subject:(NCLEX)

1. Kasprovich, Tammy L. Experiences of Registered Nurses Who Were Not Initially Successful on the NCLEX-RN, Then Subsequently Passed.

Degree: 2016, Marquette University

URL: https://epublications.marquette.edu/dissertations_mu/611

► In the past decade, there has been little research conducted regarding individuals’ stories about not initially being successful on the nursing licensure examination (NCLEX-RN). An… (more)

▼ In the past decade, there has been little research conducted regarding individuals’ stories about not initially being successful on the nursing licensure examination (NCLEX-RN). An unsuccessful licensure examination attempt may affect the individual personally and profoundly in ways that could influence their future success. Learning from registered nurses’ experiences may contribute to developing new strategies to promote graduate nurses’ initial success, which could help alleviate the nursing shortage. The purpose of this research study was to explore, using a narrative method, the experiences of registered nurses who were not initially successful the NCLEX-RN, then subsequently passed. Personal Construct Theory (PCT) was used to guide this study. PCT is used to explain how individuals make sense of critical events in their lives. A purposive sample was used for sample recruitment. Fifteen participants were individually interviewed one-time. Data analyses were conducted using both manual and electronic coding, through multiple phases of thematic identification. Rigor was ensured by meeting quality criteria for qualitative research, such as using field notes and careful auditing. Four major themes were identified: (a) pressures all-around, (b) the stigma of being unsuccessful, (c) correcting the problem, and (d) the ultimate learning experience. Participants identified internal and external pressures that prevented them from being successful on their first attempt. They also expressed awareness of a stigma with being unsuccessful; therefore they chose to maintain privacy about their initial results. After a period of time, participants prepared to retake the NCLEX-RN by engaging in positive self-talk, focusing on content, practicing licensure examination style questions, taking commercial preparation courses, and revising test-taking strategies, among others. After successfully passing the NCLEX-RN, the participants wanted to share with graduate nurses what they had learned from their experiences. Following their initial unsuccessful NCLEX-RN result, participants were deeply affected, but with help and support of family, friends, nursing instructors, and managers, they were able to move forward, change their approaches, and become licensed nurses. Participants also expressed that the processes they undertook toward ultimate success on the licensure examination enabled them to be “better nurses” due to increased sensitivity to others who were encountering challenges. Advisors/Committee Members: VandeVusse, Leona, Haglund, Kristin, Schroeter, Kathryn.

Subjects/Keywords: Experiences; NCLEX-RN; Unsuccessful; Medical Education; Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kasprovich, T. L. (2016). Experiences of Registered Nurses Who Were Not Initially Successful on the NCLEX-RN, Then Subsequently Passed. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kasprovich, Tammy L. “Experiences of Registered Nurses Who Were Not Initially Successful on the NCLEX-RN, Then Subsequently Passed.” 2016. Thesis, Marquette University. Accessed December 11, 2019. https://epublications.marquette.edu/dissertations_mu/611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kasprovich, Tammy L. “Experiences of Registered Nurses Who Were Not Initially Successful on the NCLEX-RN, Then Subsequently Passed.” 2016. Web. 11 Dec 2019.

Vancouver:

Kasprovich TL. Experiences of Registered Nurses Who Were Not Initially Successful on the NCLEX-RN, Then Subsequently Passed. [Internet] [Thesis]. Marquette University; 2016. [cited 2019 Dec 11]. Available from: https://epublications.marquette.edu/dissertations_mu/611.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kasprovich TL. Experiences of Registered Nurses Who Were Not Initially Successful on the NCLEX-RN, Then Subsequently Passed. [Thesis]. Marquette University; 2016. Available from: https://epublications.marquette.edu/dissertations_mu/611

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Louisville

2. Kleber, Mary A. Determination of variables which predict success on the National Council Licensure Examination (NCLEX-PN).

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2010, University of Louisville

URL: 10.18297/etd/762 ; https://ir.library.louisville.edu/etd/762

► Nursing is one of the most frequently chosen programs by those entering postsecondary institutions in preparation for a career. This is in part due to… (more)

▼ Nursing is one of the most frequently chosen programs by those entering postsecondary institutions in preparation for a career. This is in part due to the job opportunities available, interest in healthcare, and a pending shortage of nurses in healthcare. One strategy for meeting this shortage is the career pathway which encompasses the concept of lifelong learning and provides a mechanism for advancement of nurses along a continuum. Regardless of the level that a student enters the nursing education continuum, failure on the national licensure exam becomes a burden to both graduates and faculty in time and resources expended. Whereas many empirical research studies have been conducted related to the registered nurse, few studies have been done related to the practical nurse. Therefore, this research study addresses the issue of background and curricular variables which predict success on the National Council Licensure Examination for Practical Nurses (NCLEX-PN). Descriptive statistics, inferential statistics, and logistic regression were used to determine the predictive value of the demographic (age, gender, race) and admission requirements (math, reading); curriculum variables (pre-requisite, foundation, specialty, and advanced nursing courses); and Exit Comprehensive Exam on NCLEX-PN status. The sample consisted of 411 students from 14 practical nursing programs within ten Kentucky Community and Technical Colleges. Independent Sample t Tests, Chi-square, and Correlation suggested statistically significant relationships/differences for all variables with the exception of gender, the mathematics admission exam, and number of attempts on the exit examination. The results of the logistic regression model indicated that age (p = .002) and the Exit Comprehensive Exam (p = .035) made a significant contribution to prediction of success on the NCLEX-PN on the first attempt. The demographic (gender, race); admission (math, reading); curricular, (pre-requisite, foundation, specialty, and advanced nursing courses); and mediating (number of attempts on the Exit Comprehensive Exam) variables were not significant predictors in the logistic model. These results may be used as an advisement tool for at-risk students to direct them toward interventions and resources to increase success on the NCLEX-PN. Advisors/Committee Members: Miller, Stephen K..

Subjects/Keywords: Predictor of success; NCLEX; Practical nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kleber, M. A. (2010). Determination of variables which predict success on the National Council Licensure Examination (NCLEX-PN). (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/762 ; https://ir.library.louisville.edu/etd/762

Chicago Manual of Style (16^th Edition):

Kleber, Mary A. “Determination of variables which predict success on the National Council Licensure Examination (NCLEX-PN).” 2010. Doctoral Dissertation, University of Louisville. Accessed December 11, 2019. 10.18297/etd/762 ; https://ir.library.louisville.edu/etd/762.

MLA Handbook (7^th Edition):

Kleber, Mary A. “Determination of variables which predict success on the National Council Licensure Examination (NCLEX-PN).” 2010. Web. 11 Dec 2019.

Vancouver:

Kleber MA. Determination of variables which predict success on the National Council Licensure Examination (NCLEX-PN). [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Dec 11]. Available from: 10.18297/etd/762 ; https://ir.library.louisville.edu/etd/762.

Council of Science Editors:

Kleber MA. Determination of variables which predict success on the National Council Licensure Examination (NCLEX-PN). [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/762 ; https://ir.library.louisville.edu/etd/762

Temple University

3. Strayer, Robert Michael. Variables Predicting Success in an Advanced Medical-Surgical Nursing Course and the NCLEX-RN for Pre-Licensure Baccalaureate Nursing Students.

Degree: PhD, 2010, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,103572

►

Educational Psychology

The purpose of this descriptive, ex post facto study was to examine possible relationships between demographic, pre-programmatic, and programmatic factors with success in… (more)

Subjects/Keywords: Health Sciences, Nursing; Baccalaureate; NCLEX-RN Success; Nursing Education; Rasch Model

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Strayer, R. M. (2010). Variables Predicting Success in an Advanced Medical-Surgical Nursing Course and the NCLEX-RN for Pre-Licensure Baccalaureate Nursing Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,103572

Chicago Manual of Style (16^th Edition):

Strayer, Robert Michael. “Variables Predicting Success in an Advanced Medical-Surgical Nursing Course and the NCLEX-RN for Pre-Licensure Baccalaureate Nursing Students.” 2010. Doctoral Dissertation, Temple University. Accessed December 11, 2019. http://digital.library.temple.edu/u?/p245801coll10,103572.

MLA Handbook (7^th Edition):

Strayer, Robert Michael. “Variables Predicting Success in an Advanced Medical-Surgical Nursing Course and the NCLEX-RN for Pre-Licensure Baccalaureate Nursing Students.” 2010. Web. 11 Dec 2019.

Vancouver:

Strayer RM. Variables Predicting Success in an Advanced Medical-Surgical Nursing Course and the NCLEX-RN for Pre-Licensure Baccalaureate Nursing Students. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Dec 11]. Available from: http://digital.library.temple.edu/u?/p245801coll10,103572.

Council of Science Editors:

Strayer RM. Variables Predicting Success in an Advanced Medical-Surgical Nursing Course and the NCLEX-RN for Pre-Licensure Baccalaureate Nursing Students. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,103572

4. Longabach, Tanya. NUMBER OF CLINICAL HOURS IN THE NURSING PROGRAMS AND NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) PASSING RATE.

