An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students
School of Nursing
Gladys L. Husted
GPA, NCLEX-RN, private colleges
Every year thousands of graduates of nursing programs fail the NCLEX-RN examination. Nurse educators continue to seek methods to identify those students who may be unsuccessful in hopes of identifying strategies to aid students to pass the exam. This quantitative study used a framework based on a model of personal responsibility to identify relationships between noncognitive variables and personal responsibility. Ninety-eight participants from three small private colleges in two states located in the Eastern United States were recruited with a final sample of 93. Several noncognitive variables were examined. Age, gender, race, living situation, hours worked per week, participation in campus organizations and activities, type of student, and self-reported GPA were reported by participants on a demographic questionnaire. Personal responsibility was measured with a tool developed for use with college students. Self-reported NCLEX-RN results were collected from participants via e-mail and telephone. No significant relationships were found between the demographic variables, levels of personal responsibility, and NCLEX-RN performance. Weak correlations were identified between some specific items on the tool measuring personal responsibility and self-reported GPA.
Tinkelenberg, K. (2007). An Examination of Selected Noncognitive Variables and NCLEX-RN Success of Baccalaureate Nursing Students (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1573