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The NCLEX-RN and nurse educators.

J Washburn1, L Short

  • 1Wichita State University, Department of Nursing, Kansas.

The Journal of Nursing Education
|April 1, 1992
PubMed
Summary

Nurse educators felt uninformed about recent National Council Licensure Examination for Registered Nurses (NCLEX-RN) changes and desired more input. They opposed the implementation process despite varied opinions on specific content and passing standard adjustments.

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Area of Science:

  • Nursing Education
  • Healthcare Policy

Background:

  • The National Council Licensure Examination for Registered Nurses (NCLEX-RN) undergoes periodic revisions to reflect evolving healthcare standards and practice.
  • Effective implementation of these changes requires buy-in and understanding from nurse educators who prepare future registered nurses.

Purpose of the Study:

  • To investigate the involvement of nurse educators in recent National Council Licensure Examination for Registered Nurses (NCLEX-RN) changes.
  • To assess nurse administrator knowledge, involvement, and opinions regarding the NCLEX-RN change process.
  • To understand educator perspectives on the implementation of NCLEX-RN revisions.

Main Methods:

  • A national survey was distributed to 120 administrators of associate (ADN) and baccalaureate (BSN) degree nursing programs.
  • The questionnaire gathered data on educator knowledge, involvement, and opinions concerning recent NCLEX-RN modifications.

Main Results:

  • Administrators from both ADN and BSN programs reported feeling inadequately informed about NCLEX-RN changes before their implementation.
  • A significant desire for greater input into the change process was expressed by program administrators.
  • While opinions on specific changes (passing standard, content) varied, there was strong opposition to the method of change implementation.

Conclusions:

  • Nurse educators perceive a lack of sufficient information and involvement in the NCLEX-RN change process.
  • The methodology of implementing NCLEX-RN revisions requires re-evaluation to improve educator engagement and acceptance.
  • Future revisions should prioritize transparent communication and collaborative input from nursing education programs.

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