Degree: M.S.Ed., Psychology & Research in Education, 2012, University of Kansas

URL: http://hdl.handle.net/1808/10708

► The purpose of this study was to examine the relationship between National Council Licensure Examination for Registered Nurses (NCLEX) passing rates and the number of… (more)

Subjects/Keywords: Education; Nclex; Nursing

…National Council Licensure Examination for Registered Nurses (NCLEX) and become a… …factors that can contribute to NCLEX success rates. Student factors have been researched… …clinical hours in a nursing program as a factor in NCLEX success rates. Clinical courses are… …a graduate nurse to pass NCLEX, which is necessary to enter professional nursing practice… …research supports the fact that more clinical hours translate into higher NCLEX passing rates…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Longabach, T. (2012). NUMBER OF CLINICAL HOURS IN THE NURSING PROGRAMS AND NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) PASSING RATE. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/10708

Chicago Manual of Style (16^th Edition):

Longabach, Tanya. “NUMBER OF CLINICAL HOURS IN THE NURSING PROGRAMS AND NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) PASSING RATE.” 2012. Masters Thesis, University of Kansas. Accessed December 11, 2019. http://hdl.handle.net/1808/10708.

MLA Handbook (7^th Edition):

Longabach, Tanya. “NUMBER OF CLINICAL HOURS IN THE NURSING PROGRAMS AND NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) PASSING RATE.” 2012. Web. 11 Dec 2019.

Vancouver:

Longabach T. NUMBER OF CLINICAL HOURS IN THE NURSING PROGRAMS AND NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) PASSING RATE. [Internet] [Masters thesis]. University of Kansas; 2012. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/1808/10708.

Council of Science Editors:

Longabach T. NUMBER OF CLINICAL HOURS IN THE NURSING PROGRAMS AND NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) PASSING RATE. [Masters Thesis]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10708

Liberty University

5. Trader, Joey. Non-Science Co/Prerequisite Course Grades as Predictors of Associate Degree Nursing Program Completion and First-Attempt Nclex-Rn Performance.

Degree: 2015, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/1044

► This study examined the potential relationship between non-science co/prerequisite courses (English Composition I, English Composition II, General Psychology, Child Psychology, and Nutrition and Diet Therapy)… (more)

Subjects/Keywords: attrition; logistic regression; NCLEX-RN; predictor; Schema Theory

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Trader, J. (2015). Non-Science Co/Prerequisite Course Grades as Predictors of Associate Degree Nursing Program Completion and First-Attempt Nclex-Rn Performance. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1044

Chicago Manual of Style (16^th Edition):

Trader, Joey. “Non-Science Co/Prerequisite Course Grades as Predictors of Associate Degree Nursing Program Completion and First-Attempt Nclex-Rn Performance.” 2015. Doctoral Dissertation, Liberty University. Accessed December 11, 2019. http://digitalcommons.liberty.edu/doctoral/1044.

MLA Handbook (7^th Edition):

Trader, Joey. “Non-Science Co/Prerequisite Course Grades as Predictors of Associate Degree Nursing Program Completion and First-Attempt Nclex-Rn Performance.” 2015. Web. 11 Dec 2019.

Vancouver:

Trader J. Non-Science Co/Prerequisite Course Grades as Predictors of Associate Degree Nursing Program Completion and First-Attempt Nclex-Rn Performance. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Dec 11]. Available from: http://digitalcommons.liberty.edu/doctoral/1044.

Council of Science Editors:

Trader J. Non-Science Co/Prerequisite Course Grades as Predictors of Associate Degree Nursing Program Completion and First-Attempt Nclex-Rn Performance. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1044

Bowling Green State University

6. Tanicala, Martha L. DESIGN AND IMPLEMENTATION OF NURSING STUDENT CLINICAL EXPERIENCES AND PROGRAM EFFECTIVENESS AS MEASURED BY NCLEX-RN PASS RATES.

Degree: Doctor of Education (EdD), Leadership Studies, 2006, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1146846177

► This study examined the characteristics of design and implementation of student clinical learning experiences and program effectiveness in baccalaureate nursing education programs in Indiana, Michigan… (more)

▼ This study examined the characteristics of design and implementation of student clinical learning experiences and program effectiveness in baccalaureate nursing education programs in Indiana, Michigan and Ohio as measured by NCLEX-RN pass rates. Questions were asked to elicit information regarding clinical curricular design in the following areas: clinical hours, clinical sites, clinical categories, faculty characteristics, factors influencing curricular design, and clinical evaluation methods. The survey instrument Clinical Experiences in Baccalaureate Nursing Programs (CEBNP) was sent to the 56 baccalaureate nursing programs in Indiana, Michigan and Ohio. The questionnaire consisted of 80 items, most of which were fill in the blank or open-ended. Fifteen surveys were returned. The sample consisted of 14 institutions. The purpose of this study was to explore the relationship of curricula design and implementation of nursing student clinical experiences with NCLEX-RN pass rates in nursing education programs in Indiana, Michigan and Ohio. The data were analyzed using both descriptive and inferential methods. Descriptive techniques were used to summarize the data on the dependent variable of NCLEX-RN pass rates. Descriptive statistics of simple, grouped and cumulative frequency distributions were constructed to summarize the data and understand the characteristics of each nursing program. T-test of independent samples and ANOVA were used to assess group differences. Factor analysis was utilized to reduce the number of variables and to determine which variables and subscales clustered together. Pearson correlation was used to evaluate the relationship of NCLEX-RN overall pass rate with several survey items and factors. A forward multiple regression was conducted to determine clinical program characteristics that best predict overall NCLEX-RN pass rates. Two statistically significant correlations were found. Clinical days per week in level one had a negative correlation with the overall pass rate for institutions in the sample. The number of long-term care clinical hours had a positive correlation with the overall pass rate for institutions in the sample. Multiple regression revealed no statistically significant predictors of NCLEX-RN pass rates. Public institutions had a statistically significantly lower overall pass rate than private institutions in the sample. Despite similar NCLEX-RN pass rates among the institutions in the sample, there was great variability in the design of clinical experiences. No specific structure was identified as best practice in the design and implementation of clinical curricula. Implications of these and other results are discussed in terms of influence on clinical curricula design in nursing education. Ideas for future research are also discussed. Advisors/Committee Members: Vannatta, Rachel (Advisor).

Subjects/Keywords: Nursing; Clinical; Curriculum; NCLEX-RN

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tanicala, M. L. (2006). DESIGN AND IMPLEMENTATION OF NURSING STUDENT CLINICAL EXPERIENCES AND PROGRAM EFFECTIVENESS AS MEASURED BY NCLEX-RN PASS RATES. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1146846177

Chicago Manual of Style (16^th Edition):

Tanicala, Martha L. “DESIGN AND IMPLEMENTATION OF NURSING STUDENT CLINICAL EXPERIENCES AND PROGRAM EFFECTIVENESS AS MEASURED BY NCLEX-RN PASS RATES.” 2006. Doctoral Dissertation, Bowling Green State University. Accessed December 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1146846177.

MLA Handbook (7^th Edition):

Tanicala, Martha L. “DESIGN AND IMPLEMENTATION OF NURSING STUDENT CLINICAL EXPERIENCES AND PROGRAM EFFECTIVENESS AS MEASURED BY NCLEX-RN PASS RATES.” 2006. Web. 11 Dec 2019.

Vancouver:

Tanicala ML. DESIGN AND IMPLEMENTATION OF NURSING STUDENT CLINICAL EXPERIENCES AND PROGRAM EFFECTIVENESS AS MEASURED BY NCLEX-RN PASS RATES. [Internet] [Doctoral dissertation]. Bowling Green State University; 2006. [cited 2019 Dec 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1146846177.

Council of Science Editors:

Tanicala ML. DESIGN AND IMPLEMENTATION OF NURSING STUDENT CLINICAL EXPERIENCES AND PROGRAM EFFECTIVENESS AS MEASURED BY NCLEX-RN PASS RATES. [Doctoral Dissertation]. Bowling Green State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1146846177

Louisiana State University

7. Markey, Linda M. A viable entry level into practice: factors determining diploma nursing program success.

Degree: PhD, Human Resources Management, 2010, Louisiana State University

URL: etd-04092010-125258 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1608

► Entry level into the practice of registered nursing has been a controversial topic in the profession of nursing since the American Nurses Association (ANA) Position… (more)

▼ Entry level into the practice of registered nursing has been a controversial topic in the profession of nursing since the American Nurses Association (ANA) Position Statement in 1965, which stated that entry level into practice should be at the baccalaureate degree level. The oldest and most traditional type of nursing program is the diploma nursing program. Diploma nursing programs have proven to score at or above the national mean on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) required by all nursing graduates to pass to obtain licensure for the practice of nursing, regardless of educational preparation. The purpose of this study was to explore and determine what factors make diploma nursing programs successful in the U.S. Based on a review of the literature, extensive information exists on predicting student success on the NCLEX-RN, but very little information exists on program success. Faculties of nursing programs are intricately involved with students and with the program and are uniquely qualified to determine these factors. The Diploma Nursing Program Success Survey, a 42-item questionnaire based on a four-point Likert-type scale, was developed and administered online to 446 faculty members of National League for Nursing Accreditation Committee (NLNAC) accredited diploma nursing programs in the U. S. One hundred ninety diploma nursing faculty participated in the study. Factor analysis identified five factors that determined success among diploma nursing programs labeled as: 1) clinical and faculty experiences, 2) instructors’ years of experience, 3) critical thinking skills, 4) small classes and low faculty-student ratio, and 5) admission criteria. Multiple regression analysis revealed “average number of graduates per year” and “average number of clinical hours in acute care setting per course” as strong predictors of diploma program success predicting 15% of the variance. In addition, seven emerging themes were identified from the question, “What do you think contributes to diploma nursing program success?” These themes were: 1) faculty-student relationship/individualized attention/close relationships/mentoring, 2) increased clinical time, 3) small class size/low faculty-to-student ratio, 4) faculty commitment/dedicated instructors, 5) application of theory into practice, 6) enhancing critical thinking, and 7) same instruction in classroom and clinical.

