Poster Presenters NCLEX Camp 2017 An Analysis of Required Self Study Reports from 61 RN Nursing Programs Who Experienced NCLEX Examination Pass Rates Below 80% for 2013, 2014, and 2015 Location Presenting: Saint Louis Presenter: Janice I. Hooper, PhD, RN, FRE, CNE, FAAN, ANEF Phone: 512-305-6814 Janice.hooper@bon.texas.gov Abstract On April 1, 2013 the passing score for the NCLEX-RN examination was raised based upon recommendations from the NCLEX Examination Committee, from a group of experts appointed to a Standard Setting Panel, and subsequent approval from the NCSBN Board of Directors. The NCLEX-RN pass rate for Texas dropped below the national average for 2013, and 30 programs were required to develop a Self-Study Report seeking to identify factors that may have contributed to the below 80% pass rate. During the next two years, 31 additional RN programs were required to submit a Self-Study Report based upon a first time NCLEX-RN pass rate below 80%. Board Staff have developed a summary report for each year to determine common factors identified by the 31 programs. Most frequently identified problems were ineffective and inconsistently used policies (especially related to admissions and readmissions of students), a need to recognize at-risk students early and provide remediation, inadequate faculty development especially in test development and analysis; out-of-date curriculum; ineffective clinical evaluation tools; and failure to use the Total Program Evaluation Plan for faculty decision-making. The efforts in implementing corrective measures have resulted in improvement in --% of the programs pass rate and a state average above the national average for 2016. Identify common factors found by nursing programs that may have caused the NCLEX pass rate to drop below the benchmark Describe corrective measures to improve the performance of students on the NCLEX examination Implications for Nursing Education: The summary reports are widely used by all programs to better understand common areas not only for correction, but also for good practice. This information has been beneficial to nursing programs in Texas in their own self-analysis and self-reflection. A majority of programs improve their performance on the NCLEX during the following year.
Excelling at Teaching the Students in Front of You Location Presenting: Aurora Presenter: Elizabeth Reynolds RN, MSN, APRN, FNP-BC Shannon Fries RN, MSN Stephanie Jarman-Nelson MA Diane Thatcher BS Shawn Roloff BA Pickens Technical College Abstract There is a need for increased diversity in nurses. This is supported by research and the work of the Central Colorado Area Health Education Center. Many LPN students are the nontraditional, diverse students that we need in the higher levels of nursing. The current 20-member class at Pickens contains a significantly diverse mixture of students from 9 different countries. They speak 13 different languages and 6 are men. Multiple language users and other diverse or nontraditional students struggle in nursing school and are perceived to be non-completers and have more difficulty passing the NCLEX. It is also seen as a general perception that bridging LPN s into an RN program without making them repeat multiple courses has the same problems with non-completion and low NCLEX pass rates. This study will start the investigation to find the effective methods of education to maintain the diversity innate in multiple language users and nontraditional nursing students while preparing them to take a standardized test in standardized nursing language. Data will include TEAS preadmission testing, ATI pre and post course testing and NCLEX pass rates. We will work to identify instructional tools/methods to equip multiple language learners or nontraditional students with the language and knowledge needed to express the sophistication of their thinking for academic purposes within the nursing program and passing the NCLEX examination. The attendee will identify the richness that enlarging their programs to facilitate the continued education of LPN s into RN level nursing will provide. The attendee will identify one language learning tool they can use in nursing learning. Implications for Nursing Education: The group composite score on the ATI Critical Thinking Assessment: Entrance was 62.3 with the national mean of all programs types being given as 68.0%. The adjusted groups (18 out of 20) score for the PN Fundamentals 2014 given as a pre-test was 44.5%. The life experiences of multiple language users reflect great skills in problem solving and critical thinking. The ability to think critically, complete complex assignments and pass the RN level NCLEX are essential skills that can be initiated and fostered through a successful LPN program. It is the responsibility of nursing educators to find and use the tools than will enable us to bring this workforce into the higher levels of professional nursing. Among the 18 The LPN students who returned the survey; 2 expressed interest in a continuing to an associate degree, 7 to a bachelor s degree, 3 to a master s degree and 6 to a doctorate level nursing degree.
