Investigating the Integration of Student Learning Resources in Preparation for the NCLEX-RN: Phase One of a Canadian Two-Phase Multi-Site Study
Notice bibliographique
Résumé
Evidence-informed education practices are critical in determining effective student preparatory learning resources for the NCLEX-RN examination. Standardized testing in nursing education programs has been demonstrated to increase students NCLEX-RN success. A widely researched assessment tool for predicting NCLEX-RN examination outcomes is the HESITM RN Exit Exams. The HESI Exit Exam (E2) was determined to be between 93.36% and 99.16% accurate in predicting NCLEX-RN success (N = 49,115) with samples derived from various nursing programs throughout the United States. Purpose: This two-phase, multi-site ex-post facto study was to investigate NCLEX-RN Student Preparatory Learning Resources within the Canadian context. Phase One, which is reported here, was to determine if there was a relationship between student HESITM RN Exit and Computer Adaptive Testing (CAT) Exam scores, student grade point average (GPA), and the time lag between graduation and writing the National Licensure exam, and student outcome on the NCLEX-RN exam. Procedure: New nursing graduates were emailed study information and asked to provide their consent for the use of their student data (GPA, HESITM Exit and CAT Exam scores) for research purposes and to request that they self-report (via a password protected secure email address created for this study) their NCLEX-RN Licensure exam date and result (pass/fail) of their first exam writing. Results: Among a convenience sample of 117 new nursing alumni (graduates of 2015) from three universities in Nova Scotia, we found statistically significant mean differences in HESITM RN Exit Exam Version 1, Version 2, and CAT scores among those students that were successful on the NCLEX-RN exam versus those students that were not successful on their first writing of the NCLEX-RN exam. There was an inverse statistically significant relationship between time lag and NCLEX-RN outcome indicating that the longer the time period from graduation to writing, the less likely that the student will be successful. We found no relationship between student GPA and NCLEX-RN outcome. Discussion: Phase One results of this study suggest that there are differences in HESITM RN Exit exam and CAT scores among those students who were successful on the first write of NCLEX-RN exam versus those students who were not successful.. Although HESITM exams are just one type of the many available nursing resources to assist students to prepare for writing the National Licensure examination, our findings are significant and warrant Canadian nurse educators’ attention.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».