PREDICTORS OF SUCCESS ON THE NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NCLEX-RN) OF AFRICAN-AMERICAN AND FOREIGN-BORN BACCALAUREATE GRADUATES.
Contributors: East Texas State University.
Published: 1993
Number of pages: 155
Subjects: Health Sciences, Nursing.; Education, Tests and Measurements.
Description: This retrospective study was concerned with identifying the strongest predictors of success for African-American and foreign-born baccalaureate graduates on the NCLEX-RN from the following nine variables--the admission grade point average (AGPA), medical-surgical nursing grade point average (MSGPA), nursing grade point average (NGPA), cumulative grade point average (CGPA), percentile rank on the Mosby Assess Test, age at the time of the licensing examination, number of semesters needed to complete the nursing curriculum, licensed vocational nurse (LVN) status, and the number of Ds and Fs received in nursing courses--and comparing these with predictors of success for white baccalaureate graduates. Three random samples of 50 African-American, foreign-born, and white graduates from four baccalaureate schools from May 1987 through May 1992 were selected from a total population of 1,205. Chi-square, the Fisher exact test, two-way analysis of variance, and discriminant analysis were used to analyze the data. Findings indicated that students with a Mosby Assess Test percentile rank below 21 and a D or F in a nursing course were more likely to fail the NCLEX-RN than those with a higher percentile rank and no D or F. The AGPA, NGPA, and CGPA of graduates who passed the NCLEX-RN were higher than that of graduates who failed. African-American students had lower AGPAs, NGPAs, and CGPAs than foreign-born and white students. The number of semesters needed to complete the nursing curriculum was related to ethnicity and pass/fail status on the NCLEX-RN. Ethnicity, age, and LVN status were not related to pass/fail status on the NCLEX-RN. Only the number of Ds/Fs contributed to predicting pass/fail status of African-American graduates; whereas, the number of semesters needed to complete the nursing curriculum and the number of Ds/Fs contributed to predicting pass/fail status of foreign-born and white graduates.
Notes: Source: Dissertation Abstracts International, Volume: 54-12, Section: B, page: 6132.

Thesis (ED.D.)--EAST TEXAS STATE UNIVERSITY, 1993.

School code: 0103.