Document Type
Thesis
Date of Award
Summer 2010
Degree Name
Master of Science in Nursing (MSN)
Department
Nursing
Advisor
Dr. Karolyn Kells
Abstract
The purpose of this research investigation was to determine the correlational values between testing scores when utilizing the Assessment Technologies Institute™, LLC (ATI) standardized content exams during the third and fourth semesters of an associate degree nursing (ADN) program, and the sub-scale scores in the same content areas of the comprehensive final exam, the ATI RN-Predictor, taken during the final weeks of nursing school. The RN-Predictor is used to assess graduating students’ preparedness for the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). A Level II, nonexperimental, correlational study design utilized convenience and retrospective sampling of academic variable data of nursing program graduates (N = 91) of a Midwestern ADN program, including two campuses, from three academic years. Pearson correlation coefficients and Spearman rho were used to explore associations between the content scores and comprehensive sub-scale scores, and between the ATI RN Predictor scores and NCLEX-RN® outcome (dependent variable). Research question number one was, “Are there statistically significant relationships between student ATI™ Content Mastery Series scores and ATI™ RN-Predictor sub-scale scores in the like content areas?” This research question included the Content Mastery scores, taken after completion of didactic content during curriculum and RN-Predictor scores in the following areas: medical-surgical, nursing care of children, and mental health. A weak, direct significant correlation was found between medical-surgical assessment scores. A moderate, direct significant correlation was found between assessment scores in nursing care of children. Research question number two was, “Is there a statistically significant relationship between the student ATI RN-Predictor Comprehensive score and NCLEX-RN® outcome?” A weak, direct significant correlation was identified between these variables. Research question number three was, “Are there statistically significant relationships between student ATI Content Mastery Series™ scores and NCLEX-RN® outcome?” A moderate, direct significant correlation was identified between Content Mastery medical-surgical scores and NCLEX-RN outcome®. A weak, direct significant relationship