Pursuing Improvement in NCLEX First-time Pass Rates: Development of a Comprehensive Standards Based Approach to Planning and Evaluation for a Collaborative Nursing Program in the Northeast Location Presenting: Brisbane Presenter: Rachel E. Albert, PhD, RN Jenny Radsma, PhD, RN Erin Soucy, PhD, RN University of Maine at Fort Kent realbert@maine.edu Abstract Nursing is a highly respected profession, yet it is known to be a notoriously challenging academic discipline for many students, particularly when attempting to pass the NCLEX-RN licensure exam for the first time. Research studies have found that many factors affect students first-time licensure pass rates. There is no single indicator or predictor of success, especially since some factors, even for the brightest student, may be nonacademic. As a result, it is best to treat all students as at risk. However, faculty are frequently faced with identifying best practices for preparing students for success on the licensure exam. In addition, every three years the National Council for the State Boards of Nursing (NCSBN) reviews and revises the NCLEX-RN licensure exam to promote patient quality care and safety. As a result, the exam becomes more difficult and the first-time pass rates tend to dip nationally. The purpose of this research study is to explore, design, and implement a comprehensive standardsbased approach to improving the NCLEX-RN first-time pass rate for an established four-year bachelor of science in for a nursing program in the northeast. A review of evidence-based practices and scholarly works informed the research. The Commission on Collegiate Nursing Education (CCNE) standards for nursing program accreditation guided program planning and evaluation for continuous quality improvement. The researcher gathered qualitative and quantitative information from both faculty and students on their perceptions of effective teaching and learning strategies and resources necessary for first-time success on the RN licensure exam. The knowledge generated supports recommendations for improving the first time pass rates of students on the nursing licensure exam. The researcher presents a student success plan and a multifaceted, comprehensive standard-based program plan to assess, enhance, and support NCLEX-RN success. Implications for nursing education and recommendations for policy formation and future research are presented To share nursing faculty experience over an academic year toward program improvements to enhance NCLEX-RN first-time pass rates of a collaborative nursing program; To review the supporting literature on evidence-based methods for improving NCLEX-RN firsttime pass rates of nursing students; To share results of student and nursing faculty input for success; To present strategies to support NCLEX-RN student success aligned with a multifaceted, comprehensive standards-based program plan to assess, enhance, and support program quality To share nursing implications and recommendations for policy formation for improving NCLEX- RN first-time pass rate; and To discuss future research considerations
Implications for Nursing Education: There is no one standard predictor for student success on the NCLEX exam; all students should be considered at risk because even your most academically strong students can fail NCLEX on their first time due to non-academic issues A comprehensive plan for continuous program evaluation aligned with standards for nursing program accreditation can orient new faculty to a broader program perspective and help them understand elements of program quality and student success beyond the areas they teach Using a systematic, standards-based approach to program evaluation can help to detect gaps in a number of different areas and help to identify strategies for student success to improve NCLEX-RN licensure first-time pass rates versus a shot-gun approach every year A comprehensive, standards-based approach that engages all faculty allows for ownership and identification of successful strategies and solutions for program, student, and selfimprovement Students who are struggling can be identified early in the process and provided with standardized resources necessary to succeed A standards-based approach to a comprehensive program evaluation for evaluating program, student, and faculty outcomes used in an ongoing and systematic fashion can help education programs achieve continuous program quality improvement in governance, resources, curriculum and teaching, and ultimately success of their program and students on NCLEX-RN licensure first-time pass rates
Impact of Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Nursing Students Location Presenting: Aurora Presenter: Gena Coomes, MSN, CNS University of Missouri-Kansas City gcoomes@pittstate.edu Abstract: Simulated scenarios, as a teaching method, are used in nursing education to learn clinical skills in a safe environment. These scenarios have the potential to develop clinical reasoning and critical thinking while avoiding patient errors and medical missteps. Debriefing is a purposeful reflection that follows simulation, and is regarded as the most essential step to maximize student learning. However, results from a literature review revealed minimal research on how to debrief and any comparison of a structured debriefing to a customary debriefing. Describe the purpose of a structured debriefing method following a high-fidelity simulation. Explain the rationale for using a structured debriefing method to enhance a nursing students' clinical reasoning skills. Implications for Nursing Education: The outcomes of this study will build upon the 2014 National Council of State Boards of Nursing Simulation Study. Results of this study determined that when a structured simulation and debriefing were provided, excellent student outcomes were achieved. Data from the planned study will identify the appropriate skills faculty need to effectively guide the reflection process and ensure the best possible learning outcomes. If the structured debriefing method is successful at enhancing clinical reasoning skills, the intervention has the potential to reduce costs associated with adjunct clinical faculty in the hospital setting and may provide an optional learning experience when clinical sites are limited.
