The use of progressive indicators as predictors of NCLEX-RN success and performance of BSN graduates.

Successful performance during the student's academic career contributes to his success on the NCLEX-RN. The purpose of this study was to determine predictors of success on the NCLEX preadmission and years 2, 3, and 4 variables in relation to NCLEX-RN scores. Data were obtained retrospectively from records of 408 baccalaureate nursing students. Preadmission variables were sex, age, race, and admission grade point average (GPA). Year 2 variables were numerical grades for the first two clinical nursing courses. Year 3 variables were numerical grades for clinical courses in mental health, adult health, and maternal child nursing. Year 4 variables were numerical grades in two senior clinical courses, percentile rank on NLN comprehensive exam, and graduate GPA. In NCLEX-RN scores, 67% of the variance was accounted for by admission GPA and race (33%), one 2nd year grade (an additional 14%), the 3rd year adult health grade (an additional 14%), the 3rd year adult health grade (an additional 11%), one 4th year theory grade, and the NLN comprehensive exam (an additional 9%). These results suggest that there are preadmission and sophomore year predictors of NCLEX-RN success which could be used to design early interventions for students performing poorly and at risk of failing the NCLEX-RN.     

Outcomes evaluation: measuring critical thinking

Nursing education, along with higher education in general, is increasingly focusing on educational outcomes; critical thinking is one of these outcomes. This study examined the impact of a baccalaureate registered nurse programme on the critical thinking skills of students. Students were tested upon entry and exit of the programme and a significant (0.05) difference was found. Subtest gains were significant (0.05) on Recognition of Assumptions, and Deductions. A significant relationship (0.05) between the nursing grade point average (GPA) and the post-test total score existed, accounting for a variance of 4%. No relationship was found between the post-test total score and the general education GPA. The two GPA correlation coefficients were significantly different from one another (0.05). Since one goal of professional nursing education is to prepare nurses who engage in complex problem solving and critical thinking, both the curriculum and teaching strategies need to enhance these skills.     

The relationship among multiple assessments of nursing education outcomes.

Three internal and three external outcome measures generated data for this longitudinal study. The internal outcome measures were nursing GPA, nonnursing GPA, and clinical evaluations of students during eight clinical rotations. The external evaluations were NCLEX scores, the graduates' self-rating of their competency in meeting program objectives, and their immediate supervisors' ratings on the identical competency rating scale. Data analyzed using Pearson correlation coefficients revealed significant correlations among all internal measures of academic outcomes with one external measure, the NCLEX score. There was no correlation between any nursing measure of outcome and the supervisor's ratings. There was a modest correlation between the supervisors' rating and the nonnursing GPA. The faculty clinical evaluation was the only significant correlation found between the alumni rankings and any other measure of outcome. There was no correlation between the supervisors' and the graduates' ratings.     

Predicting success on the National Council Licensure Examination-Registered Nurse: another piece of the puzzle

A retrospective correlational study was conducted at a state-supported bachelor's degree nursing program to determine variables that predict success on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Data were collected from 1985 through 1988 on a sample of 298 students. The independent variables studied were: grade point average (GPA) overall, GPA in the major, GPA in science, Scholastic Aptitude Test (SAT) verbal and quantitative scores, National League for Nursing (NLN) Comprehensive Baccalaureate Achievement Test scores, and Mosby Assess Test scores. The outcome variable was the NCLEX-RN. Pearson correlations indicated the Mosby Assess Test, overall GPA and GPA in the major, NLN Achievement Test, and SAT verbal to be of moderate predictive value. Multiple regression analysis indicated that the most useful combination of predictors was the Mosby Assess Test, SAT verbal, and overall GPA. The results support the value of a program at this school designed to increase students' verbal abilities.     

The relationship of academic variables as predictors of success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) in a selected associate degree program.

Identifying valid variables to predict success of nursing students on the NCLEX-RN has captivated the interest of nursing educators for decades. The determination of such variables would enable nursing programs to devise pertinent admission criteria, identify and intervene with students at risk of failing, and provide needed advisement and academic supports to increase the likelihood of passing the NCLEX-RN. This study examined six academic and non-academic variables. Study variables included: pre-admission GPA, failing a clinical nursing course, two NLN test scores, age, and race. These variables have been explored in numerous past studies to predict success on the NCLEX-RN. However, the majority of studies have examined these variables in baccalaureate of science nursing (BSN) student populations. Few studies on associate degree nursing (ADN) student populations were found. The purpose of this study was to examine six academic and non-academic variables, explored in previous studies that mostly looked at BSN students, to determine if these same variables could predict success or failure on the NCLEX-RN for students of an ADN program. Data were obtained from a convenience sample of thirty-eight, May 1997 nursing student graduates from a public urban university's ADN program. Findings from the study indicated that four of the variables had significant relationships with NCLEX-RN success.     

