NCLEX Pass Rates Research Articles

News Brief: NCLEX pass rates are up in the United States.

News Brief: NCLEX pass rates are up in the United States.

Strategies to Increase NCLEX Pass Rates: From 68% to 92% in 1 Year.

One of the key indicators of a quality prelicensure nursing program is the NCLEX first-time pass rate. NCLEX-RN pass rates have been decreasing over the last several years. The decrease in NCLEX pass rates suggests that nursing programs analyze their curriculum with the goal of increasing NCLEX scores. One small associate degree in nursing program implemented strategic changes to positively improve NCLEX success, which included curriculum revisions and incorporating a clinical judgment framework. By using several innovative strategies, this program increased its first-time NCLEX pass rates by 24%. The purpose of this article is to provide strategies that significantly increased the NCLEX-RN pass rates within 1 year. With the Next Generation NCLEX's launch in April 2023, nursing programs must be proactive in identifying strategies to prepare students for the NCLEX.

Ready, Set, Start: Mentoring Graduating Nursing Students During a Pandemic.

Nurses are graduating from educational programs and entering health care systems at a time of great turmoil because of the COVID-19 pandemic. To support the transition to practice, nursing faculty implemented a postgraduation mentorship program (START). This exploratory study sought to describe the faculty mentor and new graduate mentee experience. Related variables (NCLEX pass rates, perceived stress, and professional quality of life) are provided to contextualize the results. The research is significant given the burden the pandemic places on the health care system, which may limit the resources available to new graduate nurses.

The lived experience of new graduate nurses successfully completing NCLEX-RN

Background and objective: The NCLEX pass rate is considered the primary indicator of program quality. Much literature exists regarding pre-graduation efforts aimed at aiding students to prepare for the NCLEX-RN exam, while there is little available on post-graduation efforts. This project was conducted to identify the post-graduation experiences of successful NCLEX-RN test takers as they prepared to complete the exam.Methods: This was a qualitative descriptive study utilizing a phenomenological framework to determine the lived experience of new graduates preparing to complete the NCLEX-RN exam.Results: Four main themes were identified as relevant to post graduation experiences including: (a) Finding Motivation, (b) Study Tactics, (c) Taking a Break, and (d) The Testing Experience. Additionally, few of the participants took it for granted that they were going to pass the exam, they reported wishing they had spent more time preparing, and with regard to studying, several described wishing they had started earlier.Conclusions: It will be beneficial for faculty to discuss potential strategies for success to utilize after graduation, including expectations of testing day, setting a realistic timetable to test, overcoming lack of motivation to preparation for the exam, and careful scheduling of coaching and study sessions.

Editorial for JCBE

Editorial for JCBE

Competency‐based nursing: Reducing cost while maintaining or improving quality

AbstractThe advent of COVID‐19 and subsequent social disruption has exacerbated existing nursing workforce shortages. As nursing education programs and healthcare providers struggle to meet the care needs of their respective communities, the ever‐present challenge of replenishing nursing candidates persists—particularly when those candidates face financial hardships to complete their education. In an effort to mitigate financial hardships, competency‐based education (CBE) nursing offers the opportunity for students to self‐pace their learning and potentially complete their education more quickly. In addition to CBE programs typically being more affordable that traditional “seat time” credit‐based programs, students can potentially yield even more significant savings. Therefore, considering some healthcare providers, accreditors, and candidates may be concerned with CBE program quality, this study assesses the merit of that assertion. Through a comparative of analysis of Western Governors University's (WGU) CBE Nursing Program to similar traditional education state nursing programs, this research finds that CBE nursing programs can reduce cost while maintaining or even improving program quality by a measure of NCLEX pass rates.

Preparing ABSN students for early entry and success in the clinical setting: flipping both class and skills lab with the Socratic Method.

Accelerated Second Degree BSN (ABSN) students have limited time to gain expertise. Reaching competency in skills takes weeks, delaying the application and mastery of skills in clinical practice. Our objective is to describe how our ABSN program fundamentals of nursing course enhances learning effectiveness and prepares students for successful entry into nursing. Using the Socratic Method and flipping the classroom and skills lab, with deliberate practice techniques, ABSN students quickly gain competence in core aspects of nursing. Rapid acquisition of competence early in the program allows for a meaningful clinical experience. NCLEX pass rates for our ABSN graduates averaged 93.84% over the past 4years, and students report high levels of satisfaction with the program. Using the Socratic Method in a flipped classroom and skills lab provides an environment that engages students, fosters NCLEX success, and supports development of clinical judgment critical for positive patient outcomes.

