Departamento 1 – Mantenimiento de la plantación

Variables related to competence are those typically referred to as academic variables or cognitive factors. Those chosen for this study were most the commonly cited in NCLEX-RN studies: standardized nursing exam scores, individual nursing course grades, and grade point averages.

3.4.1.1Standardized Nursing Examinations

In this study, the nursing program utilized the standardized HESI tests. Health

Education Systems, Incorporated (HESI) developed and distributed standardized computer-based exams to assess students’ knowledge within specific content areas and their preparedness for the actual licensure examination. The literature supports the use of the HESI Exit Exam score as a strong predictor of NCLEX-RN success; therefore, it was included in this study. Every student in this particular nursing program was required to take the comprehensive HESI Exit

Examination in the final semester of the program. HESI specialty tests were less often reported as predictors of NCLEX-RN performance; however, these test scores may assist with the identification of students at-risk for failing the licensure exam. The students were also required to complete a HESI specialty test in each of the corresponding specialty courses: Pediatrics, Maternity, Adult Health I, Adult Health II, Psychiatric, and Community Health.

The HESI test score earned by the student reflects an application of a proprietary HESI Predictability Model (HPM) to the student’s raw score. The HESI score can range from 0 to over 1,000, and can be as high as 1,500 (depending on the difficulty level of the exam.). The

HESI specialty test scores provide students and faculty with valuable information regarding the students’ knowledge of specific content area and the potential need for remediation. The nursing program which served as the setting for this study required a score of 900 on each of the HESI specialty tests; students who did not achieve a 900 were required to complete content-specific remediation. The HESI Exit Exam score is reportedly predictive of NCLEX-RN performance. In this study, students with an Exit Exam score of 900 were expected to pass the licensure

examination, scoring at least 850 was considered favorable for passing, and scoring less than 850 was considered a risk for failing the NCLEX-RN.

3.4.1.2Course Grades

Previous research supports the correlation between grades earned in individual science and/or nursing courses and performance on the licensure examination. The courses varied among the studies; therefore, it was decided that every nursing course (in which a letter grade is earned) would be included in this investigation. The students in both the traditional and second- degree program tracks are required to take the same nursing courses; however, depending on the academic major of their first degree, some of the second-degree students receive credit for courses such as NursingEthics; when a student transferred in a course grade from different institution, it was not available in the database and therefore not part of the data analysis.

As noted earlier, a change in the progression criteria requires students to achieve a 75% or higher average on test scores to pass the course. The test scores combined with other assignments in the course must average a C or better; students who do not meet the course requirements are required to repeat the course. For the purpose of this study, the course grade earned on the first attempt at the nursing course was used for the data analysis. A student who

does not achieve a passing grade in any two nursing courses (or fails the same nursing course twice) is dismissed from the nursing program.

3.4.1.3Grade Point Average

Grade point averages (GPAs) were also identified in the literature as factors significantly correlating with NCLEX-RN performance. GPAs can be calculated at various times before, during, and upon completion of a nursing program for a better indication of how admission and/or progression criteria relate to post-graduation outcomes (i.e. passing or failing the licensure examination). The admission GPA is one form of pre-entry data cited in the literature which can reflect the students’ most recent academic performance; however, GPA varies greatly depending on the incoming status of the student (entering from high school, transferring from another college, or enrolling in second-degree track). And considering the vast differences in

educational preparation, curricula, and geographical nuances, admission GPA was not included as a variable in this study.

Nursing grade point averages (NGPA) were calculated for each student following each semester of nursing course completion using the grade points earned in nursing courses only. There were a total of five end-of-semester NGPAs computed for the data analysis. Nursing education research also supports the use of a cumulative nursing grade point average; this was also included in the study and was calculated upon completion of the baccalaureate program and only included grade points earned in fourteen nursing courses taken at the study institution. Overall cumulative GPA has also been cited in the literature as a strong correlate with NCLEX- RN performance; however, it was difficult to obtain an accurate overall GPA at this institution. Many students (especially those in the second-degree track) transfer in general education courses, pre-requisite science courses, and electives. A transferred grade is assigned the letter

“T” with no grade points in the database; therefore, calculating an accurate overall GPA was difficult. For this reason, overall GPA was not included as a variable in the study.