Creating Unique Student Paths to NCLEX-RN Success: Improving NCLEX-RN Pass Rates Utilizing Individualized Learning Plans

Saturday, 16 November 2013: 3:35 PM

Jennifer Lea Taylor, PhD
College of Nursing, University of Missouri - St. Louis, St. Louis, MO
Chrystal Leigh Lewis, MSN, RN
Capstone College of Nursing, University of Alabma, Tuscaloosa, AL

Learning Objective 1: Discuss the impact of timing and completion deadlines in creating individualized testing remediation plans.

Learning Objective 2: Create an individualized standardized testing remediation plan based on unique student learning needs.

Aims: The purpose of this research was to address a decrease in NCLEX-RN pass rates and standardized testing scores by enhancing the existing comprehensive remediation process as well as decreasing the amount of time between remediation and NCLEX-RN test date.

Background: During the first two phases of this project, the study institution’s remediation process was enhanced utilizing individualized learning plans focusing on each student’s unique learning needs incorporating new web-based resources available and text-based case studies. The initial phases yielded significant positive improvements in nursing student knowledge through improved outcomes on standardized nursing examinations and improved NCLEX-RN pass rates.  This presentation focuses on phase 3 of this project which enhanced remediation by minimizing pre-graduation remediation and creating post-graduation remediation to enhance NCLEX-RN readiness closer in time to the examination. 

Methods: Graduating BSN cohorts from Fall 2011 and Spring 2012 were given individual learning plans for remediation with new web-based resources from the standardized testing provider along with a text-based resource.  Remediation plans were completed after graduation.    These cohorts were compared to the graduating cohorts from Fall 2010 and Spring 2011 (control group) who received similar individualized learning plans completed during their final semester of study prior to graduation.

Results: There were a total of 103 students in the control group with 37 students in remediation and a total of 105 students in the comparison group with 38 students in remediation.  There was no statistically significant difference between comprehensive standardized testing scores between the control and comparison cohorts with both groups at comparable risk of NCLEX-RN failure.  Of those students requiring remediation, 78% of the control group and 95% of the comparison group passed the NCLEX-RN on the first attempt.

Conclusion:  Manipulating the timing of individualized, standardized testing remediation to be nearer to NCLEX-RN testing was effective in improving NCLEX-RN success.