Correlation Between the NCLEX Predictor (Thesis Proposal Sample)

Correlation between the NCLEX-(RN) Predictor
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Abstract
NCLEX-RN Forecaster Exam scores and
NCLEX-RN Success for First-Attempt Test Takers
By
M.S.N., Medical University of South Carolina, 2002
B.S.N., Medical University of South Carolina, 1992
A.D.N, Florence Darlington Technical College, 1988
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Higher Education and Adult Learning
2015
Abstract
The purpose of this quantitative, retrospective study was to examine the predictive accuracy of the Assessment Technologies Institute (ATI) RN Comprehensive Predictor scores for passing or failing the NCLEX-(RN) exam in a cohort of nursing students (N= 195).
Guided by The Taxonomy of Bloom and Knowles’ Andragogical Model of Learning as the theoretical mainstay, I examined which independent variables significantly predict nursing graduates’ success or failure in the NCLEX-(RN) on their first attempt. Inferential and descriptive statistics were explored to differentiate differences, if any existed, between the dependent variable, NCLEX-(RN) and several independent variables. Pearson r correlation was conducted to determine whether a positive significant relationship exist among variables. Multiple regressions were utilized in order to test the independent variables (Norton et al., 2006).
The most significant findings were the predictive power of the ATI Comprehensive Predictor Scores in projecting success of a nursing graduate when attempting the NCLEX-(RN) exam for the first time. The ATI standardized exit scores of the students were found to significantly predict success on the NCLEX-(RN) (b = 0.289,
t = 4.198, p=0.000). Based on the findings, a policy recommendation was developed to assist student successful with the NCLEX-(RN) exam. Recommendations for future research include conducting this research using a larger number of nursing programs and enrolling students identified as at risk into the University Structured Learning Assistance (SLA) program. Positive social change will occur with an increase in the amount of nursing students passing the NCLEX-(RN) exam on their first attempt (Bonis et al, 2007).
NCLEX-RN Forecaster Exam scores and NCLEX-(RN) Exam Success
For First-Attempt Test Takers
By
M.S.N., Medical University of South Carolina, 2002
B.S.N., Medical University of South Carolina, 1992
A.D.N, Florence Darlington Technical College, 1988
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Higher Education and Adult Learning
Table of Contents
TOC \o "1-1" \t "Заголовок 2,2,Заголовок 3,3"List of Tablesvi
List of Figuresvii
Section 1: The Problem1
Introduction1
Definition of the Problem2
Rationale4
The Evidence of the Problem at the Local Level4
Evidence of the Problem from the Professional Literature6
Definition of Terms8
Significance of the Study11
Research Questions12
Literature Review12
Theoretical Framework13
Historical Perspective on the Nursing Shortage18
National Council of State Boards of Nursing Review27
Assessment Technology Institute (ATI)28
Health Education Systems Incorporated (HESI)31
Critical Thinking32
NCLEX-(RN) Exam (Test) Plan34
Reliability/Validity………………………………………………………………35
Test plan structure………………………………………………………….……36
i
Integrated processes………………………………………………………..……36
Distribution of content…………………………………………………….……..37
Predictors of NCLEX-(RN) Success38
Remediation45
Implications46
Summary48
Section 2: Methodology50
Introduction50
Research Questions51
Hypotheses51
Design and Data Analysis52
Descriptive Statistics52
Demographic Data53
Academic Information55
Admission (pre-nursing) GPA55
Final GPA56
ATI Predictor Scores57
NCLEX-(RN) Scores58
Inferential Statistics59
Multiple Regression Analysis59
Testing of the Hypotheses62
Predictive Ability of Variables63
ii
Findings…………………………………………………………………… ……..….66
Discussion67
Summary of Key Findings69
Descriptive statistics……………………………………………………………..……..69
Age and gender………………………………….………………………….…...….69
GPA………….……………………………………..…..………………...………...69
ATI scores………….……..………………………………………………………...69
NCLEX-(RN) exam pass or fail……….………………………..….……...…………69
Inferential Statistics …………………….…………………… ......………...…….…..69
Nursing GPA and Admission GPA……………………...……….....………..….....69
Age and Gender…………………………..……………………….……….….…...70
ATI Scores……………..……………………………..………….…..…..…......…..70
Section 3: The Project…………………………………………………………….…...72
Introduction ………………………………………………………………....….…..72
Description and Goals……………………………………….……………........…...72
Rationale……………………………â€&brvba...