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.     

Seeking autonomy: Grounded theory of clinical reasoning processes during simulation based experiences

AimTo conceptualize how undergraduate nursing students’ reason and think during Simulation-Based experiences (SBE) and explore the indicators of sound clinical judgment.BackgroundNursing students’ clinical reasoning processes during Simulation Based Experiences (SBE) are not well understood and underexplored. The purpose of this study is to conceptualize how undergraduate nursing students’ reason and think during SBE.DesignA constructivist grounded theory methodology was used to explore nursing students’ clinical reasoning during SBEMethodA grounded theory methodology was used to explore nursing students’ clinical reasoning during SBE. A purposive sample was used to recruit participants including 32 third-year nursing students. Data collection using semi-structured interviews conducted over 9 months in 2020–2021. The interviews were recorded and transcribed verbatim and the data were analyzed using the logic of constant comparison supported by memoing, theoretical sampling and conceptual mapping.ResultsSeeking autonomy is the core category that emerged from the participants’ responses that conceptualizes the students' reasoning process during SBEs.ConclusionEvidence from this grounded theory study adds validation to the practice of using SBEs to support students’ clinical reasoning process and prepare them to be competent in clinical practice.     

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.     

The odds for success on NCLEX-RN by nurse candidates from a four-year baccalaureate nursing program.

First-time nurse candidates from a four-year baccalaureate nursing program were examined to identify predictors of success on NCLEX-RN. Five logistic regression models were tested to see if specific variables increased nurse candidates' odds for success or failure. The use of admission criteria was the poorest model in predicting performance. Cumulative grade point averages (GPAs) suggested that the end of the sophomore year was the best time for predicting success and the end of the junior year was best for predicting failure. Age was inversely related to successful performance in three of the five models. Using cumulative nursing GPAs, the likelihood of predicting success on NCLEX-RN increased at the end of each academic year.     

The use of selective admissions tools to predict students' success in an advanced standing baccalaureate nursing program

The judicious selection of nursing school applicants is important, and universities are increasingly incorporating non-academic criteria into their admission processes. We undertook a retrospective, correlational study of the predictive utility of an admissions process for nursing students' "in-program" success. The sample consisted of all 249 students admitted to a Canadian accelerated baccalaureate nursing program over a four-year study period. The students' arithmetic mean grade for six nursing courses (both theoretical and clinical) and their final grade point average (GPA) at graduation were the outcome measures of student success. The predictor variables included the applicants' demographic characteristics (e.g., age, gender, ethnic minority status, and previous educational attainment), their supplemental application materials and interview scores (assessing non-academic criteria), and their admission GPA. Linear regression was conducted on the outcome measures to determine whether the selection tools added information over that obtained through the use of admission GPA in predicting success. Although their admission GPAs were consistently predictive of the students' success, neither the supplemental application nor the interview scores had predictive utility. The variables consistently predictive of student success were age, ethnic minority status, and admission GPA, accounting for 26% of the variance in the selected nursing grades and 36% of the variance in GPA at graduation. The results provided little evidence to justify using the selective admissions tools.     

A cross-validation study for predictors of scores on state board examinations.

Regression equations were computed and cross-validated for predicting nurses' scores on each of the five state board examinations (SBEs). Scores on five National League for Nursing (NLN) achievement tests of 101 nurses who graduated from a baccalaureate program between 1968 and 1972 were used as predictor variables. Stepwise regression analysis was used to compute the equations which were, in turn, used to predict the SBE scores for an independent sample of nurses who graduated in 1973. Cross-validation correlations between the predicted and actual obtained scores of the 1973 graduates ranged from .64 to .81. For each equation, the NLN test scores in Nursing of Children and Obstetric Nursing were consistently the best indicators of performance on the SBEs. Additionally, a factor analysis indicated that the SBEs do not measure independent entities, but that all five examinations have high loadings on the same factor. The results suggest that nursing programs should develop and validate prediction equations to assist nurses in preparing for SBEs.     

Predictive value of selected admission criteria for graduate nursing education.

