Abstract

Achieving minimum NCLEX-RN® pass rates is problematic for many nursing programs. Much research focuses on determining predictors of NCLEX-RN® success and preventing failure. Schools implement standardized content assessments to provide computerized test taking practice and identify at risk students. Using standardized content assessments as predictors allows for early remediation. Although many studies demonstrate a reactionary, multifaceted approach, proactive remediation potentially prevents a problem. However, current research provides poor indication of effective, generalizable techniques. Test-taking strategies typically combined with other interventions, show potential benefit, but limited research is available on effective methods. Cognitive behavioral test taking techniques and Mayfield's Four Questions© (M4Q) strategy appear promising. However, stronger evidence on effective test taking strategy education is necessary. This pilot study examined the effect of M4Q© test-taking strategy education on Kaplan Medical-Surgical 1 integrated exam results by comparing non-equivocal groups.

Notes

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10133111; ProQuest document ID: 1810435055. Copyright is held by the author.

Nancy J. Frank

Author Details

Nancy J. Frank, MSN, RN, CMSRN

Sigma Membership

Lambda Kappa

Type

Thesis

Format Type

Text-based Document

Study Design/Type

Quasi-Experimental Study, Other

Research Approach

Pilot/Exploratory Study

Keywords:

NCLEX-RN, Evaluation, Education--Nursing, Education Strategies

Advisor

Anne B. Woods

Degree

Master's

Degree Grantor

Messiah College

Degree Year

2016

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

Peer-review: Single Blind

Acquisition

Self-submission

Date of Issue

2016-11-17

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