Methods: Guided by Perry’s Ethical and Intellectual Development Model, a descriptive correlational analysis was conducted using secondary data from a large baccalaureate nursing program. Demographics, standardized educational measures, the Nurse Entrance Test (NET) and Critical Thinking Process Test (CTPT), and NCLEX-RN results for 347 traditional and accelerated students were analyzed. Hierarchical logistic regression identified predictors of first time NCLEX-RN success.

Results: In Model 1, Africans were 80% less likely than African-Americans and Caucasians to achieve first time NCLEX-RN success (OR 0.20, 95% CI: 0.08 – 0.49). In Model 2, African ethnicity remained significant (OR 0.29, 95% CI: 0.10 – 0.85) and GPA (OR 2.63, 95% CI: 1.04 – 6.76) and NET Reading (OR 1.04, 95% CI: 1.01 – 1.08) were significant. In Model 3, when CTPT was entered, all other predictors became non-significant, indicating that for every  one-point increase in CTPT, there was an 11% increased likelihood of first attempt NCLEX-RN success (OR 1.11, 95% CI 1.05 – 1.18).

Conclusions: While additional studies need to be conducted to examine other predictors of NCLEX-RN success, these findings indicate the need for design of interventions to improve both reading and critical thinking skills. Maximizing student success and first time NCLEX-RN pass rates, will have a direct impact on the nursing shortage.