Use of standardized testing to predict NCLEX-RN success for associate degree nursing students in a concept-based curriculum

被引:5
作者
Denman, Charla L. [1 ]
Cohn, Tanya M. [1 ]
机构
[1] Simmons Univ, Boston, MA 02115 USA
关键词
Standardized testing; NCLEX-RN success; Concept-based curriculum; NCLEX-RN predictors; ATI concept-based assessments; Associate degree nursing;
D O I
10.1016/j.teln.2022.05.001
中图分类号
R47 [护理学];
学科分类号
1011 ;
摘要
The study objective was to evaluate scores on the ATI Level 4 Concept-Based Assessment and demographic variables to predict NCLEX-RN pass rates in Associate Degree nursing students completing a Concept-Based Curriculum. Background: In response to first time NCLEX-RN failures, a community college in Texas reviewed its current curriculum and identified the need to educate more contextually versus the traditional medical model. The nursing program adopted the Texas Concept-Based Curriculum. Assessment Technologies Institute (also known as ATI) developed the RN Concept-Based level Assessments. The Level 4 assessment is appropriate for assessing RN nursing students at the end of their concept-based curriculum. Method: The study design was a secondary analysis. In the data analysis, descriptive statistics, bivariate analy-sis utilizing a t-test and Chi-square, and logistic regression were used. Results: ATI CBAL4 scores were a significant predictor, recording an odds ratio of 1.063. This indicated that students who scored higher on the ATI CBAL4 were more likely to pass the NCLEX. Additionally, Student Type was a significant predictor, odds ratio = 3.93. This indicates that transition students are 3.93 times more likely to pass the NCLEX than traditional students. Conclusion: Instructors and associate degree nursing students completing a concept-based curriculum should be aware of the predictive power of the CBAL4. (C) 2022 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.
引用
收藏
页码:378 / 382
页数:5
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