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dc.contributor.authorCosper, Sharon Men
dc.date.accessioned2018-05-22T19:31:21Zen
dc.date.available2018-05-22T19:31:21Zen
dc.date.issued5/22/2018en
dc.identifier.urihttp://hdl.handle.net/10675.2/621814en
dc.description.abstractThe literature reports higher patient satisfaction when care is delivered from baccalaureate-prepared nurses (BSN); however, there is a significant shortage of BSN prepared nurses in the country (Schmidt & MacWilliams, 2015; Roa, Shipman, Hooten, & Carter, 2011). For institutions across the nation, there is a lack of understanding as to why certain students struggle academically throughout the program and on the board certification exam. In order to facilitate training, graduation, and success with NCLEX-RN outcomes for these critical healthcare providers, consideration for why students struggle with curriculum and passing the board certification examination is needed. This study utilized a concurrent embedded mixed methods design to gain a greater understanding as to what factors may be contributing to student difficulty. Participants included graduates (n = 75) and faculty (n = 25) within the College of Nursing in a university located in the southeast region of the United States. Data were collected through review of student records, survey responses, focus group participation, and use of the EQ-i 2.0 for descriptive purposes. Results indicate that the BSN GPA, HESI examination scores, and Adult Health II course grades were found to predict performance on the NCLEX-RN. The qualitative findings illuminate categories of external and interpersonal factors contributing to students’ success and first time pass rates on the NCLEX-RN. The themes of Curriculum, Test Methodologies and Preparation, Teaching and Instruction, Balance, Drive, Compassion and Respect, and Critical Thinking were all relevant for consideration to help nursing programs improve the first time pass rates of their graduates on the NCLEX-RN. Further research utilizing methods to understand emotional intelligence and implications for admission as well as successful outcomes on the NCLEX-RN are indicated based on the qualitative findings of this investigation.
dc.publisherAugusta Universityen
dc.subjectHealth and Environmental Sciencesen
dc.subjectEducationen
dc.subjectCompassionen
dc.subjectEmotional intelligenceen
dc.subjectNCLEX-RNen
dc.subjectNursing Educationen
dc.subjectPredictorsen
dc.subjectQualitativeen
dc.titleInvestigating Student and Faculty Perspectives Related to Predictors of Success: BSN Curriculum and NCLEX-RN Outcomesen
dc.typeDissertationen
dc.contributor.departmentDepartment of Advanced Studies and Innovationen
dc.language.rfc3066enen
dc.date.updated2018-05-22T19:31:21Zen
dc.description.advisorQuinn, Maryen
dc.description.degreeEd.D.en
dc.description.committeeAnderson, Lori; Buning, Meganen
refterms.dateFOA2019-08-09T21:59:18Zen


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