Identification of predictors of success for the NCLEX and students at risk for NCLEX failure in a baccalaureate nursing program.

Abstract

This ex post facto correlational study sought to determine which measures of academic success, in a sample of 136 baccalaureate nursing graduates from a private liberal arts college between 1983 and 1985, predicted success on the National Council Licensing Examination (NCLEX). The variables, singularly and in combination, were used to identify nursing students who may require additional assistance to complete the NCLEX successfully. The relationships between preentrance test scores (SAT Total, Math and Verbal), grade point average (GPA) (cumulative, prenursing, nursing theory, and clinical), Mosby Assess Test scores, NCLEX scores, age, sex, courses repeated, and Type A behavior were determined. Significant positive correlations were found between cumulative GPA; Mosby Assess Test; preentrance test scores; prenursing, nursing theory, and clinical GPA; and NCLEX performance. There was little evidence that age, sex, and Type A personality were predictive of nursing abilities. Using multiple regression and Pearson product moment correlation analysis, preentrance test scores, GPA, Mosby Assess Test scores, and courses repeated were found to be significant predictors of NCLEX success. This study concluded that nurse educators could identify students early in programs whose academic patterns suggest potential difficulty within the nursing major and likely failure on the NCLEX. Educators could introduce curricular, organizational, structural, and instructional strategies to assist these students throughout their educational experience.