Teaching Strategies to Improve NCLEX Passing Rate

Teaching Strategies to Improve NCLEX Passing RateYamilka PichardoAbstractThe 5 articles reports different program line and learnedness strategies used in care for studentsand their rating. The strategies draw here are pratd on Humanistic theory, and the author of the five of them uses Abraham Maslow humanist theorist as a reference.Key WordsNclex, Teaching Strategies, mastery.IntroductionHumanistic Theory as applied to learning is largely constructivist and emphasizes cognitive and affective process. It address communitys capabilities and potentialities as they make certain choice and seek control over their lives. (schunk et al.,2008)Maslows theory emphasizes motivation to develop ones salutary potential, he also believe that human actions are unified by being directed toward goal attainment. His Hierarchy of needs can help teachers pull in students and create an environment to enhance learning. Its unrealistic to expect students to show interest in classroom activities if they encounter physiological or safety deficiencies. (Maslow 1968, 1970) literary productions ReviewTitle Teaching around the cycle strategies for teaching theory to undergraduate nursing students.Author Nancy A. Flanagan and Linda McCauslandThe Idea of this article is to incorporate a word form of teaching techniques, with this pedagogy students are encourage to recognize and cope with numerous ways of acquiring information.A teaching technique applied to teaching nursing theory in an undergraduate nursing program is presented. This technique acknowledges a variety of learning styles to facilitate student learning. Activities highlight the importance of acquiring a variety of knowledge acquisition and information-processing skills required in a profession. Students use comminuted thinking, communication, group process, and research analysis skills to learn and apply information round theory.Method The methods and activities have been developed over four years and implemented i n small classes of eight students and in classes as large as cxl students with equal mastery.Understanding nursing theory requires critical and difficult thought process, the more advanced theory knowledge and cognitive skills of application analysis, synthesis and evaluation are facilitated through combat-ready collaborative strategies featuring faculty and student interaction.A nurse theorist outline developed by the instructor serves as deal guide and assist student with subsequent class activities.THE THEORY GAME Board game/ Case studies)Gaming is a technique that requires active learning and collaborative cooperative learning strategies with a group. The game is design to increase student acquainted(predicate)ity with refreshful abstract theoretical content and reinforces student knowledge.Evaluation The daybook article evaluation and cutting muse / care plan activities were added to the curriculum, since then summative evaluation, measured by quiz grades has improve , these finding are consistent with educational theory on active learning strategies that incorporate group collaboration through gaming analysis and case study.(Nancy A. Flanagan and Linda McCausland, Nov/ Dec 2007)Title Learning breast feeding Concepts through Television ProgramsAuthor Raines, Deborah AThe Idea These activities are designed to engage students and to facilitate their developing understanding of nursing concepts and behaviors.The following are only if a few examples of how television programs can be used to teach nursing concept and behavior in an Introduction to nursing air archeozoic in the curriculum.Engaging students while developing an understanding of nursing concept is a challenge to nurse educators. In nursing education, one of the primary pedagogic goals is to ensure students develop a set of analytical and critical thinking skills to be safe and efficient nurses in the practice setting.Instructors and textbooks try to structure case studies for teachin g, but these activities can be sterile and lack the richness and the uniqueness of getting to know others in a nursing situation. Audiovisual images, such as television programs, compress complex stories into rich, visually intense images and bring situations to life in a more powerful way than the traditional lecture cost does.Method Students are asked to find clips of the four main characters from Seinfeld (Seinfeld, Mehlmanard, Gross, Greenburg, 1989) to demonstrate the principles of Maslows hierarchy of needs. Students assess and analyze each characters behavior in relationship to Maslows levels. Through the years, programs have been based on the concept of family. Segments can be shown as a montage of programs clips to reveal the changing meaning of family, differing family types and structures over time, or to compare and line of descent the variety of ways families cope with a particular situation.Soap operas such as General Hospital (Hursley Hursley, 1963) and All My Chi ldren (Nixon, 1970) have many scenes involving nurses in hospitals Segments from these programs masking nurses in action can illustrate teachable moments on a variety of topics including professional appearance and comportment, interdisciplinary collaboration