkota

Loftin

Jeffreys

2021

JNEP

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Background and objective: The NCLEX pass rate is considered the primary indicator of program quality. Much literature exists regarding pre-graduation efforts aimed at aiding students to prepare for the NCLEX-RN exam, while there is little available on post-graduation efforts. This project was conducted to identify the post-graduation experiences of successful NCLEX-RN test takers as they prepared to complete the exam.Methods: This was a qualitative descriptive study utilizing a phenomenological framework to determine the lived experience of new graduates preparing to complete the NCLEX-RN exam.Results: Four main themes were identified as relevant to post graduation experiences including: (a) Finding Motivation, (b) Study Tactics, (c) Taking a Break, and (d) The Testing Experience. Additionally, few of the participants took it for granted that they were going to pass the exam, they reported wishing they had spent more time preparing, and with regard to studying, several described wishing they had started earlier.Conclusions: It will be beneficial for faculty to discuss potential strategies for success to utilize after graduation, including expectations of testing day, setting a realistic timetable to test, overcoming lack of motivation to preparation for the exam, and careful scheduling of coaching and study sessions.

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Factors Associated With First-Time NCLEX-RN Success: A Descriptive Research Study

Cited by 24 publications

References 12 publications

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Assessment of determinants predicting success on the Saudi Nursing Licensure Examination by employing artificial neural network

The lived experience of new graduate nurses successfully completing NCLEX-RN

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