The Nclex Rn Is The Final Test Nursing Essay

The Nclex Rn Is The Final Test treat EssayWhen a graduate control fails the NCLEX-RN probeing, there may be significant adverse effects for stakeholders. Ethical righteousness of graduating assimilator who meets the qualifications and academic rigor of the cargon for platform but can non eviscerate the NCLEX-RN interrogatory directfully to be charactered by educators. Approximately 15,000 students failed to pass the NCLEX-RN examination annu altogethery. Closure of cargon for course of field of operations may result if students systematic ein truth(prenominal)y fail to maintain the internal benchmark standards set by the NCSBN. Graduates failing the NCLEX-RN affect three study stakeholders graduate nurses, health c are organizations, and the nursing program (Roa et al., 2010). nursing programs have implemented specific strategies for student success on the NCLEX-RN exam. Strategies for success include strict admission requirements, breaking at-risk students, maturation and enforcing specific progression policies, developing course-related interventions, endorsing review courses, providing individualist and academic plump for, and requiring interventions for at-risk students (Herrman Johnson, 2009).Faculty at a nursing program in the south region of the United States wanted to determine if the Computer HESI exit exam was equivalent to paper-and-pencil exit exam, the Mosby appreciate Paper and Pencil Test (MAT). They administered two exit exams to their students, the Health Education Systems Incorporated (HESI) Exit testing and the MAT. The HESI exit exam was confiden first-class honours degree and the MAT was minded(p) 4 months later. The MAT was completed for gradation and the HESI for military rating. The HESI gain was r = 0.723,p Educators at the University of Delaware developed a residency curriculum including a senior- social class involvement. The curricula consisted of two seminars during the final year of school. The first seminar was conducted on key randomness related to professional clinical discipline. Culturally component addressgiving, complementary and alternative health care practices, legal and ethical issues in practice, and public life planning and expression were as well included (Herrman Johnson 2009). The second seminar, scheduled the semester prior to graduation, consisted of reinforcement study skills and preparation for the NCLEX-RN. This course provides consecutive clinical building of NCLEX-RN specific content through the semester (Herrman Johnson, 2009).Faculties at Wichita State University (WSU) were inefficient to meet their set goal for head the NCLEX-RN exam. Upon inquiry, they realized that the students did not appear overly anxious astir(predicate) fetching the exam and usually waited until after graduation to start preparing for it. Due to their not meeting the national average, the faculty agreed that a program utilizing exchangeable practice test to af fix preparation for NCLEX-RN and give feedback regarding their performance needed to be established. The faculty instituted a program of standardized computer testing. Test scores along with course grades were use to identify at-risk students to give them additional assistance (Jacobs Koehn, 2006).Educators reviewed various program and distinguishable on the program established by ATI. Two tests were chosen by the school the test of ingrained Academic Skills (TEAS) and the panoptic Predictor test. Faculty tested the students near the end of the semester with students required to make the sixtieth percentile or remediation is necessary. Students not end remediation by the end of the semester leave behind turn around an incomplete and cannot move forward to the next course until completed. The first class to graduate undermentioned the executing of the ATI standardized computer testing, showed an cleansement on NCLEX-RN pass rate. The ATI program validated a solid consumer-o riented program that was helpful to WSU nursing school (Jacobs Koehn, 2006).Bondmass, Moonie, and Kowalski (2008) conducted a study concerning a change in theNCLEX-RN success pass judgment future(a) the addition of standardized exams throughout the program curriculum. They withal compared the exam scores between graduates who passed the NCLEX-RN, and those who did not. The 187 students consisting of tetrad classes were enrolled in the study. Twenty-three students (12.3%) did not graduate from the program. One-hundred and sixty-one students completed the program and graduated. The retention rate for the students was 87.7%. Of the 161 students, entropy was available for 147 students. One hundred and twenty-nine (87.8%) students passed the NCLEX-RN exam on the first attempt and 18 (12.2%) graduates did not pass.Results showed a 8.5% change (p National Council of State Boards of treatFounded in 1978, the (NCSBN) is a not-for-profit organization created in coordinate to guard the safety of the public. NCSBN protects the public by ensuring that licensed nurses provide safe and competent nursing care. NCSBN establishes restrictive excellence for public health to ensure that nurses entering the workforce have the necessary knowledge and skills to practice. To get their goals, the NCSBN develops a licensure testing that is consistent with current nursing practice. NCLEX-RN test questions are establish on Blooms taxonomy for the cognitive domain (NCSBN, 2012 Anderson Krathwohl, 2001).NCSBN