and communication, the role of the nurse, and nurse-patient interaction, as rise as the concept of professional boundaries.Evaluation Student response has been overwhelmingly positive. The activity generates significant discussion, and even a little laughter, among class members. The use of familiar television programs situations and characters to introduce catchning nursing students to new concept associated with the study of nursing provides a way for them to begin to build a knowledge base and to see the dynamic nature of nursing concept as applied to a variety of situations(Raines, Deborah A Mar 2010) 173-4.Title How Can I drop dead the NCLEX-RN With a 3.5 GPA? Approaches to Help This Unexpected High-Risk Group.Author R ollant, Paulette DesmaskeIdea This article hunts two self-report inventories useful for tracking and predicting jeopardy for failure or success on tests and the NCLEX-RNMost of these studies focus on objective data, such as preadmissions standards, progression examinations, overall grade point average, course grades, and comprehensive examinations. Significant correlations were put up amidst success on the NCLEX-RN and five factors cumulative nursing program grade point average, English as the primary language spoken at home, lack of family responsibilities or demands, lack of emotional distress, and sense of competency in critical thinking.The journal provides information on predictors and tools to identify students who are at risk for failure on the NCLEX-RN. It also indicates the importance of other factors such as fatigue and anxiety on passing the NCLEX-RN.MethodThe Test Anxiety parentage (TAI) a self-report scale, measures individual differences in test anxiety as a sit uation-specific trait.This one-page test contains 20 items that asks respondents to indicate how frequently they experience specific symptoms of anxiety before, during, and subsequently examinations. The subscales also assess worry and emotionality as major components of test anxiety (Spielberger et al., 1990).The Learning Assessment Study Skills Inventory (LASSI) is an 80item assessment of students awareness around and their use of learning and study strategies. The results are related to the skill, will, and self-regulation components of strategic learning. This valid and reliable assessment inventory contains 10 scales stress, attitude, motivation, concentration, self testing, time management, test-taking skills, anxiety, information processing, and study aids.Evaluation All of these methods are gainn from the 5 Cs for Test Success model (Rollant, 2006). The final action is to help students identify tools to use when they do not know. Using these strategies, educators can open the pathway to success for students at potential risk for test failure.(Rollant, Paulette Desmaske)Title Teaching Critical Thinking in an introductory leadership course utilizing active learning strategies A confirmatoryAuthor Burbach, Mark E, Matkin, Gina, Susan MIdea Critical Thinking is often seen as a universal goal of higher education but is seldom confirmed as an outcome. This study was conducted to determine whether an introductory level college leadership course encouraged active learning increased critical thinking skills. (Journal writing, service learning, small groups, scenarios, case study, and questioning).Method A pre- and post-assessment of critical thinking skills was conducted using the Watson-Glaser Appraisal. An collective studies course is intended to engage students in actively developing their ability and desire to analyze, evaluate, and communicate complex material and positions. One objective of the studies is to enhance critical thinking through a variety of approaches in which students investigate arguments, engage in research, gather data, perform qualitative and quantitative analysis, and assess conclusions. The underlying ism of this article is that improvements in interpersonal skills for leadership are an interactive function of increased self awareness, increased understanding of others, and learning from life experiences.To engage students in critical thinking, active learning methods (e.g. Meyers Jones, 1993) are emphasized in this class. For example, a service-learning project is required. Students are encouraged to work in an area that is outside of their foregoing range of experiences. An drive is made to expose them to new perspectives and/or different cultural experiences. The project comprises a large portion of the each students final grade. Instructor-mediated answer journals to complement classroom activities and the service-learning project are also required. Classroom activities include small group projects involving contextual scenarios, case studies, role-plays, and student presentations. Socratic questioning between instructors and students is strongly encouraged.Reflective journal writing can improve critical thinking as well as growth in self-awareness and self-actualization (Maslow, 1979) and the development of new knowledge (Boyd Fales, 1983), also can increase student learning and promote meaningful personal insights more than lecture and reading assignments (ConnorGreene, 2000 Mayo, 2003a, 2003b Seshachari, 1994). Journal writing helps students