Clinical hours and program types effects on NCLEX pass rates

Clinical education is an essential portion of prelicensure clinical education. However, little is known about the relationship between clinical hours and NCLEX pass rates, or if the program type is predictive of NCLEX pass rates. The purpose of this study was to examine the relationship between clinical hours, program type and NCLEX pass rates. A total of 722 nursing schools were surveyed, with a final sample size of 107. Multiple linear regression analysis revealed there was no correlation between program type and NCLEX pass rates or the total number of clinical hours in a school and NCLEX pass rates. The results may reflect that both program types adequately preparing students for the NCLEX exam. Future research could be conducted to determine if the type of clinical education students receive is related to NCLEX pass rates.

The Dotson Bridge and Mentoring Program: A Diversity Success Story.

Even though the Institute of Medicine released a report on the importance of ethnic diversity in the health care workforce to reduce health disparities, there has been little progress in increasing diversity in nursing. Nationally, health care systems do not have adequate representation of Black/African American, Asian, and Latino RNs. The Dotson Bridge and Mentoring Program is an innovative mentoring program for African American, Latino, Asian, and Native American (ALANA) students. Mentoring programs that support ALANA students can lead to an increase in retention, graduation, and NCLEX pass rates and should be an integral part of nursing programs. The outcomes of the program included improving the course pass rates from 50% to 92%, improving the first-time NCLEX pass rate from 74% to 94% and decreasing the attrition rate from 23% to 1%.

A closer look at first-time pass rates as the primary measure of program quality.

The NCLEX pass rate is considered the premier indicator of program quality. Nursing programs utilize first-time pass rates (F-TPR) as a basis for making program decisions - especially when confronted with a falling rate. This survey was conducted to identify the array of strategies implemented to improve or maintain F-TPRs. Additionally, we sought to ascertain whether responding programs had experienced a problematic F-TPR and their experience in the aftermath. This study utilized a descriptive survey of nursing programs. Data analysis included thematic analysis of an open-ended item and descriptive analysis of forced-choice items. Nursing programs report F-TPRs heavily influence decisions and policy making especially regarding admission/progression policies, use of standardized exams, and most consider it one of the most influential factors in program decision-making. A recommendation is made for changing the requirement to the percentage of students passing within two attempts.

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

Serving Those Who Serve Their Country: Preparing Military Veterans for Nursing Degrees.

Challenges remain for integrating Veterans into civilian occupations postservice. This article describes an innovative project affording military service personnel serving in health occupational specialties the opportunity for completion of a Bachelor of Science in Nursing (BSN) degree. The Vets2BSN project, launched in July 2014, has achieved several years of enrollment and graduation success using standardized measures and assessment of student modifiers to establish project success. Nearly 80 eligible students holding current or former rank as corpsmen or medics have enrolled in the program with 59 conferrals and an NCLEX pass rate of 98% (48 of 49). Prospective assessment of progress allows real-time intervention and remediation to achieve successful graduation rates. Collaboration of university administration and faculty has provided a foundation for reintegration of military health professionals possessing skills allowing for educational credit and acceleration of studies toward earning the BSN and joining the workforce as nursing professionals. [J Nurs Educ. 2019;58(8):444-453.].

A comparative analysis of NCLEX pass rates: Nursing health human resources considerations.

To examine performance differences among different writers of the National Council Licensure Examination-Registered Nurse (NCLEX-RN) examination in Canada; to compare Canadian and U.S. writer pass rate data; and to identify if changes in the Canadian nursing workforce can be related to the introduction of NCLEX-RN. In January 2015, the entry-to-practice licensing examination changed from the Canadian Registered Nurse Examination to the NCLEX-RN, and pass rates declined. This comparative analytic study examined NCLEX-RN pass rate data for 2015, 2016 and 2017 using publicly available data. The Canadian data were compared with that from U.S. nurses taking the examination. Overall year-end pass rates among Canadian writers appeared to improve significantly in 2016 (95% to 96.3%, p<0.001, from 2015 to 2016) but declined again from 96.3% to 90.4% in 2017 (p<0.001). Pass rates remain significantly lower for first attempt Canadian writers compared to first attempt U.S. writers (2015: 69.7% vs. 84.5%, p<0.001). The change in licensing examination had a major impact on pass rates for new graduates entering the nursing profession and potentially the number of new nurses entering the profession in Canada immediately after graduation. A loss of entry-level workers to the nursing profession in Canada affects workforce management strategies, particularly with respect to worker shortages.

Senior NCLEX-RN Coaching Model: Development and Implementation.