Subjects/Keywords: program success; critical thinking; NCLEX-RN success; nursing education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Markey, L. M. (2010). A viable entry level into practice: factors determining diploma nursing program success. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04092010-125258 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1608

Chicago Manual of Style (16^th Edition):

Markey, Linda M. “A viable entry level into practice: factors determining diploma nursing program success.” 2010. Doctoral Dissertation, Louisiana State University. Accessed December 11, 2019. etd-04092010-125258 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1608.

MLA Handbook (7^th Edition):

Markey, Linda M. “A viable entry level into practice: factors determining diploma nursing program success.” 2010. Web. 11 Dec 2019.

Vancouver:

Markey LM. A viable entry level into practice: factors determining diploma nursing program success. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Dec 11]. Available from: etd-04092010-125258 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1608.

Council of Science Editors:

Markey LM. A viable entry level into practice: factors determining diploma nursing program success. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04092010-125258 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1608

8. Adams Robertson, Elwanda F. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.

Degree: 2017, Regis University

URL: http://epublications.regis.edu/theses/827

► First time pass rate success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is an expectation for all nursing programs. Nursing faculty… (more)

Subjects/Keywords: DNP Capstone Project; Standardized Testing; NCLEX-RN; Remediation; Retention

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Adams Robertson, E. F. (2017). Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/827

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adams Robertson, Elwanda F. “Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.” 2017. Thesis, Regis University. Accessed December 11, 2019. http://epublications.regis.edu/theses/827.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adams Robertson, Elwanda F. “Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate.” 2017. Web. 11 Dec 2019.

Vancouver:

Adams Robertson EF. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. [Internet] [Thesis]. Regis University; 2017. [cited 2019 Dec 11]. Available from: http://epublications.regis.edu/theses/827.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adams Robertson EF. Standardized Testing and Remediation to Improve NCLEX-RN Pass Rates in an Associate. [Thesis]. Regis University; 2017. Available from: http://epublications.regis.edu/theses/827

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Iowa State University

9. Nacos-burds, Kathleen Johanna. A comparative analysis of demographic and academic characteristics.

Degree: 2010, Iowa State University

URL: https://lib.dr.iastate.edu/etd/11639

► A retrospective study was initiated to determine: (1) the predictive relationship between demographic and academic variables and NCLEX-RN success; and (2) if there were significant… (more)

Subjects/Keywords: Admission Criteria; Associate Degree; NCLEX-RN; Educational Administration and Supervision

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nacos-burds, K. J. (2010). A comparative analysis of demographic and academic characteristics. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/11639

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nacos-burds, Kathleen Johanna. “A comparative analysis of demographic and academic characteristics.” 2010. Thesis, Iowa State University. Accessed December 11, 2019. https://lib.dr.iastate.edu/etd/11639.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nacos-burds, Kathleen Johanna. “A comparative analysis of demographic and academic characteristics.” 2010. Web. 11 Dec 2019.

Vancouver:

Nacos-burds KJ. A comparative analysis of demographic and academic characteristics. [Internet] [Thesis]. Iowa State University; 2010. [cited 2019 Dec 11]. Available from: https://lib.dr.iastate.edu/etd/11639.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nacos-burds KJ. A comparative analysis of demographic and academic characteristics. [Thesis]. Iowa State University; 2010. Available from: https://lib.dr.iastate.edu/etd/11639

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Duquesne University

10. Tinkelenberg, Kathryn. An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students.

Degree: PhD, Nursing, 2007, Duquesne University

URL: https://dsc.duq.edu/etd/1573

► Every year thousands of graduates of nursing programs fail the NCLEX-RN examination. Nurse educators continue to seek methods to identify those students who may be… (more)

Subjects/Keywords: GPA; NCLEX-RN; private colleges

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tinkelenberg, K. (2007). An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1573

Chicago Manual of Style (16^th Edition):

Tinkelenberg, Kathryn. “An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students.” 2007. Doctoral Dissertation, Duquesne University. Accessed December 11, 2019. https://dsc.duq.edu/etd/1573.

MLA Handbook (7^th Edition):

Tinkelenberg, Kathryn. “An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students.” 2007. Web. 11 Dec 2019.

Vancouver:

Tinkelenberg K. An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students. [Internet] [Doctoral dissertation]. Duquesne University; 2007. [cited 2019 Dec 11]. Available from: https://dsc.duq.edu/etd/1573.

Council of Science Editors:

Tinkelenberg K. An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students. [Doctoral Dissertation]. Duquesne University; 2007. Available from: https://dsc.duq.edu/etd/1573

University of Louisville

11. Mitchell, Heather Davis. Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors.

Degree: PhD, 2016, University of Louisville

URL: 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413

► Nursing programs are experiencing a decline in National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rates among graduates. While researchers have attempted to… (more)

▼ Nursing programs are experiencing a decline in National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rates among graduates. While researchers have attempted to identify predictors of performance on the NCLEX-RN, identification of predictors remains elusive. Although the literature is replete with studies exploring NCLEX-RN predictors, prediction under the new 2013 NCLEX test plan and passing standards is not well established. Considering the ever-evolving diversity in students, combined with recent changes in the NCLEX-RN, further exploration of predictors of performance is warranted. Using a correlational design, the study sought to identify the predictors of NCLEX-RN performance for Bachelors of Science in Nursing (BSN) graduates. The focal research question for this study was, “Do baccalaureate nursing students’ academic outcomes predict NCLEX-RN performance?” To answer this primary question, the researcher conducted a retrospective review of student records at a single pre-licensure BSN program. A binary logistic regression was performed to model the relationship between academic outcomes and NCLEX-RN outcomes. The analysis revealed a combination of nursing program academic outcomes predicted NCLEX-RN performance. Most particularly, the use of the Adult Health course exam average, score on the Adult Health ATI exam, ATI Comprehensive Predictor performance, and graduation GPA can predict NCLEX-RN outcomes, when controlling for student profile characteristics and academic factors. This study suggests nursing exam scores and standardized test scores can aid in predicting NCLEX-RN performance for BSN graduates. Findings from this study can provide nursing educators a foundation for understanding the factors associated with NCLEX-RN performance and offer a framework for identifying students who are at-risk for NCLEX-RN failure. Moreover, study findings can provide insight into the additional needs of students in preparing for NCLEX-RN and guide educators in developing early intervention programs for high-risk students. Given the national decline in NCLEX-RN pass rates, early identification of at-risk students and implementation of interventions targeting high-risk students can offer a solution for reducing the number of graduates unprepared for the NCLEX-RN and alleviate the burden associated with failure. Advisors/Committee Members: Gross, Jacob, Chlebowy, Diane, Chlebowy, Diane, Choi, Namok, Sun, Jeffrey.

Subjects/Keywords: NCLEX-RN; student success; BSN program; Higher Education; Other Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mitchell, H. D. (2016). Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413

Chicago Manual of Style (16^th Edition):

Mitchell, Heather Davis. “Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors.” 2016. Doctoral Dissertation, University of Louisville. Accessed December 11, 2019. 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413.

MLA Handbook (7^th Edition):

Mitchell, Heather Davis. “Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors.” 2016. Web. 11 Dec 2019.

Vancouver:

Mitchell HD. Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2019 Dec 11]. Available from: 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413.

Council of Science Editors:

Mitchell HD. Predicting NCLEX-RN performance : an exploration of student demographics, pre-program factors, and nursing program factors. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2413 ; https://ir.library.louisville.edu/etd/2413

12. Frisch, Connie. Nursing Program Acceptance Criteria.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2019, St. Cloud State University

URL: https://repository.stcloudstate.edu/hied_etds/36

► This study examined the relationship of admission criteria and mobility nursing student success as measured by retention and NCLEX-RN passing on first attempt at… (more)

Subjects/Keywords: retention; admission; nursing; NCLEX; Tinto; Shelton; Higher Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Frisch, C. (2019). Nursing Program Acceptance Criteria. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/36

Chicago Manual of Style (16^th Edition):

Frisch, Connie. “Nursing Program Acceptance Criteria.” 2019. Doctoral Dissertation, St. Cloud State University. Accessed December 11, 2019. https://repository.stcloudstate.edu/hied_etds/36.

