2.50
Hdl Handle:
http://hdl.handle.net/10755/152050
Type:
Presentation
Title:
Investigation of NCLEX Pass Rates using a Unique Review Process
Abstract:
Investigation of NCLEX Pass Rates using a Unique Review Process
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Hrelic, Debra A., PhD, RNC
P.I. Institution Name:Mount Saint Mary College
Title:Associate Professor of Nursing
Co-Authors:Andrea D. Ackermann, PhD, RN
[Research Presentation] Purpose: This pilot  investigated the impact of a unique review process on NCLEX pass rates for new graduate nurses. This review process included:  evaluation of adult learning style, individualized remediation in areas of need, and development of a peer support environment outside the standard classroom setting.  This study included a qualitative phenomenological interview with students, following their completion of the NCLEX exam, investigating the lived experience of their participation in this new review process. Methods: Participants for this pilot study were graduating nursing students of a baccalaureate Nursing program.  Participation was voluntary. An NCLEX predictor exam taken by participants, identified areas of deficient learning, and predicted likelihood of passing the NCLEX exam.  Kolb's Learning Style Inventory was utilized to identify participant learning styles.  The NCLEX review program was tailored to meet participant needs. Teaching methods included didactic presentation, discussion groups, case studies, simulation experiences, NCLEX review questions and review of test taking techniques. The research question was:  Does this new review process have an effect on the NCLEX pass rates on new graduate nurses?  The qualitative phenomenological interview, with nine participants, investigated the lived experience of participation in this program and its impact on NCLEX preparation and success. Results: Phenomenological analysis identified 226 significant statements relating to the phenomenon of study.  Formulated meanings for significant statements helped to illuminate meanings hidden in the various context of the investigated phenomenon. Through analysis, 6 reoccurring themes emerged which were common to all of the participants' interviews.  Conclusion: Nursing research is deficient regarding the impact of peer supported learning environments in preparation for NCLEX. This study explored the importance of developing peer supported environments and the impact of this unique program. Results reinforce the need for NCLEX review programs to be creative and include various learning methods within a peer supported learning environment.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInvestigation of NCLEX Pass Rates using a Unique Review Processen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152050-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Investigation of NCLEX Pass Rates using a Unique Review Process</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hrelic, Debra A., PhD, RNC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Mount Saint Mary College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hrelic@msmc.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Andrea D. Ackermann, PhD, RN</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Purpose: This pilot&nbsp; investigated the impact of a unique review process on NCLEX pass rates for new graduate nurses. This review process included:&nbsp; evaluation of adult learning style, individualized remediation in areas of need, and development of a peer support environment outside the standard classroom setting.&nbsp; This study included a qualitative phenomenological interview with students, following their completion of the NCLEX exam, investigating the lived experience of their participation in this new review process. Methods: Participants for this pilot study were graduating nursing students of a baccalaureate Nursing program.&nbsp; Participation was voluntary.&nbsp;An NCLEX predictor exam taken by participants, identified areas of deficient learning, and predicted likelihood of passing the NCLEX exam.&nbsp; Kolb's Learning Style Inventory was utilized to identify participant learning styles.&nbsp; The NCLEX review program was tailored to meet participant needs.&nbsp;Teaching methods included didactic presentation, discussion groups, case studies, simulation experiences, NCLEX review questions and review of test taking techniques.&nbsp;The research question was:&nbsp; Does this new review process have an effect on the NCLEX pass rates on new graduate nurses?&nbsp; The qualitative phenomenological interview, with nine participants, investigated the lived experience of participation in this program and its impact on NCLEX preparation and success. Results: Phenomenological analysis identified 226 significant statements relating to the phenomenon of study.&nbsp; Formulated meanings for significant statements helped to illuminate meanings hidden in the various context of the investigated phenomenon.&nbsp;Through analysis, 6 reoccurring themes emerged which were common to all of the participants' interviews.&nbsp; Conclusion: Nursing research is deficient regarding the impact of peer supported learning environments in preparation for NCLEX.&nbsp;This study explored the importance of developing peer supported environments and the impact of this unique program.&nbsp;Results reinforce the need for NCLEX review programs to be creative and include various learning methods within a peer supported learning environment.</td></tr></table>en_GB
dc.date.available2011-10-26T11:22:27Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:22:27Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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