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ERIC Number: ED567720
Record Type: Non-Journal
Publication Date: 2015
Pages: 102
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-0890-0
The Relationship among Health Education Systems, Inc. Progression and Exit Examination Scores, Day or Evening Enrollment, Final Grade Point Average and NCLEX-RN® Success in Associate Degree Nursing Students
Barnwell-Sanders, Pamela
ProQuest LLC, Ed.D. Dissertation, Southern Connecticut State University
Graduates of associate degree (AD) nursing programs form the largest segment of first-time National Council Licensure Examination for Registered Nurses (NCLEX-RN®) test takers, yet also experience the highest rate of NCLEX-RN® failures. NCLEX-RN® failure delays entry into the profession, adding an emotional and financial toll to the unsuccessful AD candidate. Studies concerning factors contributing to first-time success on the NCLEX-RN® may include AD graduates, but primarily focus on baccalaureate degree nursing program graduates. Commercially available progression specialty examinations and exit examinations attempt to identify students at risk for failure on the NCLEX-RN®. In an effort to increase first-time pass rates, many schools of nursing have implemented such examinations to better prepare nursing students for the NCLEX-RN® examination. The present study sought to determine whether progression testing, using standardized computerized tests throughout the program, contributed to the success of AD nursing students taking the NCLEX-RN® licensure examination for the first time. The study employed a retrospective, descriptive correlational design at a single two-year associate degree nursing program at a private college in the northeast. A convenience sample of the records of 410 nursing students, who graduated from the nursing program in 2008, 2009, 2010, 2011, 2012, and 2013, were identified. The most reliable predictor of NCLEX-RN® success was end-of-program grade point average. The study found no significant correlation with the initiation and use of computerized standardized testing and NCLEX-RN® outcomes. Lastly, there was no difference in NCLEX-RN® outcomes based on student enrollment in the day or evening AD nursing program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A