MLA Handbook (7^th Edition):

Frisch, Connie. “Nursing Program Acceptance Criteria.” 2019. Web. 11 Dec 2019.

Vancouver:

Frisch C. Nursing Program Acceptance Criteria. [Internet] [Doctoral dissertation]. St. Cloud State University; 2019. [cited 2019 Dec 11]. Available from: https://repository.stcloudstate.edu/hied_etds/36.

Council of Science Editors:

Frisch C. Nursing Program Acceptance Criteria. [Doctoral Dissertation]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/hied_etds/36

Indiana University of Pennsylvania

13. Shustack, Lisa. Perceived Factors Contributing to NCLEX-PN Success Rates: A Case Study of a High Performing Practical Nursing Program in Pennsylvania.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

URL: https://knowledge.library.iup.edu/etd/1497

► The purpose of this qualitative case study was to explore the perceptions of what contributes to NCLEX-PN success rates within a high performing Practical… (more)

Subjects/Keywords: faculty satisfaction; intrinsic motivation; NCLEX success; organizational theory; practical nursing; system's thinking; Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shustack, L. (2017). Perceived Factors Contributing to NCLEX-PN Success Rates: A Case Study of a High Performing Practical Nursing Program in Pennsylvania. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shustack, Lisa. “Perceived Factors Contributing to NCLEX-PN Success Rates: A Case Study of a High Performing Practical Nursing Program in Pennsylvania.” 2017. Thesis, Indiana University of Pennsylvania. Accessed December 11, 2019. https://knowledge.library.iup.edu/etd/1497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shustack, Lisa. “Perceived Factors Contributing to NCLEX-PN Success Rates: A Case Study of a High Performing Practical Nursing Program in Pennsylvania.” 2017. Web. 11 Dec 2019.

Vancouver:

Shustack L. Perceived Factors Contributing to NCLEX-PN Success Rates: A Case Study of a High Performing Practical Nursing Program in Pennsylvania. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Dec 11]. Available from: https://knowledge.library.iup.edu/etd/1497.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shustack L. Perceived Factors Contributing to NCLEX-PN Success Rates: A Case Study of a High Performing Practical Nursing Program in Pennsylvania. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1497

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

14. Frazier, Teresa S. Relationships of Course Repitition and Competency Test-out of Lpns to Outcomes on the National Rn Licensure Examination in a Community College.

Degree: Nurse Science Department, 2012, Oklahoma State University

URL: http://hdl.handle.net/11244/7133

► Efforts to mitigate the nursing shortage are multiple in our country. One example is the development of nursing program formats leading to the LPN completing… (more)

Subjects/Keywords: accelerated format; advanced placement; lpn-rn; nclex-rn success; nursing education; nursing program format

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Frazier, T. S. (2012). Relationships of Course Repitition and Competency Test-out of Lpns to Outcomes on the National Rn Licensure Examination in a Community College. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Frazier, Teresa S. “Relationships of Course Repitition and Competency Test-out of Lpns to Outcomes on the National Rn Licensure Examination in a Community College.” 2012. Thesis, Oklahoma State University. Accessed December 11, 2019. http://hdl.handle.net/11244/7133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Frazier, Teresa S. “Relationships of Course Repitition and Competency Test-out of Lpns to Outcomes on the National Rn Licensure Examination in a Community College.” 2012. Web. 11 Dec 2019.

Vancouver:

Frazier TS. Relationships of Course Repitition and Competency Test-out of Lpns to Outcomes on the National Rn Licensure Examination in a Community College. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/11244/7133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frazier TS. Relationships of Course Repitition and Competency Test-out of Lpns to Outcomes on the National Rn Licensure Examination in a Community College. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/7133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Iowa State University

15. Cooper, Sandra Elaine. Examining student achievement and curriculum in a nursing program at a Midwestern community college.

Degree: 2012, Iowa State University

URL: https://lib.dr.iastate.edu/etd/12853

► ABSTRACT The purpose of this study was to examine the pathway model of a nursing curriculum and evaluate the relationship and predictive ability of demographic… (more)

▼ ABSTRACT The purpose of this study was to examine the pathway model of a nursing curriculum and evaluate the relationship and predictive ability of demographic and academic variables on the success or failure of those taking the National Council Licensure Examination for Registered Nurses (NCLEX-RN®) and to determine the impact of noncognitive role variables to student outcomes. A retrospective exploratory study was conducted using a purposive sample of 225 students admitted between 2007 and 2009 to an associate degree nursing program at a large Midwestern community college. Demographic and academic variables of age, prior degrees, Test of Essential Academic Skills (TEAS®) nursing entrance assessment score, science and nursing course grades, ATI RN Comprehensive Predictor Assessment exit score and cumulative grade point averages were analyzed for predictive value of first-attempt pass on the NCLEX-RN. In a separate analysis, the program database was explored to determine the impact of the noncognitive role variables of employment, and caregiving responsibilities on student academic outcomes in the first year of the program. Descriptive analyses supported the relationship of the TEAS entrance assessment with early nursing program success. Students with prior degrees were more likely to persist in the program and graduate. Descriptive analysis of the cumulative grade point average showed implications for transfer and completion of a 4-year degree. The results of the chi-square analysis revealed statistical significance in associations between passing or failing the NCLEX-RN in the cumulative GPA and the RN Comprehensive Assessment score and first nursing course in the first and second years of the program: PNN139 and ADN577, respectively. The independent t test determined there were no significant differences in academic outcomes related to students' noncognitive roles. An exploratory forward stepwise regression was employed to test the theoretical pathway model that examines the factors that predict the results of NCLEX-RN exam. The pathway model was not significant due to the limited variability number of observations in the dependent variable. Implications for nursing education and recommendations for further study are addressed.

Subjects/Keywords: NCLEX-RN; persistence; transfer; Community College Education Administration; Community College Leadership; Education; Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cooper, S. E. (2012). Examining student achievement and curriculum in a nursing program at a Midwestern community college. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cooper, Sandra Elaine. “Examining student achievement and curriculum in a nursing program at a Midwestern community college.” 2012. Thesis, Iowa State University. Accessed December 11, 2019. https://lib.dr.iastate.edu/etd/12853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cooper, Sandra Elaine. “Examining student achievement and curriculum in a nursing program at a Midwestern community college.” 2012. Web. 11 Dec 2019.

Vancouver:

Cooper SE. Examining student achievement and curriculum in a nursing program at a Midwestern community college. [Internet] [Thesis]. Iowa State University; 2012. [cited 2019 Dec 11]. Available from: https://lib.dr.iastate.edu/etd/12853.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cooper SE. Examining student achievement and curriculum in a nursing program at a Midwestern community college. [Thesis]. Iowa State University; 2012. Available from: https://lib.dr.iastate.edu/etd/12853

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

16. Richardson, Jill Kathryn. An evaluation of nursing program administrator perspectives on national nursing education accreditation.

Degree: EdD, Education (Leadership), 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710

► This study evaluates nursing school administrator perspectives on national nursing education accreditation and their quality standards, such as first-time National Council Licensing Exam for Registered… (more)

Subjects/Keywords: nursing education; nursing education accreditation; board of nursing; National Council Licensing Exam; NCLEX

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Richardson, J. K. (2015). An evaluation of nursing program administrator perspectives on national nursing education accreditation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710

Chicago Manual of Style (16^th Edition):

Richardson, Jill Kathryn. “An evaluation of nursing program administrator perspectives on national nursing education accreditation.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 11, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710.

MLA Handbook (7^th Edition):

Richardson, Jill Kathryn. “An evaluation of nursing program administrator perspectives on national nursing education accreditation.” 2015. Web. 11 Dec 2019.

Vancouver:

Richardson JK. An evaluation of nursing program administrator perspectives on national nursing education accreditation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 11]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710.

Council of Science Editors:

Richardson JK. An evaluation of nursing program administrator perspectives on national nursing education accreditation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/534465/rec/710

University of Alabama

17. Kuss, Charlotte Ann. The relationship between educational preparation of nursing faculty and associate degree program pass rates on the national council licensure examination for registered nurses.

