Search Results (4)

Background: As the United States population becomes increasingly diverse, the representation of minorities in health professions is critical to addressing health disparities. Few investigations have been conducted among students enrolled in the first semester of the nursing program, a vulnerable and adjustment period for most nursing majors. Thus, this study examined the association between reading comprehension and science aptitude on student retention and standardized test scores. Method: A cross-sectional repeated measures study was conducted to investigate the outcomes from a compendium of programmatic interventions implemented among n = 80 nursing students enrolled in the first semester of a pre-licensure baccalaureate nursing program in one Hispanic-serving institution. These interventions included the Weaver™ reading online program, case studies, NCLEX-type practice tests, test-taking skills, and peer-mentoring. Data collection was conducted in Spring 2024. Multivariate statistical analysis was used to determine predictors associated with student retention and standardized test scores. An independent t-test was used to examine any significant difference in the reading comprehension level among the cohort’s participants. A qualitative investigation using thematic analysis was conducted to understand students’ experiences with the programmatic interventions. Results: Students’ baseline reding comprehension level was significantly associated with failure in the first semester of the nursing program (β = −0.815; SE = 0.349; Wald = 5.444; p < 0.05). End-of-term reading comprehension level was significantly associated with end-of-course HESI score in the Foundations in Nursing course (β = 26.768; SE = 10.049; Beta = 0.445; p < 0.05) while science GPA was significantly associated with end-of-course HESI score for Health Assessment (β = 3.022; SE = 1.315; Beta = 0.434; p < 0.05. Cohort retention was 75%. The independent t-test result indicated a significant difference in reading level was found between those who dropped out from the cohort (M = 4.23, SE = 0.173 and those who did not (M = 5.15, SE = 0.188), t (68) = −3.037, p < 0.01. A reading level of grade 10 and above was associated with student progression to the next semester (M = 10.16, SE = 0.375, t (70) = −0.560, p < 0.05. Although the participants found the reading comprehension modules tedious, test-taking strategies, applying the nursing process in case studies, and the expertise of a nurse educator, who understood the learning needs of first-semester students, were perceived as critical to academic success. Conclusions: Reading comprehension and science aptitude are essential to students’ early success in the nursing program. Addressing gaps in reading comprehension and science aptitude before admission to a nursing program would increase chances of success in the early stages of a nursing major. Full article

The United States’ nursing shortage attracted internationally educated nurses (IENs) to take the National Council Licensure Examination–Registered Nurses (NCLEX-RN), which is required to practice nursing in the U.S. Philippine-educated nurses (PENs) comprised more than half of IENs in the U.S. nursing workforce. From 2002 to 2021, only 45.8% of 177,730 PENs passed the exam. Published studies investigating IEN NCLEX-RN performance are limited. This study addresses this gap in the literature. This study determined the association between academic, initial nursing licensure, and employment factors on PEN NCLEX-RN pass rates. A retrospective correlation research design was used to determine the association among the research variables. Participants were recruited through online nursing groups. Descriptive statistics compared characteristics of PENs who passed or failed the NCLEX on the first attempt. Chi-squared and Fisher’s exact tests were used to determine the association between the research variables. Initial nursing licensure and nursing workplace were significantly associated with PENs passing the NCLEX-RN. Identifying unique PENs’ contextual characteristics is critical in preparing them to pass the NCLEX-RN. Findings provide input to educational and regulatory bodies to improve the NCLEX-RN individual outcomes and Philippine NCLEX-RN pass rates. Full article

Background/Objectives: Undergraduate nursing students report encountering significant challenges when they perform preplanning for clinical days. The literature lacks evidence regarding this educational model for clinical training, yet faculty continue to use it despite the lack of evidence that supports it. This study explored undergraduate nursing students’ perceptions of their preclinical training activities. Methods: A quasi-experimental, after-only, nonequivalent control group design was employed at a public nursing school in an urban setting. A total of 110 undergraduate nursing students enrolled in an advanced medical–surgical course. Participants were divided into two groups based on their preparation approach for clinical practice. Data were collected using a paper-and-pencil survey at the end of the course’s clinical rotation. The survey comprised three sections: (1) sociodemographic information, (2) the nursing clinical education tool (NCET) developed for this study, and (3) two open-ended questions focusing on the pros and cons of preplanning and reflective care approaches. The responses were analyzed and compared using a nonparametric two-independent-samples Mann–Whitney U test. Results: The findings indicated that students in eight out of ten nursing clinical education survey categories favored the reflective care approach. No differences were found between groups concerning class grade point average (GPA), the National Council Licensure Examination (NCLEX) passing rate, or standardized tests. Conclusions: The reflective care approach was perceived more favorably than preplanning. Engaging in clinical reasoning strategies requires educators to reconsider how students interact with clinical education. Further research is needed to develop evidence-based methods to enhance the clinical learning experience and promote patient safety. Full article

Nursing educators need strategies for preparing students to be successful in the National Council Licensure Examination (NCLEX-RN^®). Understanding the educational practices used is an important step in informing curricular decisions and helping regulatory agencies evaluate nursing programs’ efforts to prepare students for practice. This study described strategies used in Canadian nursing programs to prepare students for the NCLEX-RN^®. A cross-sectional descriptive national survey was completed by the program’s director, chair, dean, or another faculty member involved in the program’s NCLEX-RN^® preparatory strategies using the LimeSurvey platform. Most participating programs (n = 24; 85.7%) use one to three strategies to prepare students for the NCLEX-RN^®. Strategies include the requirement to purchase a commercial product, the administration of computer-based exams, NCLEX-RN^® preparation courses or workshops, and time dedicated to NCLEX-RN^® preparation in one or more courses. There is variation among Canadian nursing programs in how students are prepared for the NCLEX-RN^®. Some programs invest considerable effort in preparation activities, while others have limited ones. Full article