概括
在国家注册护士执照考试 (NCLEX-RN) 中失败的毕业生需要有针对性的教育支持. 一个在线课程对重复考试的考生来说是有前途的,强调了结合认知和情感学习策略的必要性.
科学领域:
- 护理教育 护理教育
- 专业许可证考试 专业许可证考试
- 教育心理学教育心理学
背景情况:
- 毕业生不通过国家委员会注册护士执照考试 (NCLEX-RN) 需要基于证据的教育支持.
- NCLEX-RN是加拿大和美国注册护士执照的关键考试.
- 确定重复考试者有效的补救策略对于劳动力发展至关重要.
研究的目的:
- 测试一项专为加拿大受过教育的护理学生而设计的在线教育计划,重复NCLEX-RN.
- 为了评估一个新的在线补救计划的有效性.
- 确定影响重复参加NCLEX-RN考试的人成功的因素.
主要方法:
- 一项教育发展研究涉及19名加拿大受过教育的护理学生,他们重复了NCLEX-RN.
- 数据收集包括虚拟会议,现场笔记,计划完成率和自我报告的考试结果.
- 在线课程的形成性评估在三个研究周期中进行.
主要成果:
- 在19名学生中,有10名在随后的尝试中通过了NCLEX-RN;两个失败了,五个失去了跟进,两个退出.
- 参与者在完成在线课程时遇到了挑战.
- 出现了两种不同的重复考试者的模式:那些在补救期间学习不足的人和那些在补救期间学习过度的人.
结论:
- 重复参加NCLEX-RN的学生需要综合的认知和情感学习支持,以管理之前失败的心理影响.
- 应为重复NCLEX-RN候选人制定具体的教育设计原则.
- 解决知识缺口和情绪困扰对于提高重复考试者NCLEX-RN通过率至关重要.
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