Using logistic regression to investigate self-efficacy and the predictors for National Council Licensure Examination success for baccalaureate nursing students

dc.creator	Linda Anne Silvestri
dc.creator	Michele C. Clark
dc.creator	Sheniz A. Moonie
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:26Z
dc.date.available	2015-07-20T22:16:26Z
dc.identifier	10.5430/jnep.v3n6p21
dc.identifier	1925-4040
dc.identifier	1925-4059
dc.identifier	https://doaj.org/article/c663a6ee89a34ea8b3b5c86c1a7239d8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18478
dc.description	<span style="font-family: Times New Roman; font-size: small;"> </span><p class="a"><strong>Objectives:</strong> Ensuring success on the National Council Licensure Examination (NCLEX®) is a complex role for nurse educators. It is vital that nurse educators attain knowledge about the predictors of NCLEX success so they can design strategies and interventions to optimize student performance. Numerous studies are noted that examined the predictors for NCLEX success, reflecting great interest in this area. However, most investigated the academic predictors; few studies examined the nonacademic predictors. The purpose of this study was to identify the effect of selected academic, nonacademic, and self-efficacy variables on NCLEX outcomes to provide new knowledge to nursing science about these predictors.</p> <p class="a"><strong>Methods</strong><strong>:</strong> This quantitative study used Albert Bandura’s Social Learning Theory as the theoretical framework to guide its focus. Academic variables were pre-nursing scores/grades and nursing course grades, while the nonacademic variables focused on personal and environmental factors/stressors, primary language spoken, and self-efficacy expectations. A national study was conducted using an online survey. After nursing graduates (n=196) received their NCLEX scores, instruments with established reliability and validity were used to collect data about their experiences while attending school. The instruments included the (1) Recent Life Changes Questionnaire (RLCQ); (2) The Brief Measure of Worry Severity (BMWS); and (3) The General Perceived Self-Efficacy scale. Multiple logistic regression was the primary data analysis method used to identify the variables that influence NCLEX passage. Correlation analysis using Pearson product-moment correlation coefficient was also done to identify relationships existing among self-efficacy, and academic and nonacademic variables of NCLEX passage. The Chi-square test for independence was used to investigate primary language spoken and NCLEX outcome.</p> <p class="a"><strong>Results</strong><strong>: </strong>Logistic regression findings demonstrated that the medical-surgical grade, home and family events and responsibilities, and self-efficacy expectations were significant variables affecting NCLEX outcomes. Correlation analysis revealed that all academic variables showed a positive correlation with self-efficacy expectations, indicating that as a course grade improved, self-efficacy increased. Also, negative correlations between the nonacademic variables and self-efficacy expectations indicated that as worry or responsibilities increased for the individual, self-efficacy decreased. The Chi-square test for independence showed a significant relationship between primary language spoken and NCLEX outcome.</p> <strong>Conclusions: </strong>Findings imply that medical-surgical nursing courses need to be a priority in curriculum planning. Another finding demonstrates the influence of self-efficacy on NCLEX passage – the more confident a student is and the more support systems available, the better he or she will perform. This finding points to the critical need for nurse educators to study ways to increase a student’s self-confidence. The findings of this study also demonstrated that home and family events and responsibilities influence success. This knowledge may assist nurse educators to consider informing students about the need for them to seek out assistance from faculty if home and family events present obstacles to learning. Finally, it was noted that primary language spoken affects outcome. Nurse educators need to plan curricular strategies that will meet individual student needs by having a variety of support resources in place for these students.<p class="MsoNormal" style="margin: 0in 0in 0pt; line-height: 200%;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>
dc.language	English
dc.publisher	Sciedu Press
dc.relation	http://www.sciedu.ca/journal/index.php/jnep/article/view/1383
dc.relation	https://doaj.org/toc/1925-4040
dc.relation	https://doaj.org/toc/1925-4059
dc.source	Journal of Nursing Education and Practice, Vol 3, Iss 6 (2012)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Using logistic regression to investigate self-efficacy and the predictors for National Council Licensure Examination success for baccalaureate nursing students
dc.type	article