NCLEX-RN: Predicting the performance of graduates of an integrated baccalaureate nursing program

Selective Admissions in Community College Nursing Programs: Ethical Considerations

“…Similarly, other researchers have observed mixed findings when science coursework was investigated (Fowles, 1992;Glick, McClelland, & Yang, 1986;Jenks, Selekman, Bross, & Paquet, 1989;Mills, Sampel, Pohlman, & Becker, 1992;Whitley & Chadwick, 1986). Finally, Poorman and Martin (1991) examined the relationship between performance on the NCLEX-RN and differences in test anxiety, cognitions related to testing, and academic performance for 102 BSN graduates.…”

“…Sample sizes ranged from 51 to 534 participants, and many studies were program-specific. The most consistent significant correlation to NCLEX-RN success for BSN graduates was the prenursing grade point average (GPA) (Allen, Higgs, & Holloway, 1985;Glick, McClelland, & Yang, 1986;Heupel, 1994;McClelland, Yang, & Glick, 1992;McKinney, Small, O'Dell, & Coonrod, 1988;Payne & Duffey, 1986;Yang, Glick, & McClelland, 1987). Standardized examinations such as the Scholastic Aptitude Test (SAT) and the American College Test (ACT) and their multiple components have produced inconclusive results related to NCLEX-RN success (Fowles, 1992;Glick, McClelland, & Yang, 1986;McClelland, Yang, & Glick, 1992;McKinney, Small, O'Dell & Coonrod, 1988;Mills, Sampel, Pohlman, & Becker, 1992;Payne & Duffey, 1986;Poorman & Martin, 1991;Waterhouse, Carroll, & Beeman, 1993;Whitley & Chadwick, 1986).…”

“…In promoting the individuality (libertarian justice theory) of these nursing programs to practice freedom of choice, these policies, in reality, ignore each individual applicant's ability or their potential. In fact, in the majority of nursing programs, only cognitive predictors of academic success are employed (Capoor, 1983;Glick, McClelland, & Yang, 1986;Kroll, 1990;Schmalz, Rahr, & Allen, 1990;Yang, Glick, & McClelland, 1987). Shom and Spooner (1991) examined nontraditional assessment instruments in an effort to predict minority students' academic success and progression beyond the first year of college.…”

The relationship of learner entry characteristics and reading and writing skills to program exit outcome

“…The results were obtained from a sample of nursing students between 1985 to 1988; therefore, the results reflect success on the first NCLEX-RN, the examination after 1988 had an increase in content difficulty and caution must be used in generalizing these results. This particular study is the third investigation into academic variables by these investigators and the high predictability of pre-nursing GPA has emerged as a predictive variable in all three studies (Glick, McClelland, Yang, & Glick, 1986;McClelland, Yang & Glick, & McClelland, 1987). Pre-nursing or entry GPA is one Two reported investigations (Wall, Miller, & Widerquist, 1993;Waterhouse, Carroll & Beeman, 1993) have been done on the predictors of success on the newest NCLEX2-RN examination.…”

“…Several studies began as correlational investigations to find the key piece of testing data which might predict success on the NCLEX (Foti & DeYoung, 1991;Glick, McClelland, and Yang, 1986;Horns, O'Sullivan, & Goodman, 1991;McKinney, Small, O'Dell & Coonrod, 1988;Whitley & Chadwick, 1986;Yang, Glick, & McClelland, 1987). As studies were replicated and interest grew, only one variable could be identified as an academic predictor of success.…”