Implementing Evidence Based Practice into the Formative Level Location Presenting: Aurora Presenter: Kelly Cole MSN, RN Jenny Manry DNP, APRN, FNP-C Fort Hays State University kacole2@fhsu.edu jamanry@fhsu.edu Abstract: An instructor at a Midwest university sought to educate students at the formative level in a Skills Lab environment about evidence based practice and its application to nursing. Students were instructed to review scholarly websites as well as nursing databases for professional resources that examine the use of new technology or procedures in nursing. The instructor s goal was to teach students that new techniques and procedures are continually emerging and that evidenced based practice is at every level of nursing. Students were asked to present on how their technique or procedure affects current and future patient care. Student have presented on a variety of topics, many of which have been associated with procedures that are currently performed in Skills Lab. For example, students have looked at the Vein Viewer and the Smart Insulin Patch. Following the presentations, students have had robust conversations regarding future implications to future care. This presentation will look at the implementation of this project and examine how it aligned with a basic skill course. Participants will be able to develop a project-based approach to implement evidence-based practice into skills lab. Participants will be able to describe the steps students take to complete this project. Participants will be able to relate how evidence based practice is integrated into a skills lab course. Implications for Nursing Education: Instructors will be given a method to incorporate evidenced based practice into a basic skills lab course.
Using technology to foster learning and critical thinking Location Presenting: Rye Brook Presenter: Deborah Ambrosio, Ed.D, R.N. Marilyn Klainberg, Ed.D, R.N. Adelphi University College of Nursing and Public Health kacole2@fhsu.edu jamanry@fhsu.edu Abstract Technology has revolutionized the way students learn. Education must be infused with engaging instruction to reinforce knowledge and foster critical thinking. As nursing students utilize technology on a daily basis and have significant interest in computer assisted teaching methods, the notion of utilizing a digital standardized patient (DSP) in a health assessment course emerged. The purpose of this pilot study was to discover ways to improve student outcomes and evaluate the impact of technology (DSP) on nursing education. This pilot project used technology in the form of a digital standardized patient (DSP), as a teaching tool. The project using a DSP, considered the impact that technology had on clinical assessment skills, patient safety, communication skills and critical thinking. Discover ways to improve student outcomes using technology on clinical assessment skills, patient safety, communication skills and critical thinking. Evaluate the impact of technology (DSP) on nursing education. Implications for Nursing Education: Comprehensive health assessment grades were higher for the students using the DSP Improved performance evaluation proficiency for the student using the DSP Improved communication skills for students using the DSP A limitation for this study was that is was a small N and limited to one College of Nursing
Implementation of a Scorecard for Undergraduate Admissions Presenting: Aurora Presenter: Natasha Werth, MSN, RN Fort Hays State University nmwerth@fhsu.edu Abstract: Faculty at a rural University examined admission processes and determined the need to delineate qualified applicants through the use of a scorecard. Like many programs, this University has a limited amount of positions available for a large selection of applicants. Faculty began the process by reviewing literature. The committee concurred with research that showed science knowledge as a predictor of success (Abele, Penphase, & Ternes, 2013). Faculty created a scorecard that took into account reference responses, grade point average (GPA), KNAT (Kaplan Nursing Admission Test) score and pre-requisite courses with an emphasis on sciences by including only the letter grade of A and B with points. The combination of these areas with a point value to their ranking then provides an overall score including all significant areas of the applicant s requirements. Faculty have been pleased to find that the scorecard helps to eliminate applicants with a low probability of success. Identify 3 key factors for nursing student success. State 2 lessons learned from the scorecard development. List 3 steps in creating scorecard. Implications for Nursing Education: Implication for nursing practice include methodology for a scorecard implementation at the undergraduate level.
