The Effect of Two Preparatory Interventions on Performance on Comprehensive Assessments and the National Council Licensure Examination of Graduating Baccalaureate Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/316822
Category:
Full-text
Type:
Presentation
Title:
The Effect of Two Preparatory Interventions on Performance on Comprehensive Assessments and the National Council Licensure Examination of Graduating Baccalaureate Nursing Students
Author(s):
Paraszczuk, Ann Marie M.
Lead Author STTI Affiliation:
Non-member
Author Details:
Ann Marie M. Paraszczuk, EdD, RNC, IBCLC, aparaszczuk@molloy.edu
Abstract:

Session presented on: Friday, April 4, 2014

Purpose:  This study compared the effectiveness of two different preparatory interventions on comprehensive assessments by achievement level and degree status of graduating nursing students, and the relationship of these scores to the first-time pass rates on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). The graduates’ perceptions of the interventions were also explored.

Methods: Computerized comprehensive assessments were administered to graduating seniors in proctored environments before and after students participated in one of two interventions. The students were randomly assigned to a group that either attended a faculty-led onsite Pre-NCLEX Review course or participated in an online-review program called the Virtual Tutor. Both interventions were scheduled to occur in the month between the two assessments and were offered through the testing service used by this nursing program.  After graduation, those candidates who had taken the NCLEX-RN were mailed a survey. Graduates' pass-fail status was reported to the school by the state; exam scores, demographic data, were obtained from college records.

Findings: The results for a sample of 109 revealed a significant increase between pretest and posttest scores (p<.000) for all students. The differences in performance between the intervention groups and by achievement level and degree status were not significant. There was also a significant relationship between the posttest scores and NCLEX-RN outcomes (r =.405, p=.000). The descriptive statistics of the survey responses revealed there was variation in the perceived benefit of these interventions reported by participants.

Conclusion:As these results indicate, use of targeted preparation and measures to address students’ supplementary instructional needs can promote success on NCLEX-RN. Although both interventions were deemed to be effective, the inconsistency in the benefit perceived by the participants in this study suggests that providing alternatives that address the variation in abilities and learning preferences among nursing students may enhance preparation.

 

Keywords:
NCLEX Preparation; Baccalaurate nursing students
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryFull-texten_GB
dc.typePresentationen_GB
dc.titleThe Effect of Two Preparatory Interventions on Performance on Comprehensive Assessments and the National Council Licensure Examination of Graduating Baccalaureate Nursing Studentsen_GB
dc.contributor.authorParaszczuk, Ann Marie M.en_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsAnn Marie M. Paraszczuk, EdD, RNC, IBCLC, aparaszczuk@molloy.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316822-
dc.description.abstract<p>Session presented on: Friday, April 4, 2014</p><b>Purpose:  </b>This study compared the effectiveness of two different preparatory interventions on comprehensive assessments by achievement level and degree status of graduating nursing students, and the relationship of these scores to the first-time pass rates on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). The graduates’ perceptions of the interventions were also explored. <b></b><p><b>Methods</b>: Computerized comprehensive assessments were administered to graduating seniors in proctored environments before and after students participated in one of two interventions. The students were randomly assigned to a group that either attended a faculty-led onsite Pre-NCLEX Review course or participated in an online-review program called the Virtual Tutor. Both interventions were scheduled to occur in the month between the two assessments and were offered through the testing service used by this nursing program.  After graduation, those candidates who had taken the NCLEX-RN were mailed a survey. Graduates' pass-fail status was reported to the school by the state; exam scores, demographic data, were obtained from college records. <p><b>Findings: </b>The results for a sample of 109 revealed a significant increase between pretest and posttest scores (p<.000) for all students. The differences in performance between the intervention groups and by achievement level and degree status were not significant. There was also a significant relationship between the posttest scores and NCLEX-RN outcomes (r =.405, p=.000). The descriptive statistics of the survey responses revealed there was variation in the perceived benefit of these interventions reported by participants. <p><b>Conclusion:</b>As these results indicate, use of targeted preparation and measures to address students’ supplementary instructional needs can promote success on NCLEX-RN. Although both interventions were deemed to be effective, the inconsistency in the benefit perceived by the participants in this study suggests that providing alternatives that address the variation in abilities and learning preferences among nursing students may enhance preparation. <p><b> </b>en_GB
dc.subjectNCLEX Preparationen_GB
dc.subjectBaccalaurate nursing studentsen_GB
dc.date.available2014-05-13T16:43:14Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:14Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
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