Predictors of NCLEX-RN success in a baccalaureate nursing program as a foundation for remediation

This study evaluated students' demographic and nursing program variables and standardized test scores to determine whether significant differences existed between students who successfully completed the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and those who were unsuccessful. In addition, the predictive accuracy of two standardized examinations, the Mosby AssessTest and the Health Education Systems, Incorporated (HESI) Exit Examination were compared. Two cohorts of graduating senior nursing students were studied (1999 cohort N = 121; 2000 cohort N = 103). Demographic and nursing program variables were obtained from student records. The Undergraduate Studies Committee provided standardized test scores (Mosby AssessTest in 1999; HESI Exit Examination in 2000). Only two program variables were consistently associated with success on the NCLEX-RN--final course grade for a didactic, senior-level medical-surgical nursing course and cumulative program grade point average. Scores on both standardized tests were significantly different in students who were successful on the NCLEX-RN and those who were not. The HESI Exit Examination demonstrated greater sensitivity, specificity, positive and negative predictive value, and test efficiency, compared with the Mosby AssessTest. Use of program variables and students' standardized test scores may allow faculty to identify students at risk for failing the NCLEX-RN and to provide structured remediation so these students may be successful on the licensing examination and begin their nursing careers.     

Predicting success for baccalaureate graduates on the NCLEX-RN.

The purpose of this retrospective study was to identify predictors of success for baccalaureate nursing graduates on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Subjects (505) were graduates of a baccalaureate nursing program in the southeastern United States from 1993 to 1998. The outcome variable was pass/fail on the NCLEX-RN on the first attempt. Predictor variables included type of student (freshman admission, transfer, second degree), age at the time of licensing examination, gender, performance on selected prenursing courses, performance in all junior and senior nursing courses, cumulative grade point average (GPA) at graduation and the Mosby AssessTest score. Results showed a significant relationship between number of Cs, Ds, and Fs in nursing courses and NCLEX-RN results. Students who passed the NCLEX-RN had significantly higher average GPAs, made fewer grades of C or below, and scored higher on the Mosby AssessTest than students who failed. Nontraditional college-age students tended to have a higher passing rate than did traditional age students. A logistic regression model was developed that correctly predicted 76 per cent of the students who failed based on the information available by the end of the end of the first semester of the senior year. J Prof Nurs 17:121-127, 2001.     

Success-failure on the national council licensure examination for registered nurses by nurse candidates from an accelerated baccalaureate nursing program

Nine years of data from first-time nurse candidates taking the National Council Licensure Examination for Registered Nurses (NCLEX-RN) were examined to identify predictors of successful performance and determine probabilities of success. Using logistic regression, four statistical models at strategic time periods during an accelerated baccalaureate nursing program were tested to see when intervention might be initiated to influence student performance on the NCLEX-RN. By the end of the first semester the model could predict failure for 94 per cent of those who failed, but it was less consequential in correctly predicting success of those who passed. Significant variables placing nurse candidates at risk included their first-semester grade point average, sex, and whether they were foreign educated. By the end of the second semester, with each full letter grade increase in cumulative grade point average, nurse candidates had a 46 times better chance of passing the NCLEX-RN; American-educated nurse candidates had a 4.5 times better chance of passing than their foreign-educated counterparts. At the end of the final semester, with each full letter grade increase on the final cumulative grade point average, nurse candidates had a 97 times greater likelihood of performing successfully on the NCLEX-RN.     

The NCLEX-RN experience: qualitative interviews with graduates of a baccalaureate nursing program

It is important for nursing faculty to pay attention to individual as well as institutional results on the National Council Licensure Examination for RNs (NCLEX-RN). This study was designed to identify themes to help faculty understand the NCLEX-RN experience from students' perspectives and help future students pass the examination at the first sitting. A sample of 1998 graduates of a baccalaureate program was selected, which included 10 students who were successful and 9 who were unsuccessful on the first testing attempt. Participants were interviewed about the testing experience and the relationship between nursing education and the NCLEX-RN. Findings indicate that participants who passed on the first attempt accepted responsibility for learning, were proactive in test preparation, took the examination when they felt ready, and used stress management techniques to cope with this challenge. The unsuccessful participants tended to perceive their lack of success on the NCLEX-RN was the responsibility of others, seemed less able to manage stress, and took the examination when they did not feel ready. Both successful and unsuccessful participants felt unprepared to answer NCLEX-RN-type questions and believed nothing had prepared them for this experience.     

Concept mapping a baccalaureate nursing program: a method for success

The understanding of curricular design and development is paramount for faculty. For novice faculty, learning teaching methods commonly takes precedence over understanding curriculum development. Professional accrediting bodies of nursing programs require curriculum course content to be pertinent and flow logically. Baccalaureate nursing programs can choose to be accredited by the Commission on Collegiate Nursing Education. The purpose of this article is to describe an educational innovation that one College of Nursing implemented to orient new faculty to the curriculum and prepare for an accreditation renewal. Assigned faculty developed and implemented a concept mapping process aimed to evaluate and revise course content based on national standards and guidelines. Undergraduate faculty understanding and ownership of the curriculum was evident throughout the process. The concept mapping process proved to be an innovative approach to enhance the curriculum and equip faculty with an understanding of the relationship between concepts and course content.     

