Use of standardized testing to predict NCLEX-RN success for associate degree nursing students in a concept-based curriculum

Abstract

The study objective was to evaluate scores on the ATI Level 4 Concept-Based Assessment and demographic variables to predict NCLEX-RN pass rates in Associate Degree nursing students completing a Concept-Based Curriculum. BackgroundIn response to first time NCLEX-RN failures, a community college in Texas reviewed its current curriculum and identified the need to educate more contextually versus the traditional medical model. The nursing program adopted the Texas Concept-Based Curriculum. Assessment Technologies Institute (also known as ATI) developed the RN Concept-Based level Assessments. The Level 4 assessment is appropriate for assessing RN nursing students at the end of their concept-based curriculum. MethodThe study design was a secondary analysis. In the data analysis, descriptive statistics, bivariate analysis utilizing a t-test and Chi-square, and logistic regression were used. ResultsATI CBAL4 scores were a significant predictor, recording an odds ratio of 1.063. This indicated that students who scored higher on the ATI CBAL4 were more likely to pass the NCLEX. Additionally, Student Type was a significant predictor, odds ratio = 3.93. This indicates that transition students are 3.93 times more likely to pass the NCLEX than traditional students. ConclusionInstructors and associate degree nursing students completing a concept-based curriculum should be aware of the predictive power of the CBAL4.