Degree: 2014, University of Alabama

URL: http://purl.lib.ua.edu/116083

► Today's complex healthcare system requires nursing graduates to be prepared to deliver high quality, patient-centered care to a diverse population. Nurse educators must be highly… (more)

▼ Today's complex healthcare system requires nursing graduates to be prepared to deliver high quality, patient-centered care to a diverse population. Nurse educators must be highly proficient nurses as well as excellent educators who are able to facilitate student learning. There is a paucity of published literature regarding the optimal preparation for nurses entering the faculty role. This retrospective survey study examined the relationship between the educational preparation of nursing faculty and the student outcomes of program pass rates and performance on key components on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) in 40 associate degree nursing (ADN) programs in Florida, both public and private/proprietary. The specific components of educational preparation that were included in this study were (a) the highest degree attained; (b) the type of doctoral degree attained (Doctor of Education, Doctor of Philosophy, Doctor of Nursing Practice, or other); and (c) completion of a minimum of nine credits of graduate level education coursework covering topics such as curriculum development, instructional design, assessment and evaluation, and adult learning theories. Other faculty characteristics analyzed were teaching experience, student-to-faculty ratio, and percentage of full-time faculty. All faculty data were grouped by program. Faculty characteristics shown to predict program NCLEX-RN pass rates were faculty completion of graduate level education coursework and years of teaching experience (averaged teaching experience by the full-time faculty group within a program), although faculty completion of education coursework was related to NCLEX-RN pass rates at a significantly higher rate than was found with years of teaching experience. Based on the findings from this study, ADN programs in Florida that employ full-time faculty members who have completed graduate-level education coursework may see positive effects on NCLEX-RN pass rates. Likewise, ADN programs in Florida that increase the average teaching experience of the full-time faculty may see positive effects on NCLEX-RN pass rates. (Published By University of Alabama Libraries) Advisors/Committee Members: Stanton, Marietta P., Handley, Marilyn, Houser, Rick A., Robinson, Cecil, Packa, Donna, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Nursing; Higher education; Associate degree nursing; Faculty preparation; NCLEX-RN; Nurse educators; Nursing graduate education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kuss, C. A. (2014). The relationship between educational preparation of nursing faculty and associate degree program pass rates on the national council licensure examination for registered nurses. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/116083

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kuss, Charlotte Ann. “The relationship between educational preparation of nursing faculty and associate degree program pass rates on the national council licensure examination for registered nurses.” 2014. Thesis, University of Alabama. Accessed December 11, 2019. http://purl.lib.ua.edu/116083.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kuss, Charlotte Ann. “The relationship between educational preparation of nursing faculty and associate degree program pass rates on the national council licensure examination for registered nurses.” 2014. Web. 11 Dec 2019.

Vancouver:

Kuss CA. The relationship between educational preparation of nursing faculty and associate degree program pass rates on the national council licensure examination for registered nurses. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Dec 11]. Available from: http://purl.lib.ua.edu/116083.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kuss CA. The relationship between educational preparation of nursing faculty and associate degree program pass rates on the national council licensure examination for registered nurses. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/116083

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alabama

18. Swain, Katrina Coleman. Predictors of success on the NCLEX-RN for associate degree nursing graduates.

Degree: 2012, University of Alabama

URL: http://purl.lib.ua.edu/55096

► The nursing shortage is a national issue that has ignited an increasing demand to address the importance of preparing students to be successful on the… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; Nursing; Associate Degree Nursing; NCLEX-RN; nursing shortage; Predictors; Registered Nurses; Success

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Swain, K. C. (2012). Predictors of success on the NCLEX-RN for associate degree nursing graduates. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Swain, Katrina Coleman. “Predictors of success on the NCLEX-RN for associate degree nursing graduates.” 2012. Thesis, University of Alabama. Accessed December 11, 2019. http://purl.lib.ua.edu/55096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Swain, Katrina Coleman. “Predictors of success on the NCLEX-RN for associate degree nursing graduates.” 2012. Web. 11 Dec 2019.

Vancouver:

Swain KC. Predictors of success on the NCLEX-RN for associate degree nursing graduates. [Internet] [Thesis]. University of Alabama; 2012. [cited 2019 Dec 11]. Available from: http://purl.lib.ua.edu/55096.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Swain KC. Predictors of success on the NCLEX-RN for associate degree nursing graduates. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55096

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brock University

19. Podwinski, Kerri Ann. A Canadian Perspective on the ‘NCLEX-RN World’: Pragmatism When the Stakes are High .

Degree: Applied Health Sciences Program, Brock University

URL: http://hdl.handle.net/10464/14537

► According to the Ontario nursing regulatory body, the American-designed high stakes nursing licensure examination, the NCLEX-RN, is a valid measure to assess the Canadian entry-to-practice… (more)

Subjects/Keywords: NCLEX-RN; Canada; RN experience; Licensure examination; Registered Nurse

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Podwinski, K. A. (n.d.). A Canadian Perspective on the ‘NCLEX-RN World’: Pragmatism When the Stakes are High . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/14537

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Podwinski, Kerri Ann. “A Canadian Perspective on the ‘NCLEX-RN World’: Pragmatism When the Stakes are High .” Thesis, Brock University. Accessed December 11, 2019. http://hdl.handle.net/10464/14537.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Podwinski, Kerri Ann. “A Canadian Perspective on the ‘NCLEX-RN World’: Pragmatism When the Stakes are High .” Web. 11 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Podwinski KA. A Canadian Perspective on the ‘NCLEX-RN World’: Pragmatism When the Stakes are High . [Internet] [Thesis]. Brock University; [cited 2019 Dec 11]. Available from: http://hdl.handle.net/10464/14537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Podwinski KA. A Canadian Perspective on the ‘NCLEX-RN World’: Pragmatism When the Stakes are High . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/14537

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Northeastern University

20. DeLorenzo, Margaret. Making sense of nursing faculty classroom experiences they believe supportive of National Council Licensing Exam-Registered Nurse (NCLEX-RN) success: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2016, Northeastern University

URL: http://hdl.handle.net/2047/D20221906

► As a result of an aging population, aging baby boomer nurses, and an increased demand for baccalaureate prepared nurses, the demand for future nurses is… (more)

▼ As a result of an aging population, aging baby boomer nurses, and an increased demand for baccalaureate prepared nurses, the demand for future nurses is expected to reach epic proportions. These major changes in the health care system will require profound changes in nursing education as faculty aim to improve teaching approaches in preparing student nurses for practice. In addition, the accrediting body for BSN programs has set minimum required pass rates for first time NCLEX-RN test takers. Inadequate and declining pass rates have the potential to impact nursing programs, stakeholders, and the health care system as a whole. The purpose of this study was to explore nursing faculty sense-making of classroom experiences they believe supportive of NCLEX-RN success. A qualitative approach was used for this study, which followed the research tradition of Interpretative Phenomenological Analysis. This approach allowed the researcher to explore, analyze, and interpret nursing faculty sense-making of lived experiences in the classroom. Data was gathered from participants through use of semi-structured interviews. Super-ordinate themes emerging from the data included; responsibility for student success, affected by application of teaching practices, and motivated by the NCLEX-RN. Findings revealed faculty reliance on student participation in learning as well as a strong faculty desire for student success. Faculty were responsive to diverse teaching practices, energized by integration of knowledge, and experienced uncertainty around NCLEX-RN preparation. In addition, faculty were encouraged by their dedication to NCLEX-RN style questioning and energized to align course content with the NCLEX-RN test plan. Findings from this study add to the current literature around the NCLEX-RN, and may provide nursing faculty, administrators, accrediting bodies, and other stakeholders with insight into valued teaching practices supportive of NCLEX-RN success. Several recommendations for practice and further research are included in the report of findings.

Subjects/Keywords: interpretative phenomenological analysis; NCLEX-RN; NCLEX-RN pass rates; nursing education; nursing faculty experiences; sense-making; Nursing; Study and teaching; Nursing schools; Faculty; Nursing; Examinations; Nursing; Licenses; National Council Licensure Examination for Registered Nurses

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

DeLorenzo, M. (2016). Making sense of nursing faculty classroom experiences they believe supportive of National Council Licensing Exam-Registered Nurse (NCLEX-RN) success: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221906

Chicago Manual of Style (16^th Edition):

DeLorenzo, Margaret. “Making sense of nursing faculty classroom experiences they believe supportive of National Council Licensing Exam-Registered Nurse (NCLEX-RN) success: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed December 11, 2019. http://hdl.handle.net/2047/D20221906.

MLA Handbook (7^th Edition):

DeLorenzo, Margaret. “Making sense of nursing faculty classroom experiences they believe supportive of National Council Licensing Exam-Registered Nurse (NCLEX-RN) success: an interpretative phenomenological analysis.” 2016. Web. 11 Dec 2019.

Vancouver:

DeLorenzo M. Making sense of nursing faculty classroom experiences they believe supportive of National Council Licensing Exam-Registered Nurse (NCLEX-RN) success: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Dec 11]. Available from: http://hdl.handle.net/2047/D20221906.

