This retrospective study was conducted to examine the relationship between selected variables and performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Data were collected from one hundred twenty graduates of a baccalaureate program; graduates completed either the traditional four-year track or an accelerated second-degree track. Variables included scores earned on seven standardized HESI tests, grades earned in fourteen nursing courses, and grade point averages calculated at six points throughout the curriculum. Relationships between NCLEX-RN performance and student age, gender, and ethnicity were also examined. A between-subjects comparative analysis based on pass/fail performance revealed students who passed the NCLEX-RN earned significantly higher HESI test scores, course grades, and grade point averages than those who were unsuccessful on the licensure examination. The relationship between ethnicity and NCLEX-RN performance revealed a lower passing rate for minority students. A comparison analysis based on program track revealed a significantly higher NCLEX-RN pass rate for second-degree students compared to their traditional counterparts; second-degree students also earned significantly higher mean HESI test scores, course grades, and grade point averages. The HESI Exit Exam demonstrated the strongest correlation with NCLEX-RN success for both traditional and second-degree students; however, differences in NCLEX-RN correlates were revealed based on the program track. For the traditional students, NURS 3050 Nursing Care of Mothers and Newborns and the cumulative nursing grade point average (NGPA) demonstrated the strongest correlation with NCLEX-RN performance. For the second-degree students, NURS 4035 NCLEX Licensure Preparation course and the NGPA calculated after the first semester of nursing courses were the strongest correlates. In conclusion, there were significant differences between those who passed the NCLEX-RN and those who failed. Additionally, the study revealed second-degree students to be more successful in the nursing program and on the NCLEX-RN than their traditional counterparts. The results of this study support: the continued recruitment and admission of the second-degree students into the nursing program, the establishment of guidelines to more accurately identify students at-risk for failing the licensure examination based on progression criteria (i.e. course grades) and the implementation of support measures for minority and other at-risk students.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-12102009-072836 |
| Date | 15 January 2010 |
| Creators | Englert, Nadine Cozzo |
| Contributors | Don Martin, Glenn M. Nelson, Carl Ross, William E. Bickel |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-12102009-072836/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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