Are There Predictors for NCLEX-RN Success - Research Paper Example

?Quantitative Research Critique Introduction The paper “NCLEX-RN ® success: Are there predictors?” investigates the probable factors that may contribute to the passing of the National Council Licensure Examination for Registered Nurses (NCLEX-RN) examination (McGahee, Gramling, & Reid, 2010). Such factors are of major interest to schools of nursing and members of their faculty as they may be able to adjust their curriculum or admission requirements accordingly in order to achieve a higher rate of passing in the examination. Findings of this investigation may also help future test-takers in determining the type of preparatory programs and courses that they should take in order to aid them in succeeding at the examination. Independent and Dependent Variables of the Study For this study, a set of independent variables were initially tested for statistically significant effect on the dependent variable; the dependent variable being the test-taker’s success or failure at first sitting in an NCLEX-RN examination. The independent variables initially tested included SAT / ACT scores, science grade point average (GPA) prior to admission to the nursing program, critical thinking test score, writing portfolio score, individual nursing course grades, number of nursing course failures, all standardized test scores, graduating GPA, and number of semesters taken to complete the nursing program (McGahee, Gramling, & Reid, 2010). Science GPA was taken from the participant’s anatomy, physiology, and chemistry courses; the standardized tests were made up of a critical thinking test, an end of course test for each nursing course, and an RN Assessment test designed to predict NCLEX-RN success; the regular number of semesters required to complete the nursing program after completion of general education courses and acceptance into the nursing program was five. After initial testing, however, the only statistically significant predictors of NCLEX-RN success or failure at first sitting were science GPA before admission to the nursing program, the four course grades in the first semester of the nursing program, and the RN Assessment Test (McGahee, Gramling, & Reid, 2010). The conceptual definitions provided for the variables of this study were quite sufficient and gave the reader an idea of what these variables stand for. However, it may be noted that these same variables were not given due operational definitions which resulted in a vague description of how data was quantified in order to represent these variables. Without proper operationalization of the variables, future researchers may have a difficulty replicating such a study (Coughlan, Cronin, & Ryan, 2007). There was not much information on the demographic structure of the participants for this study. Their only qualification was being a graduate of a baccalaureate nursing school over a period of three years between fall 2006 and spring 2009. No information was provided on the participants’ sex, age, race/ethnicity, or socio-economic status. In addition, relevant characteristics of the sampled baccalaureate school were not identified (McGahee, Gramling, & Reid, 2010). Research Design A retrospective correlation design was used for this particular investigation (McGahee, Gramling, & Reid, 2010). As this study looks into possible predictors of NCLEX-RN success, the sample was treated as a whole and the independent variables were simply tested on their predictiveness capability, looking into main effects, and interaction effects between and among predictors. One notable discrepancy of this study is that the predictors were not tested for collinearity with each other. Duffy (2005) points out that such a test is necessary in order to filter out the possible redundant effects of certain variables. On the plus side, this study was designed in a similar manner as a number of previous studies as identified in the Review of Literature section. The methodologies used for this study bears similarities with the previous studies except for the specific variables under investigation. This provides sufficient evidence that the researchers looked into these reliable sources and patterned their study from them (Coughlin, Cronin, & Ryan, 2007). Sample and Setting This study drew out its conclusions based on the NCLEX-RN results and other pertinent records of a convenience sample 153 graduates of a baccalaureate nursing school over a period of three years between fall 2006 and spring 2009 (McGahee, Gramling, & Reid, 2010). The necessary information were taken from their records, as compiled by the administrative assistant. There was no mention in the article on any prior consent obtained from the participants. Without this consent, technical matters arising from future use of such information may be faced (Colling, 2003a). However, as identities of the participants were not identified in the study, such a consent was not necessary and required information may be provided under the discretion of the baccalaureate nursing school in discussion. Since the process of collecting information was done by convenience/purposeful sampling, non-randomization of the data may subject results to a certain degree of bias and may render it not entirely statistically conclusive (Russell, 2005). Measurement instrument Due to the nature of the variables used for this study, a number of different measurement strategies were used. The measures from each dependent variable were taken from the school’s established database and were each taken for their particular value. These dependent variables were all measured on an interval/ratio level. On the other hand the outcome variable is categorical, as it only took a “Pass” or “Fail” value. The RN Assessment Test was one instrument that was particularly developed to specifically indicate the weak areas of students prior to taking the NCLEX-RN examination. There was no mention in the study regarding the validity and reliability of such an instrument. This would have been important to establish that the test actually measures what it is supposed to measure (Twycross & Shields, 2004). However, the study does mention the existing history on the use of standardized examinations to predict NCLEX-RN success. Data collection As previously mentioned, data collection was done on a purposive manner, utilizing the available information on the given school’s database. As such, results that may be arrived at from this investigation may only be applied locally to this nursing school as well, as a certain bias of choice should be accounted for. Statistical analysis Using a retrospective correlational design, the study utilized logistic regression to analyze the predictiveness of each of the identified variable, and any possible interactions among them (McGahee, Gramling, & Reid, 2010). Descriptive statistics were utilized for this study, in particular, frequency count and percentages. In addition, chi-square for logistic regression was utilized. The level of significance was set at three levels, namely, 0.1, 0.05, and 0.01. At these different levels of significance, it was found that RN Assessment Test Scores, passing grades in Theoretical Foundations, and passing grades in Pathophysiology produced a significant main effect on NCLEX-RN success. In addition, there were also significant two way and three way interaction effects made by the listed predictors (McGahee, Gramling, & Reid, 2010). Table 1 shows a more detailed account of the analysis techniques used in the study. Table 1. Analysis techniques utilized. Statistical Procedure Focus Statistics Results Logistic Regression Effect of the Independent Variables on the Dependent Variables Chi square; p-values Chi square tests and p-value results indicated that RN Assessment test scores, passing grades in Theoretical Foundations, and passing grades in Pathophysiology had significant main effects; Significant two-way interactions were found between Science GPA and Fundamentals, Health Assessment, and Pathophysiology, and between RN assessment and Pathophysiology; Significant three-way interaction was found among Science GPA, RN assessment, and Health Assessment Error determination Ratio of predicted and actual success or failures Percentages 4% of Predicted NCLEX-RN failures actually failed; 86% of Predicted NCLEX-RN passers actually passed Although findings suggest a certain level, it should again be noted that since the data were not subjected to a multicollinearity test, there may be a possibility of redundant effects produced by certain variables (Russell, 2005). This redundancy may have significantly affected the so called interactions between and among certain factors in consideration. Interpretation of findings The researchers presented the significant predictors of NCLEX-RN success in discussing the results of the investigation (McGahee, Gramling, & Reid, 2010). However, discussion of the results of the investigation does not mention the degree of predictiveness of such factors. That is, the predictiveness coefficients of each factor was not given due attention. This would have provided an insight on which predictor had the highest effect on NCLEX-RN success (Duffy, 2005). The researchers likewise focused on percentages of NCLEX-RN successes and failures and tested the predictors on these data (McGahee, Gramling, & Reid, 2010). They were prudent enough to point out that the small study sample size meant that the generalizations made in their interpretation should be taken with caution. However, despite this caution, the researchers seem to have put more value on the findings than there really was. The so-called predictors of NCLEX-RN success that they came up with are already more or less established necessities in passing such a type of exam. Moreover, there is a strong possibility that these factors are themselves correlated to each other, hence, multiplying predictiveness effect by a considerable factor (Coughlan, Cronin, & Ryan, 2007). The overall tone in interpreting the results of this should also be noted. In more than one occasion, the researchers hinted an existing bias on the results that their study wanted to achieve (McGahee, Gramling, & Reid, 2010). The readers were somehow prematurely swayed into the conclusion that the study was aiming at, prior to the establishment of concrete evidence from the findings. This practice is not advisable when presenting a research because the subjective tone would tend to override the cold, hard facts --- an issue that is of major importance in a quantitative research study (Duffy, 2005). Limitations The researchers took careful note of the existing limitations of the study. The significantly small sample size is a major consideration in taking the generalizations presented in the study (McGahee, Gramling, & Reid, 2010). Moreover, as the data collected came from a single nursing school, findings may not be representative of the population of NCLEX-RN test takers. Another major consideration that presents a weakness to the findings of this study is the instituted change on the admission criteria and the nursing curriculum after the examination of the study’s initial results (McGahee, Gramling, & Reid, 2010). The implementation of these changes could have very well affected the reliability and validity of the collected data (Twycross & Shields, 2004). In addition, non-academic factors were not considered in this study. As previous studies have noted, a number of nonacademic factors significantly affected test results and as such, may play a major role in the success or failure of NCLEX-RN test takers. The researchers pointed out that the relatively small number of failures in the test accounts for the difficulty faced in analyzing what factors account for these failures (McGahee, Gramling, & Reid, 2010). However, they also emphasize that further research should be conducted to identify these factors so that proper attention would be given to those who are in need of assistive remediation prior to test-taking. Implications Although the procedures and overall interpretation of findings made in this study are far from flawless, this investigation provides an ample amount of insight into how the curriculum should be developed in order to increase the rates of NCLEX-RN success (McGahee, Gramling, & Reid, 2010). Findings also provide a considerable degree of information on the minimum requirements for admission to a nursing program. It should likewise be noted that a number of aspects in this study may be valuable for future research. Overall critique As a localized study designed to evaluate the predictive factors of a standardized test, the findings of this investigation should be taken with much caution. Non-randomization of the sampled data plays a major role in the overall reliability and applicability of findings to the entire nursing field. On the other hand, the study is a novel precursor to future studies that may be conducted to significantly affect the success rates in the NCLEX-RN examination. If the necessary adjustments are applied, findings may be more reliable and generalizations may be more applicable to the population. Overall, the research paper provided a detailed description of how the researchers went about making the investigation and analysis of data. Thus, sufficient information have been provided to allow other researchers to replicate the study in question. References Colling, J. (2003a). Designing clinical research studies: Part I. Urologic Nursing, 23(5), 357-359. Coughlan, M., Cronin, P., & Ryan, F. (2007). Step-by-step guide to critiquing research. Part 1: quantitative research. British Journal of Nursing, 16, (11), 658-663. Duffy, J. (2005). Critically appraising quantitative research. Nursing and Health Sciences, 7, 281-283. McGahee, T., Gramling, L., & Reid, T. (2010). NCLEX-RN success: Are there predictors. Southern Online Journal of Nursing Research , 10 (4). Russell, C. (2005). Evaluating quantitative research reports. Nephrology Nursing Journal, 32(1), 61-64. Twycross, A., & Shields, L. (2004). Validity and reliability-What’s it all about? Paediatric Nursing, 16(10), 36. Read More