Council of Science Editors:

DeLorenzo M. Making sense of nursing faculty classroom experiences they believe supportive of National Council Licensing Exam-Registered Nurse (NCLEX-RN) success: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221906

University of Alabama

21. Pence, Jillyn Noland. Using computer adaptive quizzing as a tool for nclex-rn success.

Degree: 2016, University of Alabama

URL: http://purl.lib.ua.edu/144913

► A common goal among nurse educators is to adequately prepare graduates to be competent, caring professionals who deliver the highest standard of care. For the… (more)

▼ A common goal among nurse educators is to adequately prepare graduates to be competent, caring professionals who deliver the highest standard of care. For the nursing school graduate, the first step to attaining this goal is success on the NCLEX-RN. Nurse educators are constantly seeking new strategies to help better prepare graduates for first time NCLEX-RN success. The purpose of this study was to examine the relationship between student access to computer-adaptive quizzing software program during the final semester of a baccalaureate nursing program and first time NCLEX-RN success. Employing the principles of retrieval practice theory, computer-adaptive quizzing is a strategy used in nursing education to allow students to study, evaluate, remediate, and reevaluate mastery of nursing concepts. Computer-adaptive quizzing was developed using the foundational principles of computer-adaptive testing and item response theory, which have been utilized in education, psychology, and computer science for many years. A retrospective, descriptive correlational design was used to compare NCLEX-RN outcomes of one cohort of students who did not have access to the computer-adaptive quizzing software (n=99) and one cohort who did have access (n=96). The computer-adaptive quizzing software program that was used in this study was PassPoint®, a product of Wolters Kluwer Health. There were no statistically significant differences between the two cohorts related to age, gender, race, pre-nursing science GPA, nursing GPA, nursing course failures, and if other degrees were held. There were no major course changes or revisions over the four semesters of the study other than the implementation of the PassPoint adaptive quizzing software. Chi-square analysis suggested that there was an association between having access to and using the software and NCLEX-RN success (p< .001; df=1) with 16.16% of those not having access being unsuccessful on the NCLEX-RN compared to 1.05% of those with access being unsuccessful. Logistic regression showed the predictive model significantly predicted that 18% of the variability of NCLEX-RN success could be linked with usage of the adaptive quizzing software. (Published By University of Alabama Libraries) Advisors/Committee Members: Wood, Felecia, Benson, Angela, Denham, Andre, Handley, Marilyn, Phelan, Julia, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Nursing; Education; Educational tests & measurements; computer adaptive quizzing (CAQ); computer adaptive testing (CAT); high stakes; NCLEX; testing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pence, J. N. (2016). Using computer adaptive quizzing as a tool for nclex-rn success. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/144913

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pence, Jillyn Noland. “Using computer adaptive quizzing as a tool for nclex-rn success.” 2016. Thesis, University of Alabama. Accessed December 11, 2019. http://purl.lib.ua.edu/144913.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pence, Jillyn Noland. “Using computer adaptive quizzing as a tool for nclex-rn success.” 2016. Web. 11 Dec 2019.

Vancouver:

Pence JN. Using computer adaptive quizzing as a tool for nclex-rn success. [Internet] [Thesis]. University of Alabama; 2016. [cited 2019 Dec 11]. Available from: http://purl.lib.ua.edu/144913.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pence JN. Using computer adaptive quizzing as a tool for nclex-rn success. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/144913

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Central Florida

22. Tao, Jinyuan. Evaluation of a secure laptop based testing program in an undergraduate nursing program.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4623

► This applied dissertation paper introduced a program evaluation of a secure laptop-based testing (SLBT) program, which was implemented from 2009 to 2014 in an undergraduate… (more)

▼ This applied dissertation paper introduced a program evaluation of a secure laptop-based testing (SLBT) program, which was implemented from 2009 to 2014 in an undergraduate nursing program at a private institution in the southeastern region of the United States (US). Computerized testing is an old topic in the educational research field, but the instructor-made, laptop-based secure testing that utilizes learning management systems (LMS) for undergraduate nursing programs is a fairly new topic in the US. Traditionally, testing has been administered with paper and pencil in the undergraduate nursing programs in the US for security reasons. Recently, with different robust LMSs, together with availability of affordable laptops, SLBT has become a reality on many campuses. The undergraduate nursing program at the Adventist University of Health Sciences (ADU) began to implement the SLBT program in 2009, which allowed students to use their newly purchased laptops to take secure quizzes and tests in their classrooms. After nearly five years' SLBT program implementation, a formative evaluation was conducted to seek constructive feedback from students, faculty, and technology support personnel to improve the program. Evaluation data show that, overall, students believed the SLBT program help them get hands-on experience of taking exams on the computer and get them prepared for their National Council Licensure Examination for Registered Nurses (NCLEX-RN) which is also computerized. Students, however, had a lot of concerns on laptop glitches and campus wireless network glitches they experienced during testing. Faculty and technology support personnel, on the other hand, were very satisfied with the SLBT program. Another goal of this evaluation study was to determine if students' first-time passing rate of NCLEX-RN has been improved significantly after the implementation of the SLBT program. NCLEX-RN first-time passing rate data were analyzed using the Chi-Square test and it revealed that there was no significant association between the two types of testing method (paper-and-pencil testing and the secure laptop-based testing) and whether or not students would pass NCLEX-RN the first time X2(1) = 3.53, p > .05. Based on the odds ratio, however, the odds of students passed NCLEX-RN the first time were 1.37 times higher if they were taught with the SLBT testing method than if taught with the traditional paper-and-pencil testing method in nursing school. Advisors/Committee Members: Gunter, Glenda.

Subjects/Keywords: Secure testing; computerized testing; nursing testing; nclex rn; nursing education; program evaluation; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tao, J. (2014). Evaluation of a secure laptop based testing program in an undergraduate nursing program. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4623

Chicago Manual of Style (16^th Edition):

Tao, Jinyuan. “Evaluation of a secure laptop based testing program in an undergraduate nursing program.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 11, 2019. https://stars.library.ucf.edu/etd/4623.

MLA Handbook (7^th Edition):

Tao, Jinyuan. “Evaluation of a secure laptop based testing program in an undergraduate nursing program.” 2014. Web. 11 Dec 2019.

Vancouver:

Tao J. Evaluation of a secure laptop based testing program in an undergraduate nursing program. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 11]. Available from: https://stars.library.ucf.edu/etd/4623.

Council of Science Editors:

Tao J. Evaluation of a secure laptop based testing program in an undergraduate nursing program. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4623

University of Arkansas

23. Danner, Lee Ann. Differences in Kaplan Integrated Exam Scores Based on Institutional Factors.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2019, University of Arkansas

URL: https://scholarworks.uark.edu/etd/3127

► Registered Nurses constitute the largest health care occupation in the United States. Current entry-level education for the profession of nursing is either an Associate… (more)

Subjects/Keywords: Associate Nursing Degree; Bachelor of Science in Nursing; Content Mastery Exams; Kaplan Integrated Exams; NCLEX-RN; Curriculum and Instruction; Educational Methods; Higher Education; Other Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Danner, L. A. (2019). Differences in Kaplan Integrated Exam Scores Based on Institutional Factors. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3127

Chicago Manual of Style (16^th Edition):

Danner, Lee Ann. “Differences in Kaplan Integrated Exam Scores Based on Institutional Factors.” 2019. Doctoral Dissertation, University of Arkansas. Accessed December 11, 2019. https://scholarworks.uark.edu/etd/3127.

MLA Handbook (7^th Edition):

Danner, Lee Ann. “Differences in Kaplan Integrated Exam Scores Based on Institutional Factors.” 2019. Web. 11 Dec 2019.

Vancouver:

Danner LA. Differences in Kaplan Integrated Exam Scores Based on Institutional Factors. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Dec 11]. Available from: https://scholarworks.uark.edu/etd/3127.

Council of Science Editors:

Danner LA. Differences in Kaplan Integrated Exam Scores Based on Institutional Factors. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3127

University of Maine

24. Sauda, Valerie C. Learning Science: Physical and Life Sciences in Curricula Across U.S. Schools of Nursing.

Degree: PhD, Interdisciplinary Program, 2019, University of Maine

URL: https://digitalcommons.library.umaine.edu/etd/3002

► Nursing educators are being challenged to provide curriculum that meets the changing healthcare environment and demand for creative, innovative nurses to assist in transforming… (more)

▼ Nursing educators are being challenged to provide curriculum that meets the changing healthcare environment and demand for creative, innovative nurses to assist in transforming healthcare into the future (Benner, Sutphen, Leonard, & Day, 2010; Institute Of Medicine, 2011). The liberal education provided within a baccalaureate of science in nursing (BSN) degree program provides a diversity of courses within the curriculum, including courses in the natural, physical, mathematical, and social sciences (American Association of Colleges of Nursing [AACN], 2008). Although nursing programs have included science courses in curriculum since the early 1900s (Nutting & Dock, 1907), there is lack of nursing educational research as to which science courses and how many should be included in nursing curriculum to help meet the changing demands of the healthcare environment. The purpose of this study is to explore natural and physical science specific curricula for Commission on Collegiate Nursing Education (CCNE) accredited nursing programs and to reveal differences and/or consistencies among programs. Through the collection and analysis of available data from public datasets, the retrospective observational study revealed consistency among the specific science courses offered within U.S. schools of nursing which have similar course titles to science courses offered in 1918 (Nutting and Stewart, 1918). Institutional factors such as the affiliated university or college research level or public/private status, whether a nursing program provides direct entry, or a nursing program’s admission GPA appear to have little to no relationship with specific science curriculum offered in schools of nursing and no significant association with NCLEX-RN^® examination pass rates based on science curriculum. Although the NCLEX-RN^® examination is the benchmark end of program and entry into practice examination for nurses, the relationship between science curriculum and the NCLEX-RN^®examination is unclear from the study. The impact of a science curriculum upon the practice and education of nurses today requires further study. The opportunity for enhancement of clinical thinking and collaborative opportunities that study in sciences offer could be a significant component of future study for nursing educators to ensure the future workforce is able to engage in innovation. Advisors/Committee Members: Patricia Poirier, Michael Wittman, Vanessa Klein.