Clinical hours and program types effects on NCLEX pass rates

Clinical education is an essential portion of prelicensure clinical education. However, little is known about the relationship between clinical hours and NCLEX pass rates, or if the program type is predictive of NCLEX pass rates. The purpose of this study was to examine the relationship between clinical hours, program type and NCLEX pass rates. A total of 722 nursing schools were surveyed, with a final sample size of 107. Multiple linear regression analysis revealed there was no correlation between program type and NCLEX pass rates or the total number of clinical hours in a school and NCLEX pass rates. The results may reflect that both program types adequately preparing students for the NCLEX exam. Future research could be conducted to determine if the type of clinical education students receive is related to NCLEX pass rates.     

中职护理专业学生评判性思维能力的调查研究

目的了解不同年级中职护理专业学生评判性思维能力现状,为深化中职护理教学改革提供科学依据。方法采用"评判性思维能力测量表"(CTDI-CV),对在读一、二、三年级中职护理专业学生共813名进行测试分析。结果中职护理专业学生的CTDI-CV总分为(285.09±24.65)分,表明其具有正性评判性思维倾向,但评判性思维能力不强;在寻找真相、系统化能力、评判性思维自信心方面得分为30-40分,处于中等水平,有待于提高。3个年级学生评判性思维能力各亚类测评≥40分所占比例比较,"开放思想""系统化能力""评判性思维自信心"年级间差异有统计学意义。结论中职护理教育应注重对学生评判性思维能力的培养,对不同年级学生应给予针对性评判性思维教育。     

高职护生评判性思维能力的现状调查及影响因素

[目的]了解高职护生评判性思维能力的现状及其影响因素。[方法]采用"中文版评判性思维能力测量表"(CTDI-CV)和评判性思维态度倾向性影响因素调查表对253名高职护生评判性思维能力及其影响因素进行调查。[结果]253名高职护生CTDI-CV总分为242.68分±21.29分,属于评判性思维能力中等水平,具有评判性思维正性倾向11人;组织讨论会、是否喜欢结交朋友、担任学生干部时间对护生评判性思维有影响。[结论]高职护生评判性思维能力属于中等水平,应改变传统的教育观念,进一步培养和强化高职护生评判性思维能力。     

专科护生批判性思维与心理韧性的相关性研究

[目的]探讨在校专科护生批判性思维和心理韧性的关系,为护理教育中如何提高护生心理韧性提供依据。[方法]采用批判性思维问卷和青少年心理韧性量表对191名专科护生进行调查。[结果]专科护生批判性思维总分为（231.60±27.11）分,心理韧性总分为（83.69±9.90）分;批判性思维总分与心理韧性评分呈正相关（P〈0.01）。[结论]专科护生心理韧性和批判性思维得分均处于中等水平,护理教育过程中应培养护生的批判性思维能力,以提高护生的心理韧性。     

Success in NCLEX-RN: identifying predictors and optimal timing for intervention

This ex post facto study was designed to identify predictors of success in the NCLEX-RN and determine the optimal point in time for identifying students at risk. The convenience sample consisted of 407 graduates of an integrated, upper division, baccalaureate nursing program, 1984-1987. Prematriculation (total lower division GPA, science GPA, type of lower division College, age, and sex), junior year (three Nursing theory course grades) and pre graduation variables (three senior year nursing theory course grades and Mosby ASSESSTEST) were analyzed for predictive value. Nursing theory courses at the junior and senior year and the Mosby ASSESSTEST strongly correlated (p less than .0001) with NCLEX performance. Discriminant analysis enabled successful classification of 62% of the sample at prematriculation, 81% at the end of the junior year, and 86% at the end of the senior year. The study indicates that students at high risk can be identified at the end of the junior year so that enrichment and support programs can be introduced at that time.     

军校护生自主学习能力与批判性思维的现状及相关性

目的探讨军校护生自主学习能力与批判性思维的现状,并分析其相关性,为军队高等护理教育教学改革提供参考依据。方法选取161名军校护生为调查对象,采用批判性思维倾向量表（CTDI-CV）和自主学习能力评价量表对其进行问卷调查,总结结果后分析二者相关性。结果161名军校护生自主学习能力总分为（168．77±17．78）分,批判性思维能力总分为（305．85±32．01）分,且各维度得分均大于40分;自主学习能力与批判性思维呈正相关（r=0．611,P〈0．叭）。结论军校护生自我学习能力及批判性思维能力均较强,自主学习能力强的护生具有更强的批判性思维能力,提高护生的自主学习能力有利于培养批判性思维能力。     

不同年级本科护生评判性思维能力的比较研究

[目的]比较不同年级本科护生的评判性思维能力,为进一步深化改革本科护理教育教学方式提供依据。[方法]采用中文版本的评判性思维测量表(CTDI-CV),对南通大学护理学院217名在校本科护生进行问卷调查。[结果]本科护生评判性思维能力总分平均为293.91分,本科护生具有正性评判性思维倾向;各年级的评判性思维能力总分及各项目的得分情况比较,差异有统计学意义。[结论]护理院校应深化改革,进一步培养和强化护生评判性思维能力。     

Critical thinking dispositions in baccalaureate nursing students

AIM: This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. BACKGROUND: Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. METHODS: A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. RESULTS: There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). CONCLUSION: Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.     

