Original article
Requirements and interventions used by BSN programs to promote and predict NCLEX-RN success: A national study☆

https://doi.org/10.1016/j.profnurs.2004.04.004Get rights and content

Abstract

The purposes of this study were (1) to identify specific program requirements and educational interventions used to promote National Council Licensure Exami nation-Registered Nurse (NCLEX-RN) success among graduates of Bachelor of Science in Nursing (BSN) programs and (2) to determine the best predictors of NCLEX-RN success used by BSN nursing programs. This descriptive correlational study used the survey method for data collection. Participants were recruited from 513 generic BSN programs. One hundred sixty usable responses were received for a response rate of 31.2 percent. This is the only recent national study of variables associated with NCLEX-RN success that could be found in the literature; therefore, it addresses a gap in the literature. Significant findings related to NCLEX passing rates included (1) the use of standardized entrance exams and Scholastic Aptitude Test (SAT) scores for admission criteria, (2) National League for Nursing (NLN) content at-risk scores for mental health and community health nursing for progression, (3) clinical proficiency and use of exit examinations as graduation requirements, (4) commercial reviews as an intervention, and (5) percent White as a demographic variable. Additionally, the findings support the use of standardized entrance examinations and content area examinations to assess readiness for NCLEX.

Section snippets

Purpose

The purposes of this study were (1) to identify specific program requirements and educational interventions that might positively impact NCLEX-RN success and (2) to determine the best predictors of NCLEX-RN success used by BSN programs. The specific research questions were as follows:

  • 1.

    What are the admission, progression, and graduation requirements used by BSN programs?

  • 2.

    What data were used by the BSN programs to predict NCLEX success for their students?

  • 3.

    What specific interventions were used by

Literature review

A review of the literature verified that student preparation for safe, entry-level practice is of great concern to nurse educators. Many studies have sought to identify predictive factors and interventions that enhance success of graduates on the NCLEX-RN. Campbell and Dickson (1996) reviewed 172 such studies published from 1981 to 1990. Findings indicated that grade point averages (GPAs) in nursing and science courses were the most frequently identified cognitive predictors of student success.

Methodology

This descriptive correlational study used the survey method for data collection. Participants were recruited from the 513 generic BSN programs listed in the Official Guide to Undergraduate and Graduate Nursing Schools (NLN, 2000). Information about the study was transmitted electronically to BSN program deans who were asked to complete and return the survey electronically. A paper copy of the survey was offered. One follow-up message was sent to deans who did not respond to the initial request.

Findings

From the first electronic mailing to 513 BSN programs, 96 responses (18.7 percent) were received. Nonrespondents were sent a second request for participation, yielding a total of 173 respondents (33.1 percent). However, only 160 (31.2 percent) submitted usable data. When data were not reported for a specific question, the number of programs reporting the data is presented with the statistic.

Programs represented 38 states and the District of Columbia. Program enrollments ranged from 15 to 485

Discussion and implications

The literature review revealed no recent national studies of predictors and interventions for NCLEX-RN success. A 1966 study by Taylor et al. (cited in Campbell & Dickson, 1996) and Schwirian’s 1978 study were the only identified national studies, and both were before the pass/fail reporting of NCLEX-RN. The purpose of the present survey was to bridge this gap in the literature. The data were from 1999, the latest complete data available at the time of the survey. The research questions focused

Limitations

Several technical difficulties arose during the study. Some respondents submitted portions of the data requested at different times, resulting in multiple submissions. The software accepted each submission as a unique response. Therefore, the researchers had to use Internet protocol numbers to identify duplicate submissions to retain only one submission from each BSN program. E-mail addresses were not available for all programs in the NLN (2000) guide to BSN programs, requiring researchers to

Conclusions and recommendations for future research

In contrast to single-site studies, the findings from this national study are more useful to BSN programs for identifying the major trends and practices among schools of nursing. The findings imply that nursing programs might want to use standardized entrance examinations for admission to the nursing program and content-area examinations to assess readiness for NCLEX. Overall, this study supports the conclusion of Taylor et al. (1966, as cited in Campbell & Dickson, 1996) that individual

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    Supported in part by a grant from the National League for Nursing.

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