Remediation 101: Strategies for Nurse Educators

Adapting NCLEX-RN Remediation During the COVID-19 Pandemic

Aim

Remediation is used by nursing programs to promote success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Evidence related to distance learning as a strategy for NCLEX-RN remediation is non-existent. The aim of this paper is to report the results of a remediation course converted to a virtual format from a traditional format due to the COVID-19 pandemic.

Method

Using an on-line meeting platform, at-risk students enrolled in a pre-licensure nursing program in the Midwest, United States, actively participated in a remediation course. Students met as a group and answered NCLEX-RN questions. The on-line platform allowed discussion among the instructor and students that promoted critical thinking related to nursing content and test-taking strategies. Students were also encouraged to complete NCLEX-RN questions outside of meeting times.

Results

Students voiced satisfaction with the method of course delivery and felt the course increased their knowledge and confidence in answering questions. The NCLEX-RN pass rate for remediating students was 77.8%.

Conclusion

A remediation course offered through distance learning proved to be effective in promoting NCLEX-RN success among at-risk students.

Development of a clinical skills remediation program for chiropractic students at a university

OBJECTIVE:

An important goal of chiropractic educational institutions is to ensure that all graduates reach an acceptable level of clinical competency and thus institutions are equipped to offer traceable remediation when skills fall below certain benchmarks.

METHODS:

Working with key individuals in the faculty, administration, and assessment department, a process of remediation was created and materials were produced that could be used by faculty and assessment staff to focus on a student's lack of knowledge, technique, or documentation in specific clinical skill areas. The primary goal was to create an individualized remediation plan that suits the specific needs of the student.

RESULTS:

Utilization of the remediation center continues to increase. Referrals to the center for fiscal years 2015, 2016, and 2017 were 60, 125, and 126 students, respectively. Retesting rates after remediation continue to be high, with 98.3%, 95.2%, and 95.8% for fiscal years 2015, 2016, and 2017, respectively.

CONCLUSION:

We developed and implemented a chiropractic remediation program to satisfy the need for objectively identifying and remediating clinical skill deficiencies. This remediation program experienced an increase in use in its initial 3 years of operation, indicating more inclusion of the program across the departments, clinics, and assessment. The outcome of remediation is still not clear because there are no consistent assessment measures in place to determine pre- and postremediation student performance.