Predicting Success for Associate Degree Nursing Students in a Concept-Based Curriculum

Predictors of classroom exams, standardized exams, and nursing licensure exams in U.S. and international undergraduate RN and PN nursing programs: a scoping review

OBJECTIVES

This scoping review aimed to identify and summarize the findings in the literature on established predictors (not mere correlations) of classroom exams, standardized exams, and nursing licensure exams in US and international undergraduate registered nurse and practical nurse programs.

METHODS

PubMed, CINAHL, ERIC ProQuest, PsycINFO, and Cochrane databases were searched for articles from 2008 to 2024 following a formal scoping review protocol. A three-person team followed the PRISMA reporting guidelines.

RESULTS

The review included 79 articles with a significant predictive relationship. Most articles focused on licensure exams. Predictors were grouped into categories for classroom, standardized, and licensure exams.

CONCLUSIONS

While the findings yielded many predictors, standardized test scores, course grades, and GPA were the three most common predictors for the exam types overall. This scoping review can help nursing faculty decide which predictors likely apply to their nursing students to improve classroom, standardized, and licensure exam success.

The effect of concept mapping in nursing education on critical thinking motivation: A path analysis

BACKGROUND

The integration of concept mapping into nursing education represents a pivotal strategy aimed at enhancing critical thinking skills, which is a necessity in navigating the complexities of healthcare. This educational tool's role in stimulating students' analytical abilities and motivation towards critical thinking has become increasingly relevant in preparing nursing professionals for the dynamic challenges of their field.

OBJECTIVES

The aim of this study is to examine how the implementation of concept mapping affects critical thinking motivation among nursing students, investigate the relationship between them, and support its use as an innovative educational strategy in the field of nursing.

DESIGN

This study was conducted using a descriptive and exploratory design.

METHODS

This research was carried out between May and June 2023, involving 435 nursing students. For data collection within an online classroom framework, the study applied a trio of tools: the Student Descriptive Information Form, the Scale for the Effectiveness of Concept Maps in Nursing Education, and the Critical Thinking Motivation Scale. The analysis of the compiled data was undertaken utilizing SPSS version 25.0 and JAMOVI software, with statistical significance set at a p-value of <0.05.

RESULTS

Engagement in social/scientific activities, library usage, and book reading habits were positively correlated with higher scores on both the Critical Thinking Motivation Scale and the Scale for the Effectiveness of Concept Maps in Nursing Education. Notably, concept mapping significantly enhanced critical thinking motivation among the participating students, as evidenced by the path analysis (β = 0.758, R = 0.563, p < 0.001).

CONCLUSION

The findings underscore the significant role of concept mapping in elevating critical thinking motivation among nursing students, suggesting its strategic inclusion in nursing curricula to meet the evolving demands of healthcare education in the twenty-first century.

Outcomes of Concept-Based Curricula: An Integrative Review

BACKGROUND

Complexity and change in health care environments, the rapid pace of knowledge generation, and changing education policy have led to national calls for change in nursing education. Many nursing programs have adopted a concept-based curriculum (CBC) to address these challenges. Yet, much is still uncertain about the outcomes and effectiveness of CBC, which requires large scale, time-consuming, and resource-intensive change.

METHOD

This integrative review assesses the outcomes of CBC in nursing higher education with a focus on the comparison of CBC to traditional curricula.

RESULTS

The four relevant themes that emerged after an extensive literature review were critical thinking/clinical judgment, NCLEX-RN© (National Council Licensure Examination for Registered Nurses) pass rates, graduation rates, and student satisfaction scores. Overall, the evidence base is not robust. A valid and reliable tool to measure clinical judgment is needed. The review specifically addresses CBC effects on student critical thinking and clinical judgment, traditional outcome metrics, (NCLEX-RN success, graduation rates, and student satisfaction), and other perceived benefits.

CONCLUSION

The authors found promising results on the effect CBC may have on critical thinking and clinical judgment and other perceived benefits. Findings were inconclusive on traditional outcome metrics. [J Nurs Educ. 2024;63(11):725-729.].

Educational strategies and nursing theory to prepare leaners for NCLEX-RN

AIM

To identify teaching stategies, theories, and methods to enhance students' quality of life (QOL) that are used in preparing students for the NCLEX-RN exam.

DESIGN

A scoping review was conducted.

METHODS

Arksey and O'Malley's methodological framework and PRISMA-ScR guidelines were utilized. Data were derived from four databases including CINAHL, ERIC, PsychINFO and Web of Science using specific keywords. Inclusion criteria were English language and articles published in the last 7 years.

RESULTS

Studies (N = 25) revealed that multiple educational strategies are used to prepare students for the NCLEX-RN exam; however, there was not a consensus on a best practice. Eight theories were utilized in more than one article. QOL concerns of psychological, social, spiritual, financial and occupational dimensions may relate to the NCLEX-RN results.

PUBLIC CONTRIBUTION

Patterns in educational strategies and theories were noted among articles, but there was no focus on enhancing students' QOL.

Lessons Learned: Implementation of a Concept-Based Curriculum in the Development of a New Prelicensure Nursing Program

ABSTRACT

Nursing programs throughout the United States are making changes to curricula to decrease content overload, increase critical thinking and clinical reasoning skills of graduates, and prepare students to care for the complex needs of today's health care consumer. In a student-centered approach, students are no longer passive recipients in the classroom but active learners. A concept-based curriculum is a design focused on a student-centered learning approach. This article provides lessons learned throughout the development and implementation of a concept-based curriculum in a new prelicensure nursing program.

Concept-based curriculum: design and implementation strategies

Objectives Novice nurses are struggling to exercise the critical thinking skill set needed to make competent clinical decisions in today's complex health care environment. This poses immense threats to the health and safety of patients. To address this alarming concern, many prominent organizations have called for a widespread overhaul of nursing curricula. Methods A consistent theme among the recommendations for revising nursing curricula is the utilization of innovative curricula designs that focus on enhancing the critical thinking ability of nursing students, such as a concept-based curriculum. Results Planning and implementing a curriculum revision is an overwhelming undertaking. Conclusions Providing nurse educators with a guide on how to transition to a concept-based curriculum may help to facilitate a course revision.