Predicting nursing student's success on NCLEX-RN.

The purpose of this retrospective pilot study was to evaluate the importance of four predictor variables in predicting success on the NCLEX-RN. The predictor variables included: pre-nursing GPA, ACT scores, comprehensive examination scores and scores on the Basics I, NLN Achievement Test. The subjects were a sample of 35 graduates of a newly developed baccalaureate nursing program. Findings of this study were inconclusive. Basic I test scores were significantly correlated with successful achievement on the NCLEX-RN and were significant predictors of success. The other variables were not significant predictors. Recommendations were to repeat the study with a larger sample.     

Best practices in NCLEX-RN readiness preparation for baccalaureate student success

Success for first-time takers of the NCLEX-RN has implications for the students, faculty, and nursing programs. As the passing standard for the NCLEX-RN has risen, some programs have experienced a corresponding decrease in their graduates' first-time pass rates. This article describes one baccalaureate program's journey from low first-time NCLEX-RN pass rates in 2001 to greater student and program success using a data-based, analytical approach. Although passing an exit exam was a program requirement for 20 years, the change to computerized testing and more in-depth test preparation has enhanced opportunities for success for students and reduced stress among faculty. The resulting best practices for preparing students for NCLEX-RN success are described.     

Best practices in NCLEX-RN readiness preparation for baccalaureate student success

Success for first-time takers of the NCLEX-RN has implications for the students, faculty, and nursing programs. As the passing standard for the NCLEX-RN has risen, some programs have experienced a corresponding decrease in their graduates' first-time pass rates. This article describes one baccalaureate program's journey from low first-time NCLEX-RN pass rates in 2001 to greater student and program success using a data-based, analytical approach. Although passing an exit exam was a program requirement for 20 years, the change to computerized testing and more in-depth test preparation has enhanced opportunities for success for students and reduced stress.among faculty. The resulting best practices for preparing students for NCLEX-RN success are described.     

Preadmission predictors for first semester course success in a baccalaureate nursing program

BackgroundIdentifying students' who are able to complete a rigorous course of study, graduate on time, and pass the NCLEX-RN© is a principle role of nursing program admissions teams.PurposeTo examine which preadmission factors predict students' success in the first semester of a baccalaureate nursing program.MethodsUndergraduate students' data from the academic years 2013 to 2017 were analyzed (N = 927). Bivariate and multiple regression analyses were used to examine potential predictors of first semester course success, and scores on standardized NCLEX preparation exams.ResultsPreadmission cumulative GPA (OR = 3.82, 95% CI = 1.43–10.16) and prerequisite science GPA (OR = 2.57, 95% CI = 1.14–5.78) predicted success in the pathopharmacology course. Preadmission cumulative GPA (OR = 6.53, 95% CI = 1.59–26.85) and TEAS composite score (OR = 1.15, 95% CI = 1.09–1.22) predicted success in the health assessment course. Preadmission cumulative GPA (OR = 3.42, 95% CI = 1.18–9.92) and TEAS composite score (OR = 1.05, 95% CI = 1.01–1.10) predicted success in the foundations course. Higher preadmission cumulative GPA (B = 14.19, p < 0.01), prerequisite science GPA (B = 12.62, p < 0.01), and TEAS composite score (B = 0.48, p < 0.01) predicted a higher pathopharmacology-KAPLAN, Inc. test scores. Higher preadmission cumulative GPA (B = 62.52, p < 0.01), prerequisite science GPA (B = 61.18, p < 0.01), and TEAS composite score (B = 4.76, p < 0.01) predicted a higher fundamentals-HESI test scores.ConclusionsPreadmission cumulative GPA, prerequisite science GPA, and TEAS composite score were significant predictors of success in first semester courses and performance on standardized tests.     

Predicting the success of minority students in a baccalaureate nursing program

Entering grade point average (ENTGPA), American College Test Assessment (ACT), high school rank (HSRANK), high school GPA (HSGPA), number of college credit hours prior to program admission (HRSPTA), age at admission, and an index of applicant motivation and related experience (MEP) were investigated to determine the best predictive combination of variables for success among minorities in a baccalaureate nursing program. Final GPA, program completion, and State Board Examination (SBTPE) performance were used as indicators of success. Minority students (N = 145) admitted between 1971-1981 were identified by record review. Two minority subgroups, blacks (n = 111) and nonblack minorities (n = 34) were compared using multiple regression and discriminant analysis procedures. ACT was the strongest, most consistent predictor of SBTPE performance and final GPA for all minorities. ENTGPA and ACT provided substantial predictive power for both subgroups, but explained markedly less variance for blacks. HSGPA, HRSPTA, and HSRANK explained some variance differently by subgroup. ENTGPA provided the only discrimination between graduates and dropouts. Cognitive attributes are critical to academic success among minorities, although predictors may vary in explanatory power by minority group. Variables interfering with program completion need to be explored.     