is the collective voice of nursing regulation in the U.S. and its territories with work that involvesDeveloping the NCLEX-RN, NCLEX-PN, NNAAP and MACE examinations. observe trends in public policy, nursing practice and education.Promoting uniformity in relationship to the regulation of nursing practice.Disseminating entropy related to the licensure of nurses.Conducting re search on nursing practice issues.Serving as a forum for information exchange for members.Providing opportunities for collaboration among its members and other nursing and health care organizations.Maintaining the Nurses database, by coordinating national publicly availablenurse licensure information (NCSBN, 2012).Computerized NCLEX-RN test includes multiple choices, exhibit items, fill-in-the- blank calculations, drag and drop, charts and graphs, and hot stag items. The NCSBN developed a position stirment in July 2009 regarding the impending nursing shortfall.NCSBN posits that standards should be base on the highest degreeof available evidence for nursing practice, education, and regulation, andthat these standards should be upheld in order to secure, safe care and eccentric education for students (NCSBNC, 2009).This statement was developed based on chronological events that occurred in reaction to previous shortage employing deregulation of educational standards including decreased qualified faculty. The NCSBN reviews the NCLEX-RN exam every 3 years for possible increase in i ntensity of questions to reflect the complications of patient care encountered by health care organizations. The NCLEX- RN exam was updated in April 2010 because of the national practice analysis survey on current practice of entry-level nurses and because of employers demanding higher levels of competence from new graduate nurses (Roa, et al., 2010).Assessment Technology InstituteAccording to Davenport (2008), various strategies associated with passing the NCLEX-RN exam. One much(prenominal) strategy, the Assessment Technology Institute (ATI) offers programs that are influential in improving faculty, student and program outcomes such as the soothsayer test. The ATI RN Comprehensive Predictor test provides students and faculties with a numeric report of the prospect of passing the NCLEX-RN at the student present level of preparedness. Secondly, the predictor is a guide for remediation based on the content missed. Students are given a list of topics missed in the individual and gathering score report. An all-encompassing validation cover involving statistical comparison of student performance on the RN Comprehensive Predictor and the concrete NCLEX-RN first attempt pass/fail status.Students are required to procure the ATI comprehensive package that gives them access to all required test throughout the program. Included in the program are computerized vituperative view entrances and exit exams, a breeding style inventory, content-specific exams, and comprehensive predictor test, which are based on the NCLEX-RN test blueprint. Students complete nonproctored and proctored exams during apiece semester. The ATI comprehensive package assists educators in augmenting curriculum, upgrading courses, and faculty development (Davenport, 2008).Alameida, Find all citations by this writer (default).Orfilter your current searchPrive, Find all citations by this author (default).Orfilter your current searchDavis, Find all citations by this author (default).Orfilter y our current searchLandry, Find all citations by this author (default).Orfilter your current searchRenwanz-Boyle, Find all citations by this author (default).Orfilter your current searchDunham (2011) conducted a study on standardized testing to predict first-time success from two prelicensing programs. The sample size of it (N=589) students, completed the nursing program between 2003 and 2009. Demographic data, grade point average, and ATI RN scores were analyzed. The results of the study showed that the ATI RN Comprehensive predictor was associated with first-time pass success. Students at-risk of failing the NCLEX-RN exam could be identified prior to testing and remediated to increase their prospect of passing.Health Education Systems IncorporatedHESI is a standardized exam used by schools of nursing in evaluating students competency achievement of curricular outcomes. HESI provides various exams including the HESI Admission Assessment (entrance exam), specialty exams that can a ssess small clinical content, custom exam which assess faculty-specific content and the HESI Exit Exam, a comprehensive exit legal opinion evaluate students knowledge base and their ability to gull nursing concepts. For this research purpose, the HESI Exit Exam leave be reviewed (Morrison, Adamson, Nibert, Hsia, 2008).The HESI Exist Exam is a comprehensive 150-item test administered prior to completion of the nursing for evaluation of students readiness for the NCLEX-RN. Identification of students weaknesses, strengths, and the need for remediation prior to taking the exam is determined. Test items are based on a critical-thinking model that necessitates applying clinical reasoning to select the correct answers (Nibert, Young, Adamson 2008).The HESI Predictability Model, a proprietary numeral model, calculates scores of this exam. The reliability of the exam is determined by conducting an item analysis on each exam for a composite report of the combined data. Validity is dete rmined by an evaluation of content