To determine if there are admission criteria that predict success in graduate nursing education, an investigation was conducted of 193 graduates who had successfully completed the masters nursing program at a private eastern university. Admission criteria and other variables chosen were nursing, nonnursing, and cumulative undergraduate grade point averages (GPAs); verbal, quantitative, and combined Graduate Record Examination (GRE) scores; age at entrance; number of years intervening between attainment of the bachelors and completion of the masters degree; and, number of years intervening between the basic nursing education and the completion of the masters degree. Each variable was correlated with masters GPA for degree of association. Pearson's coefficient of correlation was used to analyze the data. Subgroups were analyzed in relation to the chosen area of clinical concentration: community health, psychiatric, medical-surgical, and maternal-child nursing; basic nursing education: diploma or generic baccalaureate; and, marital status: single or married. Nursing, nonnursing, and cumulative undergraduate GPAs were found to be weakly associated with the masters GPA except for the psychiatric subgroup which showed a moderate correlation between the cumulative under-graduate and the masters GPAs. Weak associations were found between verbal, quantitative, and total GRE scores and the masters GPA, with two exceptions: for psychiatric and community health subgroups there were moderate degrees of association between verbal GRE scores and the masters GPA. Age was not an effective criterion for predicting degree of success in the program. Both measures of intervening years were found to be weakly associated with the masters GPA.     

Predicting Nursing Program Success for Veterans: Examining the Importance of TEAS and Pre-Admit Science GPA

BackgroundSupport for veterans in nursing education programs is a priority in universities across the U.S. While studies have examined the relationship between admission criteria and successful nursing program outcomes, minimal data are available regarding predictors of veteran student success.MethodsSuccess for veterans in one university BSN nursing program was examined, as measured by three outcomes: Nursing program graduation GPA, graduation rate, and NCLEX-RN pass rate, as predicted by two admission criteria: GPA and TEAS.ResultsAmong veteran students, pre-admit science GPAs at or above the median score (3.41) predicted higher nursing program graduation GPA, but did not predict graduation rates or NCLEX-RN pass rates. TEAS scores were not predictive of nursing program graduation GPA, graduation rates or NCLEX-RN pass rates. In comparison, veteran and non-veteran nursing students' graduation rates and NCLEX-RN pass rates were similar; with average nursing program graduation GPAs slightly lower for veterans. Veterans contributed gender, age, and cultural diversity to the nursing student body. When NCLEX-RN exam retakes are included, 100% of all veteran participants were successful, a possible indicator of resilience and work ethic.ConclusionFurther discussion is indicated regarding nursing program admission criteria, and factors for success of veterans in nursing programs.     

Academic performance of nursing students: do prerequisite grades and tutoring make a difference?

The purpose of this study was to evaluate the relationship of prerequisite science course performance and tutoring services with academic performance of first semester nursing students. Quantitative data were gathered from student records after a semester in which tutoring services were offered. The convenience sample consisted of 37 students enrolled in first semester nursing courses. Influence on academic performance was determined by comparing the academic performance of two groups, students who attended four or fewer tutorial sessions and students who attended five or more tutorial sessions. Previous academic performance was shown to have a statistically significant relationship with first semester nursing school performance. Recommendations for nursing faculty are offered.     

Baccalaureate education and NCLEX: the causes of success

A systems framework was used to study the unusual failure rate on the National Council Licensing Examination (NCLEX) experienced by one-third of the 1983 graduates of a Northwestern Bachelor of Science Nursing (BSN) program. The study group included 176 graduates; 28 were nonsuccessful and 148 were successful candidates. All candidates experienced an integrated curriculum in the two-year nursing major. This comprehensive study addressed the conceptual and experiential areas of the curriculum as well as student academic potential and performance. It is one of the first research reports to include the new NCLEX as the dependent variable. Data were analyzed for correlational and causal relationships using regression analysis and tests of statistical inference. Results indicated that graduates who entered the program with low SAT scores, low cumulative and Science GPAs, who scored below the class mean on School of Nursing examinations and whose cumulative grade point averages drifted downward while in the School of Nursing were at a significantly high risk of failing the NCLEX. It was demonstrated that the bulk of the learners attracted to the University program fell in the B to C range of academic performance, some graduates were dissatisfied with faculty teaching skill and methods, as well as with the amount of hands-on experience available either in skills labs or clinical settings. The integrated curriculum used by the School of Nursing, threading concepts across practice areas, also presented a difficulty for students. Overall, the study indicated a concern about whether the avant-garde integrated curriculum and teaching methods used by the School of Nursing met the needs of average learners attracted to the program.     

