The relationship between nursing students' test-taking motivation and the exit examination score

Summary: The purpose of this study was to determine if a relationship between nursing student test-taking motivation and exit examination score exists. The results of this study offer nurse educators and nursing programs insight regarding nursing student preparedness for the NCLEX-RN®. Content Outline: Introduction 1. A primary objective of nursing programs and nursing students is to pass the NCLEX-RN® on the first attempt. 2. The use of an exit examination as a criterion for progression and remediation policies has been a trend in some nursing programs to enhance NCLEX-RN® first attempt success. Body 1. Main Point #1: The use of an exit examination has become a high-stakes situation for many nursing students. Supporting point # 1: According to the NLN Vision: Fair Testing Imperative in Nursing Education (2012), one-third of nursing programs require a benchmark score to progress, 20 % require students to meet the benchmark score to graduate, and 12% will not send information to the State Boards of Nursing for the student to be eligible to take the NCLEX-RN®. a. Some high-stakes for nursing students that do not attain the benchmark score on the exit examination may include the inability to graduate and a delay or inability take the NCLEX-RN® (Heroff, 2009; Morrison, Free, & Newman, 2002; Spurlock, 2006; Spurlock & Hanks, 2004). b.High-stakes for nurse educators regarding exit examination scores that do not meet the benchmark score may include increased workload for tutoring and remediation of content weaknesses, increased effort to assist nursing students with NCLEX-RN® preparation, and the concern for the integrity of the nursing program’s first time NCLEX-RN ® pass rates. 2. Main point #2: Some nursing programs, on the other hand, have chosen to administer the exit examination with no consequences associated with the students’ results (low-stakes). Supporting Point #1: If a student is not motivated to do well on the exit examination, it may not reflect the students’ true knowledge and preparedness for NCLEX-RN®. Supporting Point #2: Therefore, it is necessary to identify nursing students’ test-taking motivation on the exit examination to interpret the nursing students’ scores accurately. Main Point #3: Test-taking motivation plays a significant role when interpreting standardized test results (Barry, Horst, Finney, Brown, & Kopp, 2010). Supporting point #1: Lack of test-taking motivation may not reflect the student’s achievement level or knowledge retention (Sundre, 2000). Supporting Point #2: Understanding a student’s level of motivation is essential to make valid assumptions regarding the student’s performance. A lack of motivation by the student, may not reflect the student’s knowledge acquisition and abilities accurately (Barry, Horst, Finney, Brown, and Kopp, 2010; Wise & DeMars, 2005; Zerpa, Hachey, Barneveld, & Simon, 2011). Conclusion 1. Results of this study did demonstrate a medium positive correlation between Total Motivation and Exit Examination Scores. However, there were no difference in self-reported levels of motivation between high-stakes and low-stakes groups. 2. Further results revealed that there were significant differences between high-stakes (M=86.20, SD=12.32) and low-stakes groups’ (M=61.43, SD= 28.23; t (13.5) =3.25, p=. 006) exit examination scores. 3. Results of this study provide nurse educators and nursing programs with a foundational knowledge regarding nursing student test-taking motivation and exit examination score. First Primary Presenting Author Primary Presenting Author Lorraine Coalmer, PhD, ACNS-BC, CCRN, CNE Mercy College of Ohio Department of Nursing Associate Professor of Nursing Toledo OH USA Professional Experience: 2014-present-Associate Professor of Nursing, Mercy College of Ohio, Youngstown Site Responsible for planning, coordinating,and revising course sequencing. 2007-2014-Assistant Professor of Nursing, Mercy College of Ohio, Youngstown Site 2004-2007-Skills Lab Coordinator, Mercy College of Ohio, Youngstown Site Awards and Honors: Mercy College 1918 Award, Student Senate Outstanding Educator 5/ 2014 Sigma Theta Tau International, XiXi Chapter Award, Excellence in Education 5/2014 Sigma Theta Tau International, XiXi Chapter Award, Excellence in Teaching 10/2009 Sigma Theta Tau, XiXi Chapter Award, Excellence in Nursing Practice 4/2005 Author Summary: Lorraine Coalmer PhD is an Associate Professor of Nursing at Mercy College of Ohio. She earned her PhD in Nursing Education (2016) from Indiana University of Pennsylvania. She received her BSN (1995) and MSN (2006) from Youngstown State University. She currently holds certifications in Nursing Education (CNE), Critical-Care (CCRN), and Adult Clinical Nurse Specialist (ACNS-BC). Her research and teaching interests include student motivation, standardized testing, and student NCLEXRN® success.