Publication Date


Document Type


First Advisor

Mason, Robert C., 1940-

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Counseling, Adult and Higher Education


Nursing schools--Illinois; Nursing--Examinations; questions; etc; Nursing--Study and teaching (Continuing education)--Illinois


The current concern about student and program success in schools of nursing has led to a more critical evaluation of the needs of students and the interventions nursing faculty may consider to enhance program success and licensure outcomes. Coupled with concerns about adequate numbers of nurses needed to practice and applicants who are less well prepared academically, this concern is of paramount importance to the profession of nursing and the American health care delivery system. This study surveyed two populations in two phases. In phase one, members of the Associate Degree Nursing Council in the State of Illinois were surveyed to gather information about demographic, admission and retention data as they impact NCLEX-RN success. Phase two consisted of a sub-set of eight (20%) of these members whose schools had high NCLEX-RN pass rate averages to determine those interventions that were effective or contributory to NCLEX-RN success. This study found that among the pre-admission variables which serve to identify students at risk, higher admission GPA requirements correlated with NCLEX-RN pass rate averages approaches significance for a negative relationship, r̲ = −.282, p̲ =.06. Among the post-admission variables, multiple relationships exist that characterize a student as at-risk. Most importantly two characteristics, low test scores (r̲ = .285; p̲ < .05) and poor preparedness for class (r̲ = .343; p̲ < .05) are correlated with lower NCLEX-RN pass rate average. Also, the use of mid-curricular exams was found to correlate positively with the 2000 NCLEX-RN pass rate averages. Among the interventions for students at-risk post-admission (a) the use of exam results (no remediation, remediation only, and remediation and progression) approached statistical significance, r̲ = −.263; p̲ < .05, in a negative relationship with NCLEX-RN pass rate average and (b) as the number of support services increases there is an increase in NCLEX-RN pass rate averages, r̲ = .279; p̲ = .05. This study suggests that use of support services leads to improved NCLEX-RN outcomes. Assessment and interventions for the student at risk, including the use of mid-curricular examinations, should be explored for their value to students and faculty as they strive for program and NCLEX-RN success.


Includes bibliographical references (pages [103]-107).


xvi, 132 pages




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