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Predictors of NCLEX-RN Failure in Prelicensure Nursing Students
Meagan Rogers1, Cynthia Koomey, Rachael Fontenot
1About the Authors The authors are affiliated with the College of Nursing and Health Innovation, University of Texas at Arlington, Arlington, Texas. Meagan Rogers, PhD, RN, NPD-BC, is associate professor. Cynthia Koomey, PhD, RN, CNE, is clinical assistant professor and associate chair. Rachael Fontenot, BS, is business intelligence analyst. This study was funded by a grant from the Nursing Education Research Initiative at the University of Texas at Arlington. A portion of the literature review and study design was informed by a dissertation by Dr. Rogers. For more information, contact Dr. Koomey at cynthia.koomey@uta.edu.
Aim:
The aim of this study was to identify predictors of NCLEX-RN® failure and guide nursing program support and resources for at-risk students.
Background:
Prelicensure nursing programs have adopted stringent admission and progression policies and often delay student testing based on known predictors of NCLEX-RN success. Students also delay scheduling the exam based on their perceived level of test readiness. There is a gap in the literature associated with predictors of NCLEX-RN failure.
Method:
A retrospective predictive analysis was conducted on 3,396 graduates for the period 2018 through 2022 using demographic characteristics and academic metrics as variables.
Results:
Students who were men and students with increased lag time to take the NCLEX-RN (>45 days between graduation and initial attempt) were significantly more likely to fail.
Conclusion:
Nursing programs using only known predictors of success for admission and progression decisions exclude students who could be successful if given the opportunity.
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