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.     

Predictors for success for first semester,second‐degree Bachelor of Science in Nursing students

Second‐degree Bachelor of Science in Nursing (BSN) programmes have grown rapidly in the past 5 years to respond to the nursing shortage in many countries. The purposes of this study are to describe the relationships among age, prerequisite grades, previous degree grade point averages (GPAs), admissions test scores and first semester test scores, and to investigate the most influential predictor for success in the first semester in the nursing program. Pre‐existing data from academic records were used. There were 60 participants and SPSS version 15.0 was used to analyze the data. The results show that age has no relationship with the first semester performance. Fifty‐four per cent of variance in the first semester GPAs (R² = 0.54) was explained by previous degree GPAs, prerequisite GPAs and admissions test scores in the second‐degree nursing student population. The most influential predictor for success for the first semester of the second‐degree BSN program is admissions tests scores.     

The HESI Admission Assessment and Radiography Exit Examination as Predictors for Student Success

PurposeTo examine the relationship between the Health Education Systems, Inc. (HESI) Admission Assessment (A2) and specific established admission criteria in an entry-level radiologic sciences (RADS) program, and to determine any correlations between the program exit examination, the HESI radiography exit examination, and the American Registry of Radiologic Technologists (ARRT) first-time registry scores for two consecutive program cohorts.DesignA quantitative approach was used to compare students' semester grades in English (6 credit hours), anatomy and physiology (8 credit hours), and college-level mathematics (3 credit hours) to scores on comparable categories of the HESI A2. Students' scores on program exit examinations, the HESI radiography exit examination, and the ARRT first-attempt registry scores were also compared. Quantitative measurements were obtained using z scores and conducting a Pearson correlation reliability coefficient test.Results and ConclusionThere was no correlation between the HESI A2 examination and program admission criteria except when a minimum passing score of 70 was applied to the HESI A2, eliminating some students. Except for one student in each cohort, those students who would have been eliminated by the HESI also left the program, failed the ARRT registry examination, or consistently made low grades (Cs or Ds) in the program. This study showed that the HESI radiography exit examination had a high degree of correlation with the program exit examination and the ARRT registry examination. Finally, this study showed that the HESI A2 examination is a good potential additional tool to use for admission criteria when an appropriate minimum passing score is set and may help in selection of students who will be successful in the program.     

Effectiveness of student admission essays in identifying attrition

Nursing school admission selection processes exist to select the "best and brightest" applicants assuming that those selected will be successful. However, attrition occurs. Effectiveness of grade point averages (GPAs) and test scores have been reported, while the effectiveness of essays in predicting attrition in undergraduate nursing education has not been reported in the literature. For the purposes of this study, attrition was defined as students enrolled in courses following acceptance into the program who did not complete the program. Data from a retrospective longitudinal sample including 236 students from one baccalaureate nursing program were analyzed for differences between students who completed the program ("completers", n=193) and those who dropped out ("non-completers", n=43). t-tests between the group mean essay scores revealed a statistical difference (t=2.092, p=0.043), while there was no statistical difference (t=0.22, p=ns) between the mean admission GPAs of the groups. Content analysis revealed thematic differences in the essays. Non-completers tended to write about nursing as external to themselves, in contrast to the completers who described an internalization of the role. Answers to questions of motivation for entering nursing and personal experience with a nurse may provide helpful information in selecting those students most likely to complete the program.     