validity, target validity, and criterion-related validity (Morrison, et al., 2008).decisive ThinkingCritical thinking is an integral part of accountability and part care within the nursing profession. Critical thinking continues to be an essential part of nursing and must be a central factor of course content. Shirrell (2008) conducted a study to determine if critical thinking is a predictor of NCLEX success. Results showed that critical thinking alone is not a good predictor of NCLEX-RN success. Including critical thinking, in the curriculum is essential for enhancement of the students higher level of thinking. Critical thinking skills are an expectation of all nurses for accurate interpretation of patient issues and appropriate management of their care. Patients lives depend on nurses making quick decisions and taking appropriate action.Brook field of view (2010) nominates critical thinking as developing an awareness of the assumption that an individual and others think and act. Critical thinking is what students see and how they will take care of problems to make the patient healthier. It essential for students to know CT is the distinction between keeping patients safe and putting them in harms way.Alfaro-LeFevre (2009) created a 4 circle critical thinking (CT) model thatEducators can use in helping students to understand critical thinking.CTA-JPEGFigure 1Alfaro-LeFevre, R. (2009). Critical Thinking and Clinical Judgment A Practical Approach toOutcome-Focused Thinking (4th ed). St Louis, Missouri. Beginning at the top and continuing clockwise, this model helps students understand the need for a commitment to developing critical thinking characteristics such as persistence and fair-mindedness. Second, students should be responsible for their learning by seeking out learning experiences that will get them academic and pragmatic knowledge needed to critically think. Third, students need to develop interpersonal skills fo r example, conflict management, teamwork, and creation an advocate for their patients. Fourth, students should practicing related technical skills for example using computers, starting intravenous therapy, completing sterile procedures (Alfaro-LeFevre, 2009). Educators using the nursing process can help their students improving their critical thinking skills, pass the NCLEX-RN exam and be safe, effective nurses.NCLEX-RN Test conceptionThe licensing authorities within the state, commonwealth and territorial boards of nursing regulate entry into the practice of nursing. Development of the NCLEX-RN Test envision is accomplished by collecting data on the current practices of entry-level nurses for the purpose of by conducting a practice analysis. Licensed RNs were asked about the occurrence and moment of performing 155 activities concerning current nursing practice. An analysis of the activities is completed in relation to the frequency of performance, violation on maintaining clie nt safety and client care settings where the activities are performed. Result of the analysis serves as a guide for improvement of standards for entry-level nursing practice. The succeeding stage involves development of the NCLEX-RN Test Plan, which guides the selection of content and performances to be tested (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010).The NCLEX-RN Test Plan serves as a template for development of the examination. The NCLEX examination assesses the knowledge, skills and abilities that are essential for the nurse. The organization of the NCLEX-RN examination is based on nursing actions and competencies crucial for meeting the unavoidably of patients. The test plan is reviewed and approved by the NCLEX Examination Committee. Resources used in this process include the late practice analysis of RNs, expert opinions of the NCLEX-RN Examination Committee, and NCSBNs member boards to certify that the test plan is reliable with state nurse practice acts. Upon approv ing of the NCLEX-RN Examination Committee, the test plan is presented to the Delegate Assembly for review and approval (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010).In December 2009, the NCSBN Board of Directors made a decision to raise the NCLEX-RN from -0.21 to -0.16 logits. In combination with the 2010 NCLEX-RN Test Plan, the new standards was applied April 1, 2010. The Computerized Adaptive Testing (CAT) is used to administer the examination. CAT is a technique for administering exams that combines computer technology with contemporary measurement concept to increase the competence of the exam process (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010).Test Plan Structure The framework of the test plan is based on client needs, defining nursing actions and competencies which focus on clients in all situations. The structure of the NCLEX-RN Test Plan has four major client needs categories with two of the four categories divided into subcategories. The four categories of the 2010 NC LEX-RN Test Plan and subcategories are fail-safe and Effective Care EnvironmentManagement of CareSafety and Infection fudgeHealth publicity and MaintenancePsychosocial IntegrityPhysiological IntegrityBasic Care and Comfort pharmacologic and Parenteral Therapiesreducing of Risk PotentialPhysiological Adaptation (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007).Integrated Processes The following processes are fundamental to the practice of nursing and are integrated throughout the Client Needs categories and subcategoriesNursing Process a scientific, clinical reasoning approach to client care that includes assessment, analysis, planning, implementation and evaluation.Caring fundamental interaction of the nurse and client in an atmosphere of mutual respect and trust. In this collaborative environment, the nurse provides encouragement, hope, support and compassion to help achieve desired outcomes.Communication and Documentation verbal and nonverbal interactions between the nurse and t he client, the clients significant others and the other members of the health care team. Events and activities associated with client care are validated in write and/or electronic records that reflect standards of practice and accountability in the provision of care.Teaching/Learning facilitation of the acquirement of knowledge, skills and attitudes promoting a change in behavior (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007).Distribution of Content Based on the results of the Report of Findings from the 2008 RN Practice Analysis Linking the NCLEX-RN Examination to Practice, Percentage of test questions allocated to each client needs category and subcategory of the NCLEX-RN Test Plan (NCSBN, 2009). Percentage of Items from Each Client Needs Category/Subcategory areSafe and Effective Care EnvironmentManagement of Care 16-22%Safety and Infection Control 8-14% Heath Promotion and Maintenance 6-12% Psychosocial Integrity 6-12% Physiological IntegrityBasic Care and Comfort 6-12%Pharma cological and Parenteral Therapies 13-19%Reduction of Risk Potential 10-16%Physiological Adaptation 11-17% (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010).The detailed test plan serves as a guide for students and faculty to assist in preparation for the examination. Additionally, the test plan directs item writers in the improvement of test questions and simplifies the classification of examination items. NCSBN creates two editions of the detailed test plan 1) Item author/Item commentator/Nurse Educator version and 2) Applicant version. The Item Writer/Item Reviewer/Nurse Educator version has a more exhaustive and wide-ranging listing of content for each client needs category and subcategory. Following each category are sample questions, which are transparent to the client needs category reviewed in that section. The educator version of the test plan has an item paternity guide with sample scenarios for hands-on experience in writing NCLEX style test questions. The student vers ion of the detailed test plan does not have an item-writing guide (NCLEX-RN Detailed Test Plan, NCSBN, 2010).ImplicationsResults of this study may have implications for nursing programs and show a need for further research. Academic variables might prove helpful in the early identification of students at risk for failing the NCLEX exam. Results from this study may also becharm nursing programs by assisting nursing faculty in identifying at-risk students who may need remediation to increase their chances of being successful in the nursing program. In addition, results from this study may be important because predictor variables may point to factors that may lead to a successful first attempt at the NCLEX-RN. The majority of the nursing graduates who take the NCLEX-RN examination are associates degree graduates, and success on the exam influences the snatch ofnurses entering the field each year (NCSBN, 2009).SummaryNursing programs need to identify causes for attrition and implemen t strategies to retain students and improve recruitment of students with increased prospect of successfully finishing nursing school (NLNAC, 2008). The American Association of Colleges of Nursing (AACN, 2005) is in agreement with the recommendations from the NLNAC. Causes of the nursing shortage are multi-faceted. Literature review shows there is a downward trend in the number of nursing graduates who are successful with the NCLEX-RN exam for first time test takers. There is a critical need for registered nurses who can function as competent professionals. Nursing programs need to develop strategies that will help decrease their attrition rate in order for nursing graduates to be successful with the NCLEX-RN exam on the first attempt.The scope of the national nursing shortage goes well beyond the healthcare agencies. Nursing programs are conscientiously working to increase the number of qualified graduate nurses to address the nursing shortage. Increase in graduates is only one co nsideration to increasing enrollment. Along with increasing enrollment, nursing programs must maintain quality programs. Nursing educators need to improve students likelihood of passing the NCLEX-RN through nursing programs structure curriculum, developing assessment testing, and utilizing program predictors to identify students at risk for failure on NCLEX-RN. The quality of a good nursing program is dependent on their graduates being successful with the NCLEX- RN exam on the first attempt.Section 2 The MethodologyIntroductionWith the growing shortage of nurses and increased number of students failing the NCLEX-RN, critical evaluation of predictors of success for first time test takers is essential for improvement of NCLEX-RN scores. find out predictors of success will assist nursing programs in determining at-risk students for remediation to give them the greatest probability for NCLEX-RN success. The purpose of this quantitative study is to determine if there is a positive coef ficient of correlation between predictor test and NCLEX-RN success for first-time test takers. This study will examine predictors of success of an Associate Degree of Nursing program from 2010 to 2011. The research will address the following questions Is there a correlation between grade point average pre-nursing GPA, final GPA, and NCLEX-RN success? Is there a correlation between age, gender, and NCLEX-RN success? Is there a correlation between ATI scores and NCLEX-RN success?To answer these questions, predictors of NCLEX-RN will identify four cohorts of students graduating in Spring 2010, spend 2010, Spring 2011, and Summer 2011. NCLEX-RN results and ATI predictor results will be obtained from archival student data with permission of the college. The race will be students who completed a five-semester ADN nursing program. Data will be reviewed to determineStudents who passed the NCLEX-RN on the first attempt and made the required score on the ATI test.Students who passed the NCL EX-RN on the first attempt and did not make the required score on the ATI test.Students who failed the NCLEX-RN and did not make the required score on the ATI test.Students GPA before beginning the nursing program.Students GPA at completion of the nursing program.The dependent variable is the passing NCLEX-RN. The independent variables include students GPA pre-nursing and GPA at completion of the nursing program, age, gender, and the ATI predictor scores given at the end of the nursing program. These academic and nonacademic variables have been used in previous studies and are associated with a positive and significant predictor of NCLEX success (Gilmore, 2008 Frith et al, 2008 Truman, 2012 Wolkowitz, 2009).Quantitative research (Lodico, Spaulding, Voegtle, 2010) is conducted to determine the relationships between variables. There are two types of correlational designs, explanatory and prediction. An explanatory design, which will be used for this study, is a correlational design t hat examines whether changes in one variable will effect changes in one or more variables (Creswell, 2012). The following characteristics need to be present to use an explanatory design correlation of two or more variables by the researcher, data are collected at one point in time, all participants are analyzed as a single group, obtains at least two scores for each individual in the group, employs correlational statistical testing in data analysis, and infers a conclusions from the statistical data. All characteristics apply to this study (Creswell, 2012).Sample and Data CollectionThe sample will consist of students who completed the program and sit down for the NCLEX-RN exam spring 2010 (N = 54), summer 2010 (N = 44), spring 2011 (N = 49), summer 2011(N=41). Descriptive statistics will be used to describe and summarize the sample and examine relationships between each variable. Descriptive statistics will also be used to assess differences in the graduates who did not pass the NC LEX-RN exam and those who successfully passed the exam.This study will be conducted in a technical college, located in the southeastern area of South Carolina. Students NCLEX pass rates, ATI predictor scores, academic and nonacademic predictors will be collected from archival student data. Data will be entered via Statistical software package for the Social Sciences (SPSS) version 18.0. Academic and nonacademic predictors will be correlated with the numbers of students who were successful on their first attempt with NCLEX-RN exam. Additionally, a correlation of the ATI predictor exam scores used by the college as sequent NCLEX-RN success will be completed.Data AnalysisThe use of descriptive statistics to summarize the findings is essential verbalism of research for clarity (Lodico et al, 2010). Descriptive statistics (mean, mode and standard deviation) will also be used to identify the continuous sample. The level of significance will be set at pPearsons r is very vulnerable to o utliers in the data so you need to test for outliers. Outliers can be detected by plotting the two variables against each other on a graph and visually inspecting the graph for errors. The outlier can be removed or manipulated as long as it can justified why it was done. If there is no justification for removing the outlier, a Spearmans Rank Order Correlation can be done (Green Salkind, 2011).Ethical Considerations certified consent is not needed from students. The research will be limited to existing academic records hold by the college of nursing program. No names will be used in this study. Data will be coded into the SPSS to protect students records. Students grades and ATI results are stored the nursing department and permission to view these records will need to be granted by the dean of nursing and the vice president of academic affairs. The researcher will also need approval from Institutional Research Board (IRB) before assessing any student records for the purpose of the studyConclusionData from this project study will provide information that will assist in improving student success with NCLEX-RN on their first attempt. This quantitative study will assist the college in developing plans for early intervention and counseling for students who are at risk of failing the NCLEX-RN. Students will also benefit from consistent counseling by faculty and remediation for low scores on standardized test. Schools of nursing will also benefit from students improving