MEANING OF FAILURE ON NCLEX FOR GRADUATE NURSES.
Contributors: Pennsylvania State University.
Published: 1994
Number of pages: 228
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.; Psychology, Social.
Description: The purpose of this quantitative, phenomenological study was to determine in what ways Graduate Nurses make meaning of their failure on the licensing examination for professional nurses. The humanistic adult education literature, the nursing literature on failure on NCLEX and the theoretical literature on emotional, social and cognitive responses to failure comprised the theoretical framework upon which the study was based.

Semi-structured interviews were used to elicit the beliefs about and attitudes toward failure of 15 native-born, female graduate nurses from South Central Pennsylvania and Northern Maryland.

The major findings of the study were as follows: (1) Failure on NCLEX was a traumatic experience which gave rise to painful emotions and negatively affected self-concept and identity. (2) Agency response to the possibility and actuality of failure on NCLEX, and certain work-related consequences of failure contributed to respondents' suffering. (3) Three processes necessary for healing were nevertheless difficult for respondents: evaluating their fitness for the R.N. role, determining their culpability for their failure, and telling others of their failure. (4) Telling others about the failure affected relationships with family members, friends and co-workers. (5) Support from others eased the pain of failure and facilitated respondents' coping. Certain kinds of support were seen as particularly valuable. (6) Respondents coped with failure on NCLEX in a variety of ways and with varying degrees of success. (7) Respondents exhibited characteristics and behaviors which put them at risk for failure on NCLEX. (8) Respondents identified a number of ways in which employers might assist future Graduate Nurses who fail NCLEX. (9) Respondents' response to failure on NCLEX comprised two phases: a very painful earlier phase and a less painful later phase.

Continuing education personnel and other adult educators in nursing can best assist Graduate Nurses who fail NCLEX by carrying out mentoring functions.
Notes: Source: Dissertation Abstracts International, Volume: 56-02, Section: A, page: 0430.

Thesis (D.ED.)--THE PENNSYLVANIA STATE UNIVERSITY, 1994.

School code: 0176.