Bilingual nurse education program: applicant characteristics that predict success

Nurses are in great demand across the United States, but those fluent in both Spanish and English are in particularly short supply. This study examined three cohorts of students that entered a Spanish-English nursing education program to determine characteristics of applicants that produced student success. Unlike many nursing programs, entrance requirements for this bilingual program did not include a minimal grade point average (GPA) or previous course completions. Logistic regression was used to analyze the relationship between five different characteristics of entering students and their later success in the program. Success was measured in terms of program persistence and performance on the NCLEX-PN and NCLEX-RN exams. Incoming students with relatively high GPAs (M = 3.2) were significantly more likely to persist through the entire nursing 0ronram and oass the NCLEX-RN exam (t < .05) than those with lower GPAs (M = 2.5).     

The co-creation of an innovative curriculum model: Balancing lab,simulation, and clinical

In Fall of 2018, a pre-licensure associate degree nursing program was provided funding from the state legislature to increase the number of student admissions. Increased admissions contributed to more nurse graduates, which alleviated the state nursing shortage. Increasing student admissions required addressing fixed clinical placements, finite lab spaces, changes to faculty schedules, and transitioning current students from one curriculum to the other. A large faculty team was assembled with subcommittees to address various aspects of the curriculum. Meeting monthly curriculum, faculty load hours, student contact hours, technology needs, lab space scheduling, and clinical placement site availability were all addressed. With the change to the lab, simulation, clinical curriculum the school of nursing saw positive responses from students and clinical partners opening up several clinical placements, which increased admissions for the pre-licensure program by 10.8%, with potential for additional admissions in the future.     

Professional guides: bridging the gap between student and professional an assessment and challenge

Orientation and socialization of new nurses is both a time intensive and costly endeavor. Positive mentorship experiences during instruction are crucial to optimum development and growth of expert nurses. Research has shown an increase in the attrition rate for new graduate nurses (Mills & Mullins, 2008, Ali & Pantaer, 2008). The attrition rate is attributed to the lack of adequate mentorship by professional nurses to new registered nurses as they transition from the student to professional role. The expenditure to hire, train, and orient a new registered nurse is equivalent to a registered nurse earned income of one year (Mills & Mullins, 2008). In order to combat some of these issues, attention must be directed at supporting the nursing student during nursing school and facilitating a smooth transition for the student entering the nursing profession. A program has been developed to ease the transition from student to professional which commences during the nursing student's junior year and progresses to graduation. This preliminary exposure to a structured mentorship program during nursing school provides the nursing student the opportunity to experience and utilize their mentor to smooth the transition from nursing student to registered nurse.     

The culturally diverse student: a model for empowerment.

The student who is at a disadvantage due to race, educational background, or cultural background is often unsuccessful in higher education. Specific programs designed to assist the culturally diverse student can make a significant difference in the successful completion of a program of nursing and passing of the National Council Licensure Examination (NCLEX). The authors discuss a model that assists culturally diverse students' success in a program of nursing.     

Maternity Boot Camp: A Strategy to Begin Clinical

To allay anxiety about the maternity clinical experience, nursing faculty developed a simulation to enable prelicensure students to rehearse their 1st day on the maternity unit. Results from student feedback on Maternity Boot Camp indicate that students feel better prepared and more confident. They receive credit for the 8-hour day, which is applied to the 56 hours of clinical time required by this rotation.     

Clinical grades: upward bound

This study examined the relationship of grades earned in paired theory and clinical courses. Data collected during academic years 1997 to 2002 confirmed that grade inflation exists in clinical nursing courses. Problems involved in awarding grades for clinical performance are discussed (e.g., standards of clinical performance, methods used in evaluation of clinical performance, the impossibility of faculty omnipresence, the influence of student effort in grading, the effect of recency, the challenges of keeping good anecdotal records). Solutions to grading problems are proposed, including dividing up performance into agreed-on elements, measurement of these elements on a grading scale that allows for more differentiation of quality in evaluating clinical performance, assigning grades from the beginning of a clinical course, emphasizing all three domains of clinical practice, and evaluating student performance in both laboratory and, clinical settings.