BSN Students and NCLEX-RN first-time pass rate: Update on the Value of Predictor Exams Presenting: Aurora Presenter: Mary Winton, PhD, RN, ACANP-BC mwinton@tarleton.edu Nancy Gaither, MSN, RN gaither@tarleton.edu Amy Owen, PhD, RN owen@tarleton.edu Dok Woods, PhD, RN woods@tarleton.edu Tarleton State University Abstract: Evaluation of Tarleton s progression policy and preparation for NCLEX-RN was reviewed because of a decrease in the first-time pass rate. ATI predictor exams and first-time pass rate among BSN students were assessed to determine the relevance of current preparation using aggregate data from the Fall 2015 and Spring 2016 cohorts. Literature review of current HESI and ATI standardized predictor exams revealed a benefit of utilizing HESI for BSN students. Comparing ATI and HESI predictor results allowed nursing faculty to determine if a change in predictor exams was needed. Evaluating the current literature also revealed an increase in alternate format questions, especially select all that apply (ATI source). Additionally, spring 2016 cohort reported more than 50% of their NCLEX questions were select all that apply. This project has prompted faculty to review testing strategies used throughout the curriculum. Identify advantages and disadvantages of using ATI or HESI to predict first-time pass rate. List strategies to improve first-time pass rate Appraise progression policy and course failures related to first-time pass rate. Implications for Nursing Education: Review progression policy throughout the curriculum Determine the benefit of using a standardized testing policy and increasing the number of alternate format questions throughout the program to positively impact first-time pass rate
Learning Collaboration & Delegation Through Simulation Location Presenting: Aurora Presenter: Alicia Arias MSN, RN Jenny Manry DNP, FNP-BC Fort Hays State University adarias@fhsu.edu jamanry@fhsu.edu Abstract: An instructor in a Mid-West University teaching in the formative level with Junior II students desired to create a simulation that would foster critical thinking in students as they learn to collaborate at the beside. The instructor feels that simulation is critical to student performance as it increases critical thinking and provides a safe learning environment (Jeffries, 2012). During this simulation students become skilled in the art of delegation during a time sensitive situation. The instructor creates a learning environment and emphases to students that they are not being tested over the content. This creates a non-threatening environment. Student improve their confidence in the ability to make decision quickly and gain skills in delegation. This is an important element as student nurses rarely have the option to delegate tasks in the clinical environment. The instructor uses Benner s model of Novice to Expert as a guide for student performance (Benner, 1982). This poster will outline the scenario used for the simulation and examine the benefits to the student. It will also review the role of the instructor in a simulation that is being used for teaching purposes. The participants will be able to state the 3 student roles necessary to perform this simulation. The participants will be able to list 3 benefits to student performance through the use of this simulation. Implications for Nursing Education: Helps students move from novice orientated tasks to advanced beginner through delegation.
To Admit or Not to Admit, That is the Question Location Presenting: Aurora Presenter: Dok Woods, PhD, RN Amy Owen, PhD, RN Nancy Gaither, MSN, RN Mary Winton, PhD, RN, ACANP-BC woods@tarleton.edu owen@tarleon.edu gaither@tarleton.edu mwinton@tarleton.edu Abstract: The purpose of this study was to evaluate the effect of admission factors on nursing program completion and NCLEX first-time pass rates among BSN students. Admission factors include demographics, standardized admission test scores, and preadmission GPA on two freshman English and four science courses. The results of this study can guide future decisions regarding admission criteria to improve graduation and first-time pass rate. Scrutinize current admission criteria. Identify admission factors that can predict first-time pass rate. Critically evaluate program admission policy. Implications for Nursing Education: Development of a concise predictive model for admission into BSN programs Remediation of at-risk students to increase program completion Recognition of potential research that could impact program completion and first-time pass rate Springboard for discussion regarding curricular aspects of the program