Achieving minimum NCLEX-RN® pass rates is problematic for many nursing programs.  Much research focuses on determining predictors of NCLEX-RN® success and preventing failure.  Schools implement standardized content assessments to provide computerized test taking practice and identify at risk students.  Using standardized content assessments as predictors allows for early remediation.  Although many studies demonstrate a reactionary, multifaceted approach, proactive remediation potentially prevents a problem.  However, current research provides poor indication of effective, generalizable techniques.  Test-taking strategies typically combined with other interventions, show potential benefit, but limited research is available on effective methods.  Cognitive behavioral test taking techniques and Mayfield’s Four Questions© (M4Q) strategy appear promising.  However, stronger evidence on effective test taking strategy education is necessary.  This pilot study examined the effect of M4Q© test-taking strategy education on Kaplan Medical-Surgical 1 integrated exam results by comparing non-equivocal groups.  Students enrolled a junior level Medical-Surgical nursing course during the 2016 spring semester received the opportunity to participate in an educational intervention.  The participants’ de-identified exam scores were compared to de-identified outcomes from the previous spring semester.  Preliminary data analysis demonstrated no potential confounders to consider.  An independent samples t test revealed no statistically significant difference in the group means for raw scores and percentile ranking.  However, anecdotal comments from students indicated potential benefit.  Therefore, additional research to evaluate the M4Q© and other test-taking strategies is needed.  Tests are an integral aspect of nursing education and proactive remediation techniques, such as test-taking strategies, should be evidence-based....

The transition of new graduates into the workplace is a concern of nursing practice and education and the development of metacognitive critical thinking skills would facilitate this transition. Aims of this study were to: ...

Across the nation, nurse educators are seeking to meet the needs of students with diverse learning characteristics within increasingly complex academic and clinical environments. One teaching-learning strategy that has ...

High fidelity simulation has become a widespread and costly learning strategy in nursing education because it can fill the gap left by a shortage of clinical sites. In addition, high fidelity simulation is an active learning ...

Nursing students’ clinical placements should provide an environment in which they can apply their nursing education in the fast-paced world of health care and develop a framework for practice. Students rely on effective ...

The perceptions of newly graduated nurses regarding their experiences of academic incivility between and among nursing students in undergraduate nursing education were explored in this qualitative descriptive study. Six ...

Nurse educators continue to express concern over the struggle that nursing students have with mathematical calculations necessary to compute medication dosage. This applied dissertation designed, implemented, and evaluated ...

The purpose of the study was to: (1) examine psychometric properties of the Willingness to Adopt Inclusive Teaching Strategies (ITSinNE) instrument and (2) measure factors influencing a nurse educator's willingness to adopt ...

The perceptions of nursing faculty teaching critical thinking (CT) affective attributes and cognitive skills are described in this quantitative, descriptive study. The study sample consisted of nurse educators from the ...

The lack of theory in Community Health Nursing (CHN) education is significant. Nightingale’s theory, with its emphasis on environmental effects on health, could guide CHN, and teaching her theory’s points in CHN courses ...