to text file observations, question, speculate, develop self-awareness, synthesize ideas, and gain insights for problem-solving (de Acosta, 1995). Evidence derived from case studies suggests that the development of critical thinking is likely to be linked to an emphasis on writing and revising (Tsui, 2002).Evaluation As a result significant increases were found in the Deduction and Interpretation subtests, and total critical thinking. Student engagement in active learning techniques within the context of studying interpersonal skills for leadership appeared to increase critical thinking. Although it was not possible to determine which of the active learning strategies had the greatest trespass on improving students critical think skills (journal writing, service learning, small groups, scenarios, case study, and questioning).(Burbach, Mark E Matkin, Gina S Fritz, Susan M)Title Rx for NCLEX-RN Success Reflections on Development of an effective Preparation Process for Senior Baccalaureate StudentsAuthor March, Karen S Ambrose, Janice MIdea This article highlights the process employed to support and facilitate student cookery for NCLEX-RN success strategies to augment student self-confidence, enhancement of critical thinking skills, self-assessment of test-taking abilities, and development of a feasible study plan utilizing learned effective study techniques and the mention of barriers and identification of spe cific methods to overcome them.MethodASSESSMENT Early assessment of the situation involved a review of the senior-year curriculum, including preparation for the NCLEX-RN examination. For many years, students had been required to take a paper and- pencil end-of-program examination students reported experiencing unexpected challenges when confronted with the computerized format of the actual examination.PLANNING/ IMPLEMENTATION Early in 2004, faculty began to investigate options for computerized get around examinations. During the process, consideration of both Maslows Hierarchy of Needs and Hertzbergs Motivational Theory (Benson Dundis, 2003 Jones, 2007) meant that faculty sought an examination that would challenge students intellectually and offer useful feedback, yet could be administered in the nursing computer lab, an environment that provided assurance for students safety and security needs. Helping students manage their levels of anxiety was considered essential to helping th em strive toward self-actualization passing the NCLEX-RN on the first attempt.COURSE MODIFICATION The Nursing Leadership course was adapted to meet the changing needs of senior students. The course had always covered a range of topics,Including ethics, legal issues in nursing, conflict resolution, and change. The new goal was to strengthen the existing topics and include leadership and management theories,Evaluation of Outcomes The proactive approach described in this article has already yielded measurable outcomes in the form of improved first-time pass rates on the licensure examination. 91% of graduates passed the exam on the first attempt between October 2005 and September 2006 94 % passed between October 2006 and September 2007 91 % passed between October 2007 and September 2008 and 94.9 % passed between October 2008 and September 2009.(March, Karen S Ambrose, Janice M(Jul/Aug 2010 230-2)ConclusionsIn general all the articles describe different strategies and evaluation to imp rove learning skills and test passing scores. Research supports the incorporation of evidence-based educational strategies to promote success on the NCLEX-RNNurse educators are presented with the complex challenge of adapting educational strategies to the needs of the health care industry while preparing graduates to be successful on the licensure exam. For nurse educators, this means that among the many challenges they face, they must begin to use evidence-based teaching strategies and incorporate evidence-based practices into classroom and clinical settings.The health care system must graduate nurses capable of safe practice within the reaching of appropriate, evidence-based clinical decision making this should be the number one reason of implementing teaching strategies in nursing programs to prepare their graduates to pass the NCLEX-RN.(Internet)ReferencesHow Can I analyze the NCLEX-RN With a 3.5 GPA? Approaches to Help This Unexpected High-Risk Group, Rollant, Paulette Desmas ke Annual Review of Nursing Education5 (2007) 259-XIV.Learning Nursing Concepts through Television Programs Raines, Deborah A, PhD, RN,ANEF. Journal of Nursing Education49.3 (Mar 2010) 173-4.Rx for NCLEX-RN Success Reflections on Development of an Effective Preparation Process for Senior Baccalaureate Students(March, Karen S Ambrose, Janice M(Jul/Aug 2010 230-2)Strategies to promote success on the NCLEX-RNR an evidence-based approach using The ACE leash Model of Knowledge TransformationTeaching around the cycle strategies for teaching theory to undergraduate nursing students, Nancy A. Flanagan and Linda McCausland( Nov/Dec 2007)310-4.Teaching Critical Thinking in an introductory leadership course utilizing active learning strategies A confirmatory Mark E Matkin, Gina S Fritz, Susan M College Student Journal38.3 (Sep 2004) 482-493.