A host of interventions have been used to improve NCLEX outcomes, yet scant evidence exists to show the influence of academic coaching on pass rates. To improve NCLEX confidence/readiness and pass rates in a baccalaureate nursing program, an NCLEX Coaching Model was developed and implemented. Senior students were paired with faculty for 6 weeks of NCLEX coaching. Students self-assessed strengths, risk factors, and challenges related to NCLEX preparation. Coaches and students co-developed the NCLEX Preparation and Success Plan using standardized NCLEX predictor scores. Success plans represented individualized preparation strategies focused on specific NCLEX Client Needs categories. National Council Licensure Examination confidence/readiness scores improved significantly, and first-time NCLEX pass rates improved slightly after coaching. An NCLEX Coaching Model can build student confidence/readiness and promote NCLEX success among nursing students. Peplau's Theory of Interpersonal Relations was useful in guiding development and implementation of a coaching model.

The Growth and Performance of Nursing Programs by Ownership Status

Introduction Since 2002, there has been dramatic growth in the number of registered nurse (RN) graduates from nursing programs in all types of institutional settings, with the largest increases in the for-profit sector. Aim To document trends in the growth of nursing programs and to compare their outcomes, as measured in first-time NCLEX® pass rates, by ownership type and degree, including bachelor of science in nursing, associate degree in nursing, and practical nurse. Methods We used 10 years of data (2007-2016) from the Integrated Postsecondary Education Data System (IPEDS) to track the number of programs and graduates by ownership type. We obtained 5 years of data (2011-2015) from state boards of nursing on first-time NCLEX pass rates by degree. We constructed a multivariate regression model with pass rates as the dependent variable and school ownership status as the independent variable. Covariates included a broad range of institution-level covariates obtained from IPEDS and county-level data on poverty obtained from the Area Health Resource File. Results From 2007-2016, there was a five-fold increase in the total number of for-profit nursing programs and a 14-fold increase in the number of graduates of for-profit nursing programs. Graduates of public nursing programs declined as a percentage of total graduates, whereas for-profit programs’ share grew from 1.7% to 14.2 %. After controlling for demographic and socioeconomic factors, for-profit ownership was a significant predictor of lower NCLEX pass rates for all three degree programs. Conclusions Additional research is needed to understand why ownership status affects performance, but it is incumbent upon nursing leaders to review federal, state, and accreditation oversight to ensure minimum performance standards for all nursing programs. Since 2002, there has been dramatic growth in the number of registered nurse (RN) graduates from nursing programs in all types of institutional settings, with the largest increases in the for-profit sector. To document trends in the growth of nursing programs and to compare their outcomes, as measured in first-time NCLEX® pass rates, by ownership type and degree, including bachelor of science in nursing, associate degree in nursing, and practical nurse. We used 10 years of data (2007-2016) from the Integrated Postsecondary Education Data System (IPEDS) to track the number of programs and graduates by ownership type. We obtained 5 years of data (2011-2015) from state boards of nursing on first-time NCLEX pass rates by degree. We constructed a multivariate regression model with pass rates as the dependent variable and school ownership status as the independent variable. Covariates included a broad range of institution-level covariates obtained from IPEDS and county-level data on poverty obtained from the Area Health Resource File. From 2007-2016, there was a five-fold increase in the total number of for-profit nursing programs and a 14-fold increase in the number of graduates of for-profit nursing programs. Graduates of public nursing programs declined as a percentage of total graduates, whereas for-profit programs’ share grew from 1.7% to 14.2 %. After controlling for demographic and socioeconomic factors, for-profit ownership was a significant predictor of lower NCLEX pass rates for all three degree programs. Additional research is needed to understand why ownership status affects performance, but it is incumbent upon nursing leaders to review federal, state, and accreditation oversight to ensure minimum performance standards for all nursing programs.

Analysis of Licensure Testing Patterns of RN Graduates in Oregon.

First-time NCLEX pass rate (FTPR) was a measure of workforce entry developed in the 1970s and is now used in accreditation standards to assess program effectiveness. Faculty may change admission and progression policies based on FTPR, which may affect enrollment, student diversity, or costs. This study describes testing patterns of RN graduates on the NCLEX-RN in Oregon to identify other academic metrics related to licensure. Testing patterns of graduates in Oregon (N = 4,045) during 2013-2015 were analyzed to determine the number of testing attempts and length of time until success. The FTPR for testers was 88.6%. By the second attempt, 96.1% passed; by the third attempt, 98% passed. Within 90 days of eligibility, 87.6% of testers passed; within 180 days, 95.3% passed. It is recommended that second- and third-time pass rates or pass rates within 6 months be considered as academic metrics for accreditation purposes. [J Nurs Educ. 2018;57(11):655-661.].

