PREDICTORS OF PERFORMANCE OF SELECTED ASSOCIATE DEGREE GRADUATES ON THE NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES.
Contributors: University of Pittsburgh.
Published: 1992
Number of pages: 132
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.
Description: The purpose of this study was to describe the relationship between selected academic and demographic characteristics of 205 associate degree nursing graduates from a selected university and their performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). A secondary purpose was to investigate if there is an optimal time in the educational process when knowledge of the relationship between characteristics and outcome can best be utilized to provide interventions for students who are identified to be at risk of failure on the examination.

Included in the sample were 168 graduates who passed NCLEX-RN and 21 who failed. An open system framework was developed to guide the data analysis which posited that characteristics of subjects prior to entry into the nursing program as well as their achievement while in the program are determinants of performance on the licensure examination. Logistic regression was utilized to analyze relationships among age, high school rank, score on entry mathematics test, transfer status, enrollment status, grade point averages at the end of each semester, grade in Anatomy and Physiology I, grade in Anatomy and Physiology II, and score on the National League for Nursing Comprehensive Nursing Achievement Test.

The major finding was that transfer status and grade point average at the end of the second semester appeared to have strong predictive value in both the Chi square and logistic regression model. However, when taken as a set, none of the variables were able to produce a statistically significant equation.

For subjects in this study there was no consistent profile differentiating graduates who failed from those who passed the NCLEX-RN examination. Interestingly, proportionately more licensed practical nurses passed the NCLEX-RN than did entering freshmen or transfer students. In contrast, proportionately more transfer students failed the examination than did either of the other groups. Implications were drawn for determination of selection criteria, identification of at risk groups, and planning intervention strategies.
Notes: Source: Dissertation Abstracts International, Volume: 54-04, Section: A, page: 1202.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1992.

School code: 0178.