The Effect of Two Preparatory Interventions on Performance on Comprehensive Assessments and the National Council Licensure Examination of Graduating Baccalaureate Nursing Students

Purpose:  This study compared the effectiveness of two different preparatory interventions on comprehensive assessments by achievement level and degree status of graduating nursing students, and the relationship of these scores to the first-time pass rates on the National Council Licensure Examination-Registered Nurse (NCLEX-RN). The graduates’ perceptions of the interventions were also explored.

Methods: Computerized comprehensive assessments were administered to graduating seniors in proctored environments before and after students participated in one of two interventions. The students were randomly assigned to a group that either attended a faculty-led onsite Pre-NCLEX Review course or participated in an online-review program called the Virtual Tutor. Both interventions were scheduled to occur in the month between the two assessments and were offered through the testing service used by this nursing program.  After graduation, those candidates who had taken the NCLEX-RN were mailed a survey. Graduates' pass-fail status was reported to the school by the state; exam scores, demographic data, were obtained from college records.

Findings: The results for a sample of 109 revealed a significant increase between pretest and posttest scores (p<.000) for all students. The differences in performance between the intervention groups and by achievement level and degree status were not significant. There was also a significant relationship between the posttest scores and NCLEX-RN outcomes (r =.405, p=.000). The descriptive statistics of the survey responses revealed there was variation in the perceived benefit of these interventions reported by participants.

Conclusion:As these results indicate, use of targeted preparation and measures to address students’ supplementary instructional needs can promote success on NCLEX-RN. Although both interventions were deemed to be effective, the inconsistency in the benefit perceived by the participants in this study suggests that providing alternatives that address the variation in abilities and learning preferences among nursing students may enhance preparation.