Increasing pre-licensure nursing program enrollment, nursing student retention, and worry of decreasing NCLEX-RN pass rates when the Next Generation NCLEX is launched necessitate focused remediation efforts among nurse educators and pre-licensure nursing programs. While most pre-licensure nursing programs are implementing remediation policies and strategies as a way to assist under-performing students and increase retention, a lack of consensus remains as to how to determine the effectiveness of remediation efforts. As remediation becomes a more necessary component of pre-licensure nursing curricula, program administrators and accrediting bodies will need to evaluate the effectiveness of such efforts. To date, no standard method of remediation exists, nor does any standard instrument in which to evaluate its effectiveness. The literature describes various ways of assessing remediation outcomes such as standardized testing, course grades, or GPA; however, these methods to do not take into account the key components of remediation such as timely intervention, individualized attention, and student/faculty willingness to accept remediation. The purpose of this poster presentation is to describe the development and psychometric testing of the Remediation Effectiveness Scale for use in nursing education.
Methods:
Using Custer’s (2018) concept analysis as a framework, statements were constructed in an effort to measure the antecedents, defining attributes, and consequences of remediation. To determine content validity of the Remediation Effectiveness scale, a panel of five expert nurse educators was consulted to review relevance of items on the initial instrument, consisting of 22 items. Content-validity index (CVI) was calculated for each item, twelve items that yielded 100 percent agreement were retained, and two items that yielded a 67 percent agreement were retained, totaling 14 items. The percentage agreement rating for each item was then totaled and averaged to calculate the scale content validity average (S-SVI/Ave) on the 14 retained items, resulting in a value of .95. The purpose of this research is to determine the test-retest reliability of the Remediation Effectiveness Scale.
Results:
Test-retest reliability will be attained by administering the instrument to the same respondents at two different points in time to assess the stability of their responses. Preliminary psychometric properties of this scale are anticipated in January 2020.
Conclusion:
Developing a valid and reliable tool to measure the effectiveness of remediation in pre-licensure nursing education may have far-reaching implications in academia. Nursing faculty, academic advisors, program administrators, and nursing education accrediting bodies will be able to evaluate the most critical aspects of the remediation process. Development and testing of the Remediation Effectiveness Scale acts as a crucial first step in being able to adequately evaluate remediation in nursing education.