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Learning Objective 1: discuss the importance of developing a peer support environment outside of the classroom setting, in the NCLEX review process.
Learning Objective 2: discuss two qualitative themes, identified by participants, as impacting their lived experience of this review process and their individual NCLEX preparation and exam.
Methods: Participants for this pilot study were graduating nursing students of a baccalaureate Nursing program. Participation was voluntary. An NCLEX predictor exam taken by participants, identified areas of deficient learning, and predicted likelihood of passing the NCLEX exam. Kolb’s Learning Style Inventory was utilized to identify participant learning styles. The NCLEX review program was tailored to meet participant needs. Teaching methods included didactic presentation, discussion groups, case studies, simulation experiences, NCLEX review questions and review of test taking techniques. The research question was: Does this new review process have an effect on the NCLEX pass rates on new graduate nurses? The qualitative phenomenological interview, with nine participants, investigated the lived experience of participation in this program and its impact on NCLEX preparation and success.
Results: Phenomenological analysis identified 226 significant statements relating to the phenomenon of study. Formulated meanings for significant statements helped to illuminate meanings hidden in the various context of the investigated phenomenon. Through analysis, 6 reoccurring themes emerged which were common to all of the participants’ interviews.
Conclusion: Nursing research is deficient regarding the impact of peer supported learning environments in preparation for NCLEX. This study explored the importance of developing peer supported environments and the impact of this unique program. Results reinforce the need for NCLEX review programs to be creative and include various learning methods within a peer supported learning environment.
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