Factors that predict NCLEX-RN success at a Historically Black College and University: A four-year retrospective study.

INTRODUCTION: Ensuring NCLEX-RN success for graduates of Historically Black Colleges and Universities (HBCUs) is integral to increasing Blacks and other racial/ethnic minorities underrepresented as registered nurses (RNs). PURPOSE: To examine the association between program type (traditional (TBSN) and accelerated Bachelor of Science [ABSN]) and first-time NCLEX-RN exam outcome. METHODS: A retrospective descriptive design was used. TBSN and ABSN students (n = 465) who graduated between 2015-2018 at an HBCU were examined. RESULTS: First-time pass rates for the total sample was 91.58%. Differences were observed between program type in 10 nursing courses for both programs, with Child Health being the only course predicting NCLEX-RN in both programs. In a multivariate logistic regression model, male students were 69% less likely to pass NCLEX-RN exam on first attempt compared to females, AOR = 0.31, p = 0.005. CONCLUSION: HBCUs can successfully prepare a diverse population of BSN graduates who pass NCLEX-RN on first attempt. Increased understanding of factors that decrease NCLEX-RN success of males is a prerequisite to development of strategies to ensure that all students have positive outcomes. There is also a need to understand differential relationships between nursing course grades and NCLEX-RN success among students enrolled in TBSN versus ABSN paths.

Student Perceptions of a Live Standardized Patient Interprofessional Education Scenario: A Multi-Year Study.

PURPOSE: This qualitative study examined perceptions of interprofessional education (IPE) and professional roles following a standardized patient experience in occupational therapy (OT) and physical therapy (PT) students. RATIONALE: Simulation-based learning experiences offer effective means to enhance IPE. Limited research exists in OT and PT about student perceptions of IPE and professional roles following a standardized patient experience. DESIGN: Perceptions of OT and PT students were measured using a pre/post questionnaire design in a mixed-methods study, with the qualitative component presented in this article. METHODS: One hundred students participated (51 second-year OT, 49 third-year PT students). Students completed a questionnaire regarding interprofessional practice and professional roles within the healthcare team. Students participated in small group interdisciplinary case work, faculty-led discussion, and a simulated patient case. Students completed a post survey with additional questions regarding the experiences. Data were analyzed using an inductive coding methodology. FINDINGS: Two main themes were identified: student outcomes (subthemes: scope of practice, team communication and collaboration) and IPE design (subthemes: team composition, curricular sequence, amount of time for experience). CONCLUSIONS: These findings relay perceptions of IPE and professional roles following a standardized patient experience. Further modification to the curricular timeframe and experience design should be explored with IPE experiences.

Live Standardized Patient Scenario Improves Attitudes Toward and Readiness for Interprofessional Education in Occupational Therapy and Physical Therapy Students.

PURPOSE: This study examined the impact of video-based and live standardized patient scenarios on attitudes toward and readiness for interprofessional education (IPE) in occupational therapy (OT) and physical therapy (PT) students. In academic health programs, IPE is used to teach the knowledge and skills to develop interprofessional teamwork abilities; however, research is limited on the impact of standardized patient scenario experiences (SPSE) on the effectiveness of IPE in OT and PT students. PARTICIPANTS: The study involved 49 participants: 23 OT and 26 PT students. METHODS: A descriptive quantitative pilot study measured attitudes and readiness for IPE using a repeated-measures design and the Readiness for Inter-Professional Learning Scale (RIPLS), a 19-item Likert scale. Students completed the RIPLS prior to an interprofessional team assignment, following an interprofessional team meeting to plan the standardized patient evaluation, and after a live SPSE. A 3 x 2 repeated-measures MANOVA analyses was used to determine differences between groups and change over time. RESULTS: Statistically significant changes occurred in Teamwork and Professional Identify subscales of the RIPLS for both groups after the live SPSE. IMPACT: Findings support the use of team-based, live SPSE to improve OT and PT students' readiness for and attitudes toward IPE.

Tailoring NCLEX-RN Indicator Assessments for Historically Black Colleges and Universities: Literature Review.

A review of the literature was undertaken as the foundation for developing an assessment tool for Blacks/African Americans, other racial/ethnic minorities, and low-income students attending historically Black colleges and universities. Findings revealed a variety of academic and nonacademic indicators were used to evaluate likelihood of success. Course specific grades, grade point average (GPA), standardized comprehensive exams and standardized course specific exams were the most commonly used predictor variables that showed significant outcomes. Indicators more accurately predicted which students would pass NCLEX-RN rather than those who would fail. The type of pre-licensure program may influence best outcome indicators. Increased attention to and reporting of demographic information would increase the usefulness of findings in relation to developing a tailored assessment strategy for students enrolled in nursing programs at historically Black colleges and universities.