Pedagogy and Culture: An Educational Initiative in Supporting UAE Nursing Graduates Prepare for a High-stakes Nurse Licensing Examination

Abstract

Graduates of an Abu Dhabi transnational nursing degree struggled with the mandatory national licensing examination. Poor pass rates undermine graduate career futures and impact on the workforce capacity building contributions of the partnering transnational educational providers. This paper describes how the design and delivery of an intensive examination preparation program dramatically reversed this trend. The objectives of this educational initiative involved the design, delivery and evaluation of a program that would align with cultural learning preferences and which improve the success rates of graduates attempting the national nurse licensing examination. To achieve these objectives, the program combined a range of teaching and assessment strategies developed to reflect the specific needs of Arabic learners, build on their existing knowledge and help them engage more effectively in the learning processes required for successful performance in a high stakes examination. Analysis of data collected during program evaluation provides useful insights into the preference and experiences of nursing graduates in the UAE Emirate of Abu Dhabi. The lessons learned are applicable to Arabic learners both regionally and globally.

Internationally qualified nurse communication—A qualitative cross country study

“…Accordingly, there is ongoing investment in improving successful completion of national licensing examinations for local nurses (Brownie, Williams, et al, 2015), including development of specialty skills (Brownie, Hunter, Aqtash, & Day, 2015).…”

“…There is an accompanying emphasis on professional and research‐driven practice (Al‐Yateem et al, ), though some regulatory, social and institutional barriers remain to providing advanced specialist RN services (Brehens, ). Accordingly, there is ongoing investment in improving successful completion of national licensing examinations for local nurses (Brownie, Williams, et al, ), including development of specialty skills (Brownie, Hunter, Aqtash, & Day, ).…”

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

“…A key consideration in education is to acknowledge different learning preferences and styles, especially among different cultures (Brownie et al, 2015). In the UAE, educators are often challenged to move students from the rote memory styles into a more constructivist approach (Brownie et al, 2015;Gunn, 2013) to enhance their critical thinking and problem-solving skills through active interaction between knowledge, skills, and contemporary learning approaches (al Mahmud, 2013). Nevertheless, moving from the old rote learning to a more constructivist approach is an essential requirement for any program to improve students' overall performance on licensure examinations (Brownie et al, 2015).…”

“…In the UAE, educators are often challenged to move students from the rote memory styles into a more constructivist approach (Brownie et al, 2015;Gunn, 2013) to enhance their critical thinking and problem-solving skills through active interaction between knowledge, skills, and contemporary learning approaches (al Mahmud, 2013). Nevertheless, moving from the old rote learning to a more constructivist approach is an essential requirement for any program to improve students' overall performance on licensure examinations (Brownie et al, 2015). The language is another complex issue and considered a challenge for nursing faculty in the UAE context because licensure examination and all nursing curricular content, instructions, and assessments are delivered in the English language, which is the second language for students.…”

“…Accordingly, a range of educational strategies should be implemented to enhance students' performance on licensure examinations. Among these strategies is the use of study groups, delivery of multiple examinations, review sessions, time management strategies, and anxiety reduction techniques (Brownie et al, 2015;Morrison et al, 2005;Nibert & Young, 2008). Also, faculty members have to adopt new teaching methods to improve students' comprehension and critical thinking skills in both classroom reviews and mock assessments similar to licensure examinations (DiBartolo & Seldomridge, 2008).…”