Application of Roy's Adaptation Model in understanding content saturation in nursing education

Background@#Significant changes in healthcare and society prompted constant revisions in the nursing curriculum that resulted in content saturation in nursing education and challenged the delivery of effective instruction. Various factors contributed to content saturation in nursing education, which has produced adverse individual and institutional outcomes. Alack of literature on a theoretical framework limited understanding of this phenomenon. This article addressed this gap in the literature.@*Purpose@#This article aims to describe the applicability of the Roy Adaptation Model (RAM) as a theoretical framework for understanding content saturation in nursing education.@*Methods@#A literature review of published articles from the 1980s to 2020s on using RAM in nursing education was conducted. Walker and Avant's (2011) concept theory and derivation techniques were used to propose a new conceptual model based on RAM.@*Results@#RAM is widely used in nursing research, practice, and education. However, it has not been used to describe content saturation in nursing education. The Content Saturation in Nursing Education Model (CSNEM) is proposed to explain this phenomenon.@*Conclusion@#RAM provides a theoretical lens for understanding content saturation in nursing education. The CSNEM can be a new framework to describe this phenomenon, contributing to knowledge development in nursing education.

Scoping review of factors affecting Philippine Nurse Licensure Examination outcomes

Aim@#This scoping review synthesized the existing literature on factors affecting Philippine nurse licensure examination (PNLE) outcomes.@*Background@#Studies about the nurse licensure examination in the Philippines had gained popularity in recent years. Various studies reported different factors affecting PNLE outcomes, since licensure examination is an interplay between individual, academic, institutional, and environmental factors. This review is the first study that synthesized the literature on factors affecting PNLE outcomes.@*Methods@#A scoping review of research articles published from 2000 to 2020 described the existing literature explaining the various factors affecting PNLE outcomes. The Preferred Reporting for Integrative Studies and Meta-Analysis for Scoping Reviews (PRISMA-ScR) was used to guide the study. Using the set inclusion criteria, 4,208 articles and gray literature were eligible for initial screening. A total of 29 studies were included in this review.@*Findings@#Majority of the PNLE studies were quantitative research, used correlation research designs, and were published between 2011 to 2020. The average PNLE first-time pass rate from 2014 to 2018 was 75 percent and overall passing rate improved from 39.2% in 2010 to 45% in 2016. First-time examinees and those who take the PNLE in November have increased odds of passing the examination. Wide variability in PNLE results were observed in the May/June PNLE. Intellectual ability, learning styles, and psychosocial behaviors impact individual PNLE outcomes. Academic performance in high school and nursing school, college admission test, nursing aptitude test, achievement exams, pre-board examinations, clinical nursing courses, English courses, and Microbiology and Parasitology are significant academic predictors of PNLE success. Institutional variables such as school size, type of school ownership, year of establishment, accreditation status, and faculty-student ratio are associated with PNLE outcomes. @*Conclusion@#Various individual, academic, and institutional factors influence PNLE outcomes. Identifying these factors is crucial in understanding the multidimensionality of variables that may impact PNLE performance. An insight into these factors may assist individual nursing students and graduates, as well as nursing schools, in developing strategies to increase their likelihood of passing and increasing the first-time pass rates in the PNLE.

Standardized Tests as Predictors of NCLEX-RN Success

@#PURPOSE: This study examined the predictive ability of Assessment Technologies Institute (ATI) standardized tests on Fundamentals of Nursing (FON), Pharmacology (PHARM), Medical-Surgical Nursing (MSN), and RN Comprehensive Predictor (RNCP) on the National Council Licensure Examination-Registered Nurses (NCLEX-RN) performance of nursing graduates. BACKGROUND: Various assessment tools in nursing education are used to predict the success of students in nursing licensure examinations. There are inconsistent findings on the predictive ability of course-specific standardized tests on NCLEX-RN success. METHODS: A retrospective correlation research design was used to determine the association between ATI standardized tests and NCLEX-RN success. Secondary data analysis of 141 ATI student scores from 2017 to 2018 from a Southeastern university in the United States were analyzed using descriptive and inferential statistics, set at 0.05 level of significance. Three models of logistic regression were used to determine the predictive ability of ATI standardized exams on NCLEX-RN success. RESULTS: ATI MSN standardized test is the strongest predictor of NCLEX-RN success, followed by ATI FON and ATI RNCP tests. ATI PHARM standardized test is not predictive of NCLEX-RN success. CONCLUSION: Standardized tests can help in identifying students who are at-risk for failing the NCLEX-RN prior to taking the examination. Understanding the impact of standardized testing on NCLEX-RN performance is essential in addressing the students' ability to become successful in the nursing program and NCLEX-RN.

A scoping review on factors affecting the NCLEX-RN performance of internationally educated nurses

@#PURPOSE: This scoping review aims to describe the factors affecting the National Council Licensure Examination-Registered Nurses (NCLEX-RN) performance of internationally educated nurses (IEN). BACKGROUND: The United States relied heavily on IEN to help address the nursing shortage. However, IEN face challenges in passing the NCLEX-RN with almost half failing the NCLEX-RN the first time. There is a lack of studies on IEN, in general, and factors affecting their NCLEX-RN performance, in particular. METHOD: A literature review of IEN NCLEX-RN studies from 1994 to 2020 was conducted. The Preferred Reporting for Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to describe the search process. FINDINGS: Based on the review of the available literature, the most commonly identified factors affecting IEN NCLEX-RN performance include proficiency with the English language, differences in nursing education, and unfamiliarity with the NCLEX-RN. Language, country of nursing education, healthcare experience, support system, the Commission on Graduates of Foreign Nursing Schools certification exam, (CGFNS CE), and time-lag between graduation or initial licensure and NCLEX-RN are statistically significant predictors of NCLEX-RN performance. CONLUSION: Individual, academic, and environmental factors influence IEN NCLEX-RN performance. Identifying these factors can help in designing individual and multi-level interventions to assist IEN to pass the NCLEX-RN.

A five-year trend analysis of the Philippine Nurse Licensure Examination (2014-2018)

Purpose@#This study analyzed the trend of the Philippine Nurse Licensure Examination (NLE) results from 2014 to 2018.@*Design@#A retrospective research design was used to describe the five-year trend in the NLE. It determined the association between NLE outcome (pass/fail) and the type of examinee (first time vs. repeat examinees) and timing (month) of taking the exam (May/June vs. November).@*Methods@#Trends in NLE results were examined to determine the pass and fail rates over five years as an indication of the quality of nursing education. Secondary data analysis was conducted after collecting publicly available NLE data. Odds ratios were estimated to express whether the odds of passing differ for the type of examinee and month of taking the NLE.@*Findings@#The overall pass rates indicated a decreasing trend over the past five years (47.5% to 41.3%). The first-time pass rates showed an increasing trend (70.6% to 77.3%) while the repeat pass rates revealed a decreasing trend (31.6% to 28.2%). The odds of passing the NLE among first-time examinees is 7.01 times the odds of passing the NLE compared to repeat examinees [OR = 7.01 (95% CI = 6.86, 7.12)]. The odds of passing the NLE in November is 1.32 times the odds of passing in May/June [OR = 1.32 (95% CI = 1.29, 1.34)].@*Conclusions@#Despite the increasing first-time pass rates, a large number of nursing graduates still fail the NLE, especially among the repeat-takers. The results of this study can be used to improve nursing programs by developing measures to increase the NLE passing performance through assisting at-risk first-time examinees prior to taking the NLE and developing programs to assist graduates who will retake the NLE.