INFORMACIÓN DE LA ESCUELA DE ENFERMERÍA DE PRELICENCIATURA PREVIO ACCESIBLE: UN CALIDAD PROYECTO DE MEJORIA UTILIZANDO CONOCIMIENTOS AL MARCO DE ACCIÓN

In response to the projected nursing shortage, Florida law makers made modifications to the law in 2009 that changed the Board of Nursing’s approval and monitoring process for nursing education programs. As a result, the number of approved nursing programs in Florida increased from 171 to 350 (105%) which resulted in the proliferation of poor nursing programs with low graduation and NCLEX pass rates. Prospective students are challenged to distinguish reputable nursing programs from problematic institutions. The purpose of this project was to create a centralized web-based platform and evaluate the ability of the platform to increase knowledge in prospective nursing students, regarding credible nursing programs. The project was implemented using the Knowledge to Action Frame Work. To test the effectiveness and knowledge gain, twenty seven prospective nursing students agreed to examine all components of the website. Based on the analysis, post questionnaire scores were overall higher than pre-questionnaire scores which showed an increase in knowledge. In the future, the project could expand to include free online classes such as, medical terminology, medical error, and staying healthy through nursing school. Key words: , , , , , .

A New Educational Model: Concurrent Enrollment in Associate Degree and Baccalaureate Degree Nursing Programs (CEP)

This article is a case study describing the challenges and successes of the creation of a new educational pathway for nurses to concurrently earn the ADN and BSN. To create such an innovative program, challenges were encountered in dealing with curriculum, transcripts, advising, the admissions process, financial aid and logistics. These were all successfully surmounted and the program continues to grow with a lower attrition rate, higher on-time graduation rates and similar NCLEX pass rates when compared to the ADN stand-alone program.

How Texas Nursing Education Programs Increased NCLEX Pass Rates and Improved Programming

Twenty-seven vocational and 61 professional nursing education programs in Texas were required to write self-study reports (SSRs) during 3 years based on the 2013, 2014, and 2015 National Council Licensing Examination pass rates. The comprehensive self-analysis of each SSR resulted in potential factors that may have contributed to the pass rates and program-directed plans for correction and quality improvement. Texas Board of Nursing (BON) staff summarized findings from the 88 SSRs. They identified common program factors and planned interventions for improvement. The most frequently mentioned areas for improvement included revising admission and readmission criteria, identifying at-risk students and providing remediation, revising and enforcing program policies, updating curriculum, basing decisions on program evaluation data, and evaluating the use of standardized examinations in the program. At the end of the 3 years, as a part of program monitoring, Texas BON staff surveyed the 88 programs to determine which interventions were most effective. Upon comparing findings from the vocational, associate degree, and baccalaureate degree nursing programs, three common interventions were deemed extremely effective for all program types: identifying at-risk students earlier, providing timely remediation for at-risk students, and enforcing program policies.

The accuracy of state NCLEX-RN© passing standards for nursing programs

BackgroundNursing education programs in every state must meet specified NCLEX pass rate standards in order to maintain licensure and accreditation. These standards are a source of great anxiety for educators and students. There is wide variety of pass rate standards among the states. In addition, individual nursing program pass rates vary substantially from one year to the next. ObjectivesPass rate variation suggests the need for scrutiny of the accuracy of applying state pass rates as a standard for evaluating nursing education program. This study considers the implications of such variation. DesignThe study computes 95% confidence intervals for nursing program pass rates from 2010 to 2014 to determine whether programs that failed to meet pass rate standards may have done so by accident and whether programs that met pass rate standards may have done so by accident. DataThe study data includes statutes and regulations that establish pass rate standards and NCLEX pass rates for 1792 nursing programs reflected in reports provided by state nursing boards. FindingsAlmost 20% of nursing education programs violated the state pass rate standard at least once between 2010 and 2014. Among the programs that failed to meet pass rate standards, 28.4% had a 95% confidence interval that extended above the pass rate standard. A determination that these programs did not meet pass rate standards could well be erroneous. Approximately 17.4% of programs that met pass rate standards had confidence intervals that went below the pass rate standard. A finding that these programs complied with state pass rate standards might also be erroneous. ConclusionsApplication of confidence intervals to nursing program pass rates suggests that use of pass rate standards to evaluate nursing program quality may not be appropriate. This suggests the need to rethink application of state pass rate standards when evaluating nursing education programs.