Clinical reasoning during simulation: Comparison of student and faculty ratings

A recently developed tool, the Lasater Clinical Judgment Rubric (LCJR), was used to evaluate nursing students’ clinical reasoning during simulated patient care scenarios. For two semesters, students and nursing faculty completed the clinical reasoning tool after participating in and observing students’ reactions to simulated emergent patient simulations. Scores were compared between nursing students and faculty and between programs, associate (AS) and baccalaureate of science (BS). Students’ scores differed statistically based on program, BS means greater than AS, but student and faculty ratings were rarely significantly different. Additional research across multiple programs for a larger sample size and additional testing of the clinical reasoning tool are needed. To promote more realistic self-appraisals, students may need more opportunities to self-assess clinical reasoning behaviors in conjunction with feedback on performance from faculty throughout the nursing program.     

Evidence-based program requirements: evaluation of statistics as a required course

A retrospective student record review was conducted to determine how achievement in a prerequisite statistics course related to achievement in nursing research courses and the overall program for undergraduate and graduate nursing students. For undergraduate students (n=218 generic, n=111 RN/BS), the statistics grade was associated with 4.3 percent of the variance in research course grades and 6.8 percent of the variance in graduating grade point average (GPA), controlling for entering GPA. For students in accelerated second-degree programs (n=33), there were minimal differences in mean research course grades and graduating GPA between students with and without prior statistics courses. For master's degree students (n=160), higher statistics grades were not associated with graduate research course grades. At best, the amount of prediction associated with statistics course grades was found to be small and not educationally meaningful. The value of statistics as a program requirement for undergraduate or graduate nursing students cannot be supported by these analyses.     

高职护理专业学生评判性思维及其影响因素研究

目的调查高职护理专业学生评判性思维的现状,并分析其影响因素。方法采用评判性思维倾向问卷对1066名高职护理专业学生进行问卷调查。结果高职护理专业学生评判性思维总分为(278.54±25.98)分,在寻求真相和评判性思维的自信心得分偏低,48.97%的学生具有正性评判性思维。多元线性回归分析显示,喜欢护理专业、有阅读和写作习惯、担任学生干部的学生评判性思维得分较高。结论高职护理专业学生评判性思维处于中等水平。教育者可通过加强专业思想教育、培养学生良好的阅读写作习惯、增加社会实践经历等途径,加强对学生评判性思维的培养。     

The relationship between computer testing during a nursing program and NCLEX performance

Computerized testing for the National Council Licensure Examination (NCLEX) became available in April 1994. In an effort to assist students in becoming more comfortable with taking the licensure examination by computer, faculty in the author's school of nursing initiated computer-based testing in selected nursing courses. This article reports the results from 7 years of data on the relation between computer-based testing during a Bachelor of Science in Nursing program and subsequent performance on the NCLEX examination. Student cohort pass rates on the NCLEX for the 4 years before the administration of course computer-based testing were compared with those for the 3 years after the course computer-based testing strategy was implemented. The results show no significant differences in NCLEX pass rates between the students who were exposed to computer-based testing in their nursing program and those who were not exposed. The implications of these findings are discussed.     

中国与日本护理本科生评判性思维能力的比较

目的对中国与日本护理本科生的评判性思维能力进行比较性研究.方法采用加利佛尼亚评判性思维倾向量表为研究工具.应用方便抽样法共抽取465名护理本科生为研究对象.结果中国及日本护理本科生的总得分平均为275.62 (s=22.70), 从总体上来说这两个国家护理本科生的评判性思维能力为中等水平,中国学生的评判性思维能力略高于日本学生,差异有统计学意义(P＜0.05 ).结论评判性思维能力与教育体制及文化背景有一定的关系.     

A third study on predicting NCLEX success with the HESI exit Exam

This was the third annual validity study designed to assess the accuracy of the HESI Exit Exam (E2) in predicting NCLEX success for graduating registered and practical nursing students. As in year I (N = 2,725) and year II (N = 3,752), in year III (N = 6,277), the E2 was highly predictive of NCLEX success for associate degree nursing, bachelor of science nursing, diploma, and practical nursing students. Unlike previous years, in year IIl, monitoring was not a significant factor in the predictive accuracy of the E2. NCLEX success of low-scoring E2 students, first examined in year II, was also examined in year Ill. As in year II, low-scoring E2 students were significantly more (P = .001) likely to fail the licensure examination than high-scoring E2 students, in year Ill, unlike year II, there was no significant difference in the pass rate of low-scoring E2 students who participated in a remediation program and those who did not. The authors recommended that a more definitive definition of remediation be used in future studies and that such studies focus on E2 implementation strategies and their relationship to NCLEX success.