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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Understanding NCLEX-RN Repeat Writers' Learning Needs: A Pilot Developmental Design Research Study.

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    |December 9, 2024
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    Graduates failing the National Council Licensing Examination for Registered Nurses (NCLEX-RN) need targeted educational support. An online program showed promise for repeat test-takers, highlighting the need for combined cognitive and affective learning strategies.

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    Area of Science:

    • Nursing Education
    • Professional Licensure Examinations
    • Educational Psychology

    Background:

    • Graduates who fail the National Council Licensing Examination for Registered Nurses (NCLEX-RN) require evidence-informed educational support.
    • The NCLEX-RN is a critical examination for registered nurse licensure in Canada and the United States.
    • Identifying effective remediation strategies for repeat test-takers is essential for workforce development.

    Purpose of the Study:

    • To test an online educational program designed for Canadian-educated nursing students repeating the NCLEX-RN.
    • To evaluate the effectiveness of a novel online remediation program.
    • To identify factors influencing success for repeat NCLEX-RN test-takers.

    Main Methods:

    • An educational development study involving 19 Canadian-educated nursing students repeating the NCLEX-RN.
    • Data collection included virtual meetings, field notes, program completion rates, and self-reported examination results.
    • Formative evaluation of the online program was conducted across three research cycles.

    Main Results:

    • Ten out of 19 students passed the NCLEX-RN on their subsequent attempt; two failed, five were lost to follow-up, and two withdrew.
    • Participants encountered challenges in completing the online program.
    • Two distinct patterns of repeat test-takers emerged: those who under-studied and those who over-studied during remediation.

    Conclusions:

    • Students retaking the NCLEX-RN require integrated cognitive and affective learning support to manage the psychological impact of prior failure.
    • Specific educational design principles should be developed for repeat NCLEX-RN candidates.
    • Addressing both knowledge gaps and emotional distress is crucial for improving NCLEX-RN pass rates among repeat test-takers.