IDENTIFYING PREDICTORS INFLUENCING THE PERFORMANCE OF AD GRADUATES ON THE NCLEX-RN EXAMINATION.
Contributors: George Mason University.
Published: 1993
Number of pages: 102
Subjects: Health Sciences, Nursing.
Description: Graduates of nursing programs must be successful on the national licensure examination (NCLEX-RN examination) to enter the practice of nursing as a registered nurse. If nurse educators could accurately identify academic variables which might predict failure on the NCLEX-RN examination, educators could more effectively meet student needs through timely and appropriate interventions. The focus of this study was to identify academic variables that might influence the pass/fail performance on the NCLEX-RN examination. A purposive sample of 156 graduates of 1989 from four AD nursing programs in four similar colleges of the same state was studied. The variables examined were preadmission data, consisting of high school grade point average (GPA), and American College Test (ACT) scores (Composite, Math, and Science). Programmatic data examined included the GPAs for grades earned in nursing courses during the four semesters (N1-N4), GPAs of the cumulative science and humanities course grades, and scores on the National League for Nursing (NLN) Test. Logistic regression was the procedure used to analyze the relationship between the independent variables and the dichotomous dependent variable (NCLEX-RN examination, pass/fail). Demographic data of age, sex, and prior licensure as an LPN were collected and compared to the findings in other studies. Stufflebeam's evaluation framework: Context, Input, Process, and Product (CIPP) Model was used as a schematic model to organize the data.

The findings of the study showed that the eleven independent variables were not particularly useful for predicting performance on the NCLEX-RN examination, at least for the 156 subjects examined. Two of the academic variables (NLN and N1), when considered together, contributed 93% of the time in correctly predicting the performance on the NCLEX-RN examination. Recommendations for additional studies were: larger and broader samples and interviewing each graduate failing the NCLEX-RN examination. Also, nurse educators should intervene appropriately with the students who have been identified at risk for failing the NCLEX-RN examination as early as possible.
Notes: Source: Dissertation Abstracts International, Volume: 54-05, Section: B, page: 2437.

Thesis (PH.D.)--GEORGE MASON UNIVERSITY, 1993.

School code: 0883.