Nurse educators have implemented a variety of teaching/learning interventions in an effort to maintain or improve student success and NCLEX pass rates. An integrative review of literature from 2004 through 2010 was conducted to investigate the specific strategies used and their outcome effectiveness.
Five major databases were queried using the search terms of test taking, preparation, remediation, success, review course, HESI, Pearson, Kaplan, ATI, Hurst and NCLEX. Of the resultant 40 articles, 14 met the inclusion criteria and provided measurable outcomes.
All studies implemented multiple strategies at a single institution; 7 included standardized testing and 7 used review courses as one of the multiple intervenetions. When standardized testing was a strategy included with individual and curricular changes, NCLEX passage improvement was found for 6 schools.
Review courses coupled with individual and cohort interventions improved success in 5 of 7 schools. This review discusses commonalities and differences of a combination of teaching/learning interventions that improved NCLEX success.
Over the past twenty-five years, nurse educators have implemented a variety of interventions to increase Registered nurse licensure pass rates and have looked for ways to predict student success on this high stakes examination.
Educational science is needed to make evidencebased decisions about teaching methods that promote success of NCLEX-RN®. The aim of this integrated review was to describe the state of RN licensure remediation science. Specifically, this report will describe teaching/learning strategies and outcomes used to aide RN licensure success.
The synthesis of the latest scientific evidence is a foundation that can move the profession from where it is to the next steps in the research hierarchy. Nurse educators rely on the use of standardized testing and review courses for NCLEX-RN® success.
The standardized comprehensive examinations were the primary type of testing that is being used. The use of progression policies and benchmarking have been found to add to the successful integration of standardized testing as an intervention for NCLEX-RN® success.
When and how many times a student takes an examination is being researched. The review courses’ content, structure, and length of time varied widely. The one similarity found in this review of the literature was that most of these activities were focused on the last semester in the students’ education.
Until nurse educators have a clearer understanding of remediation, systematic development of evidencebased remediation interventions will be limited. This lack of clarity has led to a slow scientific progression towards evidence-based remediation interventions that will promote NCLEX-RN® success, but the nursing profession is beginning to build on the evidence.