Relationship of nursing program predictors and success on the NCLEX-RN examination for licensure in a selected associate degree program

This ex post facto correlational study sought to determine the relationship of selected admission criteria and performance in the integrated nursing major didactic courses of an associate science in nursing degree program as predictors for performance on the licensing examination for registered nurses. A significant positive relationship at .01 with NCLEX was individually demonstrated with all of the seven ASN nursing courses and with SAT verbal scores. Not significant were age at graduation from the program, high school class rank percentile, and SAT math scores. Multivariate regression weights derived from an equation using course grades of 104 graduates were used to predict NCLEX scores. The predicted scores correlated strongly (n = .78551, p less than .001) with the actual scores. Ten predicted and actual scores were provided for demonstration.     

Facilitating program and NCLEX-RN success in a generic BSN program

This article focuses on a study of predictors of program and NCLEX-RN success and withdrawal in a generic BSN program at the University of Hawaii at Manoa School of Nursing. Data were collected over a 5-year period after a new curriculum was implemented. High program (95.09%) and NCLEX-RN (97.25%) success were achieved. Of the 11 who did not meet the definition of program success, 100% completed the program by another two to three semesters and 90.91% passed the NCLEX-RN as first-time takers. The program withdrawal rate was 20%. It is very important to use measures to promote program completion and NCLEX passing for both the normally progressing and at-risk student to meet the demands of the nursing shortage.     

Remediation for NCLEX-RN success in high-risk nursing students

Background: The National Council Licensure Exam (NCLEX-RN) pass rate is often used as a measurement to determine a successful undergraduate nursing program. Students that are not successful in the first attempt of taking this exam are statistically unlikely to pass on the second attempt.Purpose: To determine if the implementation of a prescribed remediation protocol would improve undergraduate baccalaureate predictor scores for passing the NCLEX-RN exam on the first attempt for high-risk students.Methods: A retrospective cohort study design was used to compare scores of nursing students after a prescribed remediation protocol was instituted.Results: A one-way ANOVA test was conducted to compare the effect of a remediation policy on nursing students enrolled in an undergraduate nursing program. Remediation had a significant effect at the p < 0.05 level for six cohorts consisting of F (5,232) = 9.90 and a p value of 0.0000000133. Post hoc comparisons using the Tukey HSD test indicated that the comprehensive predictor exam mean score for those that received remediation was significantly different than those that did not receive remediation in like cohorts.Conclusion: A prescribed remediation protocol assisted students in achieving the necessary scores on the Comprehensive Predictor exam to increase their likelihood of success on NCLEX.     

The experiences of international nursing students in a baccalaureate nursing program.

International students, especially those with English as a second language (ESL), can have difficulty adjusting to university life in the United States and successfully completing the demands of a nursing program. The purpose of this qualitative study was to explore the perceptions and experiences of international nursing students in a baccalaureate nursing program. Eight female Nigerian nursing students aged 25 to 48 who had been in the United States from 5 to 20 years were interviewed. Most (75 per cent) had some prior college experience, but only two had a baccalaureate degree. The data was analyzed by using a multifunctional computer software program and three themes emerged: social isolation, resolved attitudes, and persistence despite perceived obstacles. Factors contributing to each theme explained how these students progressed from their social isolation to their resolved attitudes. Their progression was marked by an acceptance of antagonistic attitudes found in the program and their development of persistence despite perceived obstacles. Their persistence was the impetus to achieve their overall goal of graduating from the program. Implications for nursing faculty include assisting these students through social and academic transitions and nursing administrators' provision of fiscal and support resources to facilitate effective integration of international students into the nursing program and the community.     

Relationship between college success and employer competency ratings for graduates of a baccalaureate nursing program

This expost facto correlational study sought to determine which measures of academic success in one class of BSN graduates predicted their competence as employees one year after graduation, as judged by their employers. The relationship between pre-entrance test scores, clinical experience grades, GPA, State Board Test Pool examination scores, and employer competency ratings were also determined. In keeping with the literature in fields other than nursing, the findings suggest that there may be little relationship between academic performance in a nursing program and subsequent job performance as a nurse, even though verbal ability may be predictive of success in school. While significant positive correlations were found between pre-entrance test data and final grade point averages, as well as pre-entrance test scores and State Board Test Pool examination scores, there was little evidence that pre-entrance test scores were predictive of nursing abilities. Isolated correlations were found between the clinical components of some nursing courses and specific nursing abilities. Using multiple regression analysis, no clinical course grade was found to be a significant predictor of the mean employer competency rating. Significant predictors were found for only four of the individual nursing abilities, with the clinical component of Leadership in Nursing being the most frequent and best predictor.