Investigating student and faculty perspectives related to predictors of NCLEX-RN success: A mixed methods approach
Sharon M. Cosper, Richard S. Callan, Lori Anderson
Abstract
Understanding predictors to NCLEX-RN success is imperative to facilitate outcomes and provide nurses to meet the critical hiring demands in healthcare. A lack of understanding exists as to why certain students struggle academically and on the licensure exam. Consideration for why students struggle with program studies and NCLEX-RN success are needed. The purpose of this study was to investigate the factors that contribute to student difficulty passing the NCLEX-RN on first attempt. This study utilized a concurrent embedded mixed methods design to investigate factors that may contribute to student performance. Participants included graduates and faculty within a College of Nursing located in the southeast United States. Student records, survey responses, focus group participation, and use of the emotional quotient inventory 2.0 for descriptive purposes were reviewed. Results indicate that grade point average and Health Education Systems Incorporated examination scores were positive predictors of NCLEX-RN performance. Qualitative findings inform that external and interpersonal factors contribute to first-time pass rates on the NCLEX-RN. Further research to understand emotional intelligence and admission decisions are warranted.