Design: A descriptive survey design was utilized to compare teaching methodologies among nursing educators and National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rates among nursing programs.

Population, Sample, Setting, and Years: The population of interest was nurse educators in associate and baccalaureate degree nursing programs in Arkansas, Louisiana, and Mississippi within the United States of America. Six hundred thirty nine surveys were included in this study. This study was completed in the Spring, 2003.

Concepts or Variables Studied Together or Intervention Variables: The concepts of teaching methodologies utilized by nursing educators to enhance critical thinking among nursing students at different levels of nursing education were included in this study.

Methods: A descriptive survey instrument was utilized to explore methodology use, frequency of use, preference and National Council License Examination for Registered Nurses (NCLEX-RN) percentage pass rates. The survey instrument was based on a review of literature performed by the author. Descriptive statistics were utilized to illustrate demographic data, teaching methodologies used, and frequency of use. One way ANOVA were performed to identify significant differences between nursing program NCLEX-RN pass rate percentages and methodologies used. Chi square analysis were also conducted to identify significant differences between demographic data and methodology used.

Findings: Results indicated that more participants utilized more case studies and group discussions/activities. These two methodologies were also utilized most frequently and selected as most preferred.

Conclusions: This study suggests that variables, in addition to those in the study, may have an influence on methodologies used, preferred and NCLEX-RN percentage pass rates.

Implications: Further investigation and identification of these variables deserve consideration ,especially when evaluating the use of methodologies that have a direct or indirect influence on students’ critical thinking abilities.

Back to Posters II
Back to 15th International Nursing Research Congress
Sigma Theta Tau International
July 22-24, 2004