Subjects/Keywords: Nursing curriculum; physical and natural sciences; NCLEX; U.S. schools of nursing; B.S.N.; Curriculum and Instruction; Education Policy; Interprofessional Education; Life Sciences; Nursing; Physical Sciences and Mathematics; Science and Mathematics Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sauda, V. C. (2019). Learning Science: Physical and Life Sciences in Curricula Across U.S. Schools of Nursing. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/3002

Chicago Manual of Style (16^th Edition):

Sauda, Valerie C. “Learning Science: Physical and Life Sciences in Curricula Across U.S. Schools of Nursing.” 2019. Doctoral Dissertation, University of Maine. Accessed December 11, 2019. https://digitalcommons.library.umaine.edu/etd/3002.

MLA Handbook (7^th Edition):

Sauda, Valerie C. “Learning Science: Physical and Life Sciences in Curricula Across U.S. Schools of Nursing.” 2019. Web. 11 Dec 2019.

Vancouver:

Sauda VC. Learning Science: Physical and Life Sciences in Curricula Across U.S. Schools of Nursing. [Internet] [Doctoral dissertation]. University of Maine; 2019. [cited 2019 Dec 11]. Available from: https://digitalcommons.library.umaine.edu/etd/3002.

Council of Science Editors:

Sauda VC. Learning Science: Physical and Life Sciences in Curricula Across U.S. Schools of Nursing. [Doctoral Dissertation]. University of Maine; 2019. Available from: https://digitalcommons.library.umaine.edu/etd/3002

25. Foley, David M. Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs.

Degree: PhD, College of Education and Human Services, 2016, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1462211177

► As the US population becomes more diverse, schools of nursing are faced with the formidable challenge of graduating diverse groups of competent students who will… (more)

▼ As the US population becomes more diverse, schools of nursing are faced with the formidable challenge of graduating diverse groups of competent students who will pass the NCLEX-RN® and serve an equally diverse public in the safest manner possible. Although institutions of higher learning have adopted plans to enhance diversity among nursing graduates, tension is created between these initiatives and the academic rigor required by nursing education. In particular, schools of nursing in diverse urban metropolitan areas face unique challenges educating increasing number of men, minorities, and students for whom English is a second language (ESL). Stanton-Salazar’s (2011) Social Capital Framework indicates academic success is impacted by the amount of social capital students bring to the educational setting. Nursing students from urban areas often bring less social capital, thus prompting nurse educators to closely examine and revise pedagogical methods. This study identified and analyzed the predictive power of demographic and academic variables on students’ success on the NCLEX-RN® at a large urban university’s pre-licensure nursing programs. Linear logistic regression model results indicated GPA is an extraordinarily strong predictor. However, revised logistic regression models excluding GPA amplified the predictive power of the other variables including ESL status and ATI™ Comprehensive Predictor Examination score. ATI™ emerged as the most robust predictor of success on the NCLEX-RN®, demonstrating even a small increase in ATI™ score significantly impacted students’ likelihood to pass the NCLEX-RN®. Gender and minority status were not significant predictors of students success on the NCLEX-RN®. Attrition rates for male, minority, and ESL students averaged twice those of females, non-minorities, and native English speakers. Recommendations to promote success for these students included opportunities to enhance social capital, deeper investment in a holistic admissions process, pedagogical innovations, and full integration of ATI™ formative and summative strategies into the nursing curriculum. By promoting success for all students, male, minority, and ESL scholars can be viewed not from a perspective of potential failure, but rather from that of rich potential for contributions to the profession of nursing. Advisors/Committee Members: Lock, Vida (Committee Chair).

Subjects/Keywords: Education; Nursing; NCLEX-RN Rates; predictors; demographic; academic; attrition; social capital

…most robust predictor of success on the NCLEX-RN®, demonstrating even a small increase in… …minority status were not significant predictors of students success on the NCLEX-RN®. Attrition… …11 The NCLEX-RN… …NCLEX-RN® Success .........................................................42 Demographic… …Combined ABSN/BBSN NCLEX-RN® Pass Rates 2011-2015 ......75 6 Correlation Coefficients among…

1 more image…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Foley, D. M. (2016). Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1462211177

Chicago Manual of Style (16^th Edition):

Foley, David M. “Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs.” 2016. Doctoral Dissertation, Cleveland State University. Accessed December 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1462211177.

MLA Handbook (7^th Edition):

Foley, David M. “Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs.” 2016. Web. 11 Dec 2019.

Vancouver:

Foley DM. Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs. [Internet] [Doctoral dissertation]. Cleveland State University; 2016. [cited 2019 Dec 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1462211177.

Council of Science Editors:

Foley DM. Predicting Student Success: Factors Influencing NCLEX-RN® Rates in an Urban University's Pre-Licensure Programs. [Doctoral Dissertation]. Cleveland State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1462211177

Liberty University

26. Porter, Rebecca. A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success.

Degree: 2017, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/1626

► Critical thinking is a required curricular outcome for nursing education; however, the literature shows a gap related to valid and reliable tools to measure critical… (more)

Subjects/Keywords: Associate of Science in Nursing; ATI Critical Thinking Exam; ATI TEAS; Critical Thinking; NCLEX-RN Success; Student Success; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Higher Education; Science and Mathematics Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Porter, R. (2017). A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1626

Chicago Manual of Style (16^th Edition):

Porter, Rebecca. “A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success.” 2017. Doctoral Dissertation, Liberty University. Accessed December 11, 2019. http://digitalcommons.liberty.edu/doctoral/1626.

MLA Handbook (7^th Edition):

Porter, Rebecca. “A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success.” 2017. Web. 11 Dec 2019.

Vancouver:

Porter R. A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Dec 11]. Available from: http://digitalcommons.liberty.edu/doctoral/1626.

Council of Science Editors:

Porter R. A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1626

University of Florida

27. Aurelien, Louise. The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2011, University of Florida

URL: http://ufdc.ufl.edu/UFE0043337

► The purpose of this quantitative study was to examine the relationship between individual and institutional factors that influence the academic and NCLEX-RN? success of racial/ethnic… (more)

Subjects/Keywords: Academic achievement; Hispanics; Minority group students; Nurses; Nursing; Nursing education; Nursing students; Registered nurses; Students; Workforce; academic – african – american – associate – attrition – black – college – community – degree – education – ethnicity – exit – finances – financial – gpa – grade – graduation – hesi – hispanic – minority – nclex – nurse – nursing – race – registered – retention – state – student – success – support – white

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Aurelien, L. (2011). The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043337

Chicago Manual of Style (16^th Edition):

Aurelien, Louise. “The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program.” 2011. Doctoral Dissertation, University of Florida. Accessed December 11, 2019. http://ufdc.ufl.edu/UFE0043337.

MLA Handbook (7^th Edition):

Aurelien, Louise. “The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program.” 2011. Web. 11 Dec 2019.

Vancouver:

Aurelien L. The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Dec 11]. Available from: http://ufdc.ufl.edu/UFE0043337.

Council of Science Editors:

Aurelien L. The Nursing Profession Diversity Challenge Individual and Institutional Factors that Influence the Academic and NCLEX-RN Success of Racial/Ethnic Minority Students in an Associate Degree Program. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0043337

28. Egan, Judith. The Relationship Between Utilization of the Elsevier Online Remediation Tool and the HESI Exit Exam for Student Nurses Preparing for the NCLEX-RN.

