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ERIC Number: EJ847443
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0196-5042
Predictors of Successful Nursing Education Outcomes: A Study of the North Carolina Central University's Nursing Program
Ukpabi, Chinasa Victor
Educational Research Quarterly, v32 n2 p30-40 Dec 2008
The primary purpose of this study was to specify the variables that would play the greatest role in predicting success of North Carolina Central University (NCCU) nursing graduates in the National Certification Licensure Examination for Registered Nurses (NCLEX-RN). Participants for this study include a convenience sample of 39 students who graduated from NCCU School of Nursing and sat for the 2006 version of the NCLEX-RN. The predictor variables are represented by student scores in the assessment tests in some 18 courses in the nursing program of the university. Discriminant analysis was used to identify which of the variables adopted are significant in predicting success on the NCLEX-RN. For this study, only variables with a p value of less or equal to 0.05 were considered statistically significant. Of the 18 predictor variables employed in this study, 11 were statistically significant in predicting who passed or failed the NCLEX-RN. These significant variables include: ATI Critical Thinking, ATI TEAS Comp, ATI Percentile Reading, ATI Percentile Math, ATI Percentile English, NLN Percentile Adult I, NLN Percentile Adult II, NLN Percentile Pediatric, Mental Percentile ATI, Pharmacology Percentile ATI, and Fundamental Percentile ATI. Their levels of significance range from an alpha of p less than 0.003 to p less than 0.05. These findings suggest that a student's performance in these tests, more than any others offered in the program, are the strongest measures of success in the NCLEX-RN by students that graduate from NCCU'S Nursing program. (Contains 4 tables.)
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)