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The Predictors of Success for Pre-Licensure BSN Students: An Exploratory Analysis of Assessment Methods
Get PDFBackground
Success in the National Council Licensure Examination (NCLEX-RN) on the first attempt is essential for continued program accreditation, sustainability, and maintaining the national nurse workforce. Admission policies and assessment methods contribute to student enrollment and success. This Doctor of Nursing Practice (DNP) project evaluated the admission requirements of cognate and overall GPAs and assessment requirements of Health Education System Incorporated (HESI) scores in the School of Nursing to determine the best predictors of the first-time NCLEX-RN pass rates. This project aimed to determine whether the use of admission requirements in the School of Nursing Bachelor of Science in Nursing (BSN) prelicensure program predicted HESI scores and indirectly predicted successfully passing the NCLEX-RN on the first attempt. This project also analyzed the student performance results on the NCLEX-RN to that of their performance on the HESI assessment exam.
Methodology
This DNP project utilized a retrospective quantitative research design. Data were collected from student records within the Pre-Licensure Nursing program at a private university in the midwestern United States. The study analyzed admission criteria, including cognate grade point averages (GPAs), overall GPAs, and HESI assessment scores. Statistical methods, such as correlation and regression analyses, were employed to evaluate the predictive relationship between these admission criteria, HESI scores, and first-time NCLEX-RN pass rates. The project also examined the association between HESI assessment performance and NCLEX-RN outcomes to identify potential predictors of student success. Ethical considerations were upheld through data anonymization and institutional review board (IRB) approval.
Results
Admission cognate and overall GPA were identified as positive predictors of HESI scores. While cognates did not individually predict HESI passing scores, BIOL 221 and ENG 215 demonstrated trends nearing statistical significance. The Pearson Chi- Square Association test revealed a strong association between achieving a first-time passing score on the HESI and successfully passing the NCLEX-RN on the first attempt. Furthermore, HESI and NCLEX-RN test scores were highly aligned across all eight categories of care, with notable outliers observed in two categories.
Conclusion
This project highlights the significant role of admission criteria, particularly admission GPA and cognate GPA, in predicting HESI scores and indirectly predicting NCLEX-RN first-time pass rates. While individual cognates, such as BIOL 221 and ENGL 215, approached statistical significance, they could not independently predict HESI or NCLEX-RN success, revealing a potential gap in curriculum alignment with these assessments. The positive association between HESI scores and NCLEX-RN outcomes supports the validity of HESI as a predictor of first-time NCLEX-RN success. The findings suggest the need for curriculum review, particularly for cognate courses, to align content with the NCLEX-RN test plan blueprint. Incorporating NCLEX-RN simulated quizzes, mentorship programs, and active learning strategies can further enhance student learning and outcomes. Addressing disparities identified in specific HESI and NCLEX-RN performance categories through student surveys and curriculum adjustments can strengthen program effectiveness and sustainability, ultimately supporting the goal of preparing nursing students for first-time NCLEX-RN success
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The Efficacy of a Culturally Sensitive Apologetic on University Campuses
Get PDFThe secular shift in modern culture calls for a corresponding communication of the Gospel to university students. Many young adults have shifted from an underlining assumption of Biblical theism toward naturalistic narratives. This calls us to address the epistemology of that scientism by looking deeper at its own assumptions if we are to help students meet the reality of God in their lives. Students on college and university campuses normally do not have knowledge or ready access to professional research highlighting evidence of intelligent design in biology and cosmology, nor evidence of God in prophecy and the resurrection of Christ. This paper proposes and documents an experience of providing tables with apologetic resources, run by students, and offered free to students on public college and university campuses. This ministry has provided important material to Christian and non-Christian students and afforded students who sit at the tables opportunities to share their faith and develop kingdom friendships on campu
Workman Passing Guffa
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Drawing Plan Of Baal Peor
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