Abstract
A primary objective of nursing students and nursing programs includes first-time success on the NCLEX-RN®. As the nursing shortage continues, it is essential to have qualified nursing graduates pass the NCLEX-RN ®. One approach some nursing programs have chosen to implement regarding augmenting nursing students' probability of success on the NCLEX-RN® includes the administration of an exit examination. This exit examination is tailored to mimic the NCLEX-RN® blueprint; thereby this examination may reveal the nursing students' readiness for the NCLEX-RN®.
The purpose of this study was to determine if there was a relationship between nursing student test-taking motivation and exit examination score. In addition, this study explored if demographic variables and type of nursing program influenced test-taking motivation in the nursing student. The Expectancy-Value Theory of Achievement Motivation guided this study using a model to assess the nursing students' expectations and belief of success on the exit examination.
Sigma Membership
Xi Xi
Lead Author Affiliation
Mercy College of Ohio, Youngstown, Ohio, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
NCLEX-RN Preparedness, Nursing Students, Nursing Education, Exit Examinations, Test-Taking, Motivation
Advisor
Kristy S. Chunta
Second Advisor
Elizabeth A. Palmer
Third Advisor
Susan G. Poorman
Degree
PhD
Degree Grantor
Indiana University of Pennsylvania
Degree Year
2016
Recommended Citation
Coalmer, Lorraine, "The relationship between nursing students' test-taking motivation and the exit examination score" (2022). Dissertations. 1374.
https://www.sigmarepository.org/dissertations/1374
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-01-25
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10105031; ProQuest document ID: 1790628761. The author still retains copyright.