Abstract
Many nursing programs utilize standardized predictor exams to maintain high first-time NCLEX-RN pass rates for their students. Since these standardized exams are highly predictive of first-time NCLEX-RN pass rates, preparing students to take these exams during their final term of nursing school has become of utmost import. The purpose of this study was to evaluate student outcomes following restructure of a capstone course designed to prepare accelerated Baccalaureate Nursing students for the NCLEX-RN exam utilizing the Knowledge, Anxiety and Test-taking Strategy (KATTS) framework. Capstone course outcome, NCLEX-RN pass rates, time to licensure and course evaluations were compared for two cohorts before (2014 cohort; N= 117) and after (2016 cohort; N=152) the course redesign; t-tests and chi-squared tests were conducted for significant differences between the two cohorts and qualitative analysis was performed on comments from anonymous end-of-course surveys. Results show increased capstone course pass rates (97.4% vs 83.8%; p < 0.001), no change in NCLEX-RN pass rate, shorter number of days to licensure (16.72 vs 29.61; p < 0.0001) and improved scores on student course evaluations following the course redesign. The 2016 cohort felt better prepared to take the NCLEX-RN (4.1 vs 3.6; p = 0.002), felt the course increased their critical thinking (4.2 vs 3.2; p < 0.0001) and gave the capstone course a higher overall rating than the 2014 cohort (3.7 vs 2.7 p < 0.0001). Content analysis of end-of-course survey questions revealed themes of unhelpful, stressful and smaller groups before course redesign and more and sooner, self discovery and class structure woes following course redesign. The results of this study supports the use of the KATTS framework in designing a senior-level nursing capstone course to prepare senior nursing students for the NCLEX-RN.%%%%D.N.P., Nursing Practice – Drexel University, 2017
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