Degree: PhD, Education Leadership, Management and Policy, 2016, Seton Hall University

URL: http://scholarship.shu.edu/dissertations/2227

► Nursing schools are operating at full capacity in order to address an impending shortage of registered nurses that may exceed 500,000 by the year… (more)

▼ Nursing schools are operating at full capacity in order to address an impending shortage of registered nurses that may exceed 500,000 by the year 2025. This pressure on scarce resources elevates the importance of NCLEX-RN preparedness for nursing faculty, nursing students, and the public at large. Additionally, the ability to successfully prepare students to sit for the NCLEX-RN exam can affect the reputation of nursing programs throughout the United States. Nursing schools frequently utilize commercially prepared standardized exams to assess student readiness and identify students in need of remediation. The HESI E2 Exit Exam distributed by Elsevier is one such exam. Built into this exam is a student-centered online remediation tool that allows students to customize their study based on exam results. In response to low NCLEX-RN pass rates, a BSN program in the northeastern United States developed a remediation policy requiring students to complete a prescribed number of remediation hours based on their earned score. General systems theory was the framework that guided this analytical policy analysis. Once a policy is created as a result of a systematic assessment of a problem, it is necessary to evaluate the policy for effectiveness. This ex post facto analysis addresses a gap in the literature of high quality quantitative remediation policies that are reproducible throughout multiple programs. Using multiple regression this study explored the relationship between utilization of the Elsevier online remediation resource and scores on the HESI V2 Exit Exam for senior-level nursing students. Variables explored were GPA, HESI V1 scores, gender, cohort (traditional or second degree), semester (spring, summer, or fall), and hours of remediation. GPA significantly predicted 15% to 18% of the variance in scores on the HESI V2 exam. When additional variables are entered into the model, the predictive value of GPA was reduced to 3% to 9%. HESI Version 1 significantly predicted 3% to 18% of the variance in scores on the HESI V2 while controlling for GPA. Completion of online remediation hours did not significantly contribute to scores on the HESI V2 Exit Exam for senior-level nursing students in this northeastern BSN program. Advisors/Committee Members: Robert Kelchen, Ph.D.

Subjects/Keywords: NCLEX-RN; Remediation; HESI Exit Exam; General Systems Theory; Online remediation; Standardized tests; Nursing

…17 Predictors of NCLEX-RN Success… …administration of a National Council Licensure Exam for Registered Nurses (NCLEX-RN). The… …NCLEX-RN is a computer adapted test (CAT) that is individualized to each candidate… …program are eligible to sit for the NCLEX-RN (NCSBN, 2013). 1 A survey of entry… …accredited nursing program, students are granted eligibility to sit for the NCLEX-RN. In December…

11 more images…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Egan, J. (2016). The Relationship Between Utilization of the Elsevier Online Remediation Tool and the HESI Exit Exam for Student Nurses Preparing for the NCLEX-RN. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2227

Chicago Manual of Style (16^th Edition):

Egan, Judith. “The Relationship Between Utilization of the Elsevier Online Remediation Tool and the HESI Exit Exam for Student Nurses Preparing for the NCLEX-RN.” 2016. Doctoral Dissertation, Seton Hall University. Accessed December 11, 2019. http://scholarship.shu.edu/dissertations/2227.

MLA Handbook (7^th Edition):

Egan, Judith. “The Relationship Between Utilization of the Elsevier Online Remediation Tool and the HESI Exit Exam for Student Nurses Preparing for the NCLEX-RN.” 2016. Web. 11 Dec 2019.

Vancouver:

Egan J. The Relationship Between Utilization of the Elsevier Online Remediation Tool and the HESI Exit Exam for Student Nurses Preparing for the NCLEX-RN. [Internet] [Doctoral dissertation]. Seton Hall University; 2016. [cited 2019 Dec 11]. Available from: http://scholarship.shu.edu/dissertations/2227.

Council of Science Editors:

Egan J. The Relationship Between Utilization of the Elsevier Online Remediation Tool and the HESI Exit Exam for Student Nurses Preparing for the NCLEX-RN. [Doctoral Dissertation]. Seton Hall University; 2016. Available from: http://scholarship.shu.edu/dissertations/2227

29. Kinder, Rachel A. Development and Validation of the Student Activation Measure.

Degree: PhD, Nursing Science, 2008, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-11202008-122821/ ;

► NURSING SCIENCE DEVELOPMENT AND VALIDATION OF THE STUDENT ACTIVATION MEASURE RACHEL A. KINDER Dissertation under the direction of Professor Kenneth A. Wallston Student activation is… (more)

▼ NURSING SCIENCE DEVELOPMENT AND VALIDATION OF THE STUDENT ACTIVATION MEASURE RACHEL A. KINDER Dissertation under the direction of Professor Kenneth A. Wallston Student activation is defined as a level of engagement in learning that a student has in reaching his or her academic goals. Students are activated when they have the necessary knowledge, skills, and confidence; take responsibility for their own learning; think critically; and implement strategies to be successful in their academic programs. With the current nursing shortage and a limited number of nursing student positions, it is critical that nursing programs have high retention and graduation rates, as well as high first-time NCLEX-RN pass rates. In order to identify nursing students who are at-risk for failure, an instrument to measure student activation was needed. The purpose of this dissertation was to validate an instrument that measures student activation and examine whether such an instrument can be used to identify stages of activation of nursing students. A 20-item Student Activation Measure was developed (alpha = .94) utilizing a multi-group, two-phase data collection design. A convenience sample (N=442) of bachelor of science and associate of science in nursing students was selected for this study. Principal components analysis supported that the SAM is a unidimensional measure with two highly correlated underlying factors that indicate level of activation: Taking Action and Having Knowledge and Confidence. Convergent validity was demonstrated by positive and significant relationships between student activation and measures of activation-related constructs, and a negative and significant relationship with psychological vulnerability. Discriminant validity was determined by nonsignificant relationships with measures of social desirability bias, strength of religious faith, and political stance. Significant differences in mean scores were found between Semester II (Medical-Surgical I) and Semester IV (High Acuity) for Taking Action. After controlling for age, marital status, number of hours worked and cumulative GPA, students in a baccalaureate nursing program continued to have significantly higher mean scores on Knowledge and Confidence than students in an associate nursing program. Thus, this new internally consistent and valid measure of student activation will facilitate identification of students who are less involved in their own learning and thereby at-risk for failure in their nursing program and on the NCLEX-RN. Advisors/Committee Members: Vaughn G. Sinclair (committee member), Sheila J. Ridner (committee member), Larry E. Lancaster (committee member), Kenneth A. Wallston (chair), Craig A. Smith (committee member).

Subjects/Keywords: student retention; NCLEX-RN; nursing; Nursing students – Evaluation; Nurses – Supply and demand – United States

…LIST OF TABLES Table Page 1. NCLEX-RN Success: A Literature Review… …Registered Nurses (NCLEX-RN) pass rates: every empty slot in a nursing program and every… …failure to pass the NCLEX-RN contributes to the continuing nursing shortage. The Health… …nurses in settings other than hospitals. If a nursing program graduate fails the NCLEX-RN, the… …completion of a nursing program and first-time passing of the NCLEX-RN (Campbell, & Dickson…

3 more images…

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kinder, R. A. (2008). Development and Validation of the Student Activation Measure. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11202008-122821/ ;

Chicago Manual of Style (16^th Edition):

Kinder, Rachel A. “Development and Validation of the Student Activation Measure.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed December 11, 2019. http://etd.library.vanderbilt.edu/available/etd-11202008-122821/ ;.

MLA Handbook (7^th Edition):

Kinder, Rachel A. “Development and Validation of the Student Activation Measure.” 2008. Web. 11 Dec 2019.

Vancouver:

Kinder RA. Development and Validation of the Student Activation Measure. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2019 Dec 11]. Available from: http://etd.library.vanderbilt.edu/available/etd-11202008-122821/ ;.

Council of Science Editors:

Kinder RA. Development and Validation of the Student Activation Measure. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://etd.library.vanderbilt.edu/available/etd-11202008-122821/ ;

San Jose State University

30. Barnby, Joyce. Evaluation of Strategies to Enhance NCLEX-RN Success.

Degree: MS, Nursing, 2009, San Jose State University

URL: https://doi.org/10.31979/etd.quu6-q9ky ; https://scholarworks.sjsu.edu/etd_projects/747

► Successful performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is a measure of competence indicating that newly licensed nurses have attained standards… (more)

Subjects/Keywords: National Council Licensure Examination for Registered Nurses (NCLEX-RN); pass rate; performance strategies; Other Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barnby, J. (2009). Evaluation of Strategies to Enhance NCLEX-RN Success. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.quu6-q9ky ; https://scholarworks.sjsu.edu/etd_projects/747

Chicago Manual of Style (16^th Edition):

Barnby, Joyce. “Evaluation of Strategies to Enhance NCLEX-RN Success.” 2009. Masters Thesis, San Jose State University. Accessed December 11, 2019. https://doi.org/10.31979/etd.quu6-q9ky ; https://scholarworks.sjsu.edu/etd_projects/747.

MLA Handbook (7^th Edition):

Barnby, Joyce. “Evaluation of Strategies to Enhance NCLEX-RN Success.” 2009. Web. 11 Dec 2019.

Vancouver:

Barnby J. Evaluation of Strategies to Enhance NCLEX-RN Success. [Internet] [Masters thesis]. San Jose State University; 2009. [cited 2019 Dec 11]. Available from: https://doi.org/10.31979/etd.quu6-q9ky ; https://scholarworks.sjsu.edu/etd_projects/747.

Council of Science Editors:

Barnby J. Evaluation of Strategies to Enhance NCLEX-RN Success. [Masters Thesis]. San Jose State University; 2009. Available from: https://doi.org/10.31979/etd.quu6-q9ky ; https://scholarworks.sjsu.edu/etd_projects/747

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations