Investigation of prerequisite science course performance and cumulative grade point average as predictors of success on the National Council Licensure Examination for Registered Nurses
The purpose of this study was to investigate whether a statistically significant difference existed between success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and admission grade point average and cumulative graduating grade point average of baccalaureate nursing students. The study examined the impact of having to repeat science courses and the relationship among the selected demographic variables of age, gender, marital status, and ethnicity on NCLEX-RN performance. Data were obtained from the academic records of 167 nursing students who graduated from a baccalaureate nursing program in the Southeastern United States between May, 1999 and December, 2003. Descriptive and inferential statistics were used in the study. The investigator examined age, gender, ethnicity, marital status, AGPA, CGPA, and whether a science course to determine their predictive value of NCLEX-RN success. Comparing the relationship between success on the NCLEX-RN and the seven variables indicated two statistically significant predictors. The results revealed older nursing students were 1.19 times more likely to pass the NCLEX-RN. Caucasian nursing students were 0.48 times more likely to pass. Although age and ethnicity were found to be significant predictors of success, there were no statistically significant differences found between gender or marital status and success on the NCLEX-RN. In this study, the unequal number of the gender distribution probably produced results that were not authentic. The null hypothesis, "None of the following variables are statistically significant in predicting success on the NCLEX-RN: AGPA, CGPA, repeating a science course, age, gender, marital status, or ethnicity," was rejected. Based on the findings of this study it is recommended that: (a) schools of nursing expand their recruiting practices to include more mature candidates; and (b) in order to increase the success rates among African-American students, measures need to be developed to provide early detection and remediation opportunities. It was difficult to extrapolate predictors of success or failure on the NCLEX-RN from a single school because of the relatively low failure compared to success rate with categorical data. Therefore, studies involving multiple schools with diverse student populations were recommended.
Martina S Harris,
"Investigation of prerequisite science course performance and cumulative grade point average as predictors of success on the National Council Licensure Examination for Registered Nurses"
ETD Collection for Tennessee State University.