Community College Nursing Student Success on Professional Qualifying Examinations from Admission to Licensure

Autor/inn/en	Yates, Lenora; Sandiford, Janice
Titel	Community College Nursing Student Success on Professional Qualifying Examinations from Admission to Licensure
Quelle	In: Community College Journal of Research and Practice, 37 (2013) 4, S.319-332 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668920903530013
Schlagwörter	Nursing Education; Nurses; Licensing Examinations (Professions); Exit Examinations; Models; Academic Achievement; Graduates; Associate Degrees; Learning Theories; Curriculum Development; Admission (School); Community Colleges; Program Length; Correlation; Statistical Analysis; Grade Point Average; Racial Differences; Predictor Variables; Hispanic Americans; African Americans; Whites; Age Differences; Educational Quality; National Council Licensure Examination for Registered Nurses; Test of Adult Basic Education + Suchen Sie Ihr Suchwort? Pflegepädagogik; Final examination; Abschlussprüfung; Analogiemodell; Schulleistung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Learning theory; Lerntheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Community college; Community College; Korrelation; Statistische Analyse; Rassenunterschied; Prädiktor; Hispanic; Hispanoamerikaner; Afroamerikaner; White; Weißer; Age; Difference; Age difference; Altersunterschied; Quality of education; Bildungsqualität
Abstract	The purpose of this study was threefold: (1) to investigate variables associated with learning and performance as measured by the National Council Licensure Examination for Registered Nurses (NCLEX-RN), (2) to validate the predictive value of the Assessment Technologies Institute (ATI) achievement exit exam, and (3) to provide a model that could be used to predict performance on the NCLEX-RN, with implications for admission and curriculum development. The study was based on school learning theory, which implies that acquisition in school learning is a function of aptitude (preadmission measures), opportunity to learn (program length), and quality of instruction (program measures). Participants were 298 graduates of an associate degree nursing program in southeastern U.S. Of the 298 graduates, 142 were Hispanic, 87 Black, non-Hispanic, 54 White, non-Hispanic, and 15 others. The graduates took the NCLEX-RN for the first time (2003-2005). This study was a predictive, correlational design that relied upon retrospective data. Point biserial correlations and chi-square analyses were used to investigate relationships between 19 selected predictor variables and a dichotomous criterion variable, NCLEX-RN. Correlation and chi-square findings indicated men did better than women on the NCLEX-RN; Blacks had the highest failure rates, followed by Hispanics; older students were more likely to pass the exam than younger students; and students who passed the exam started and completed the nursing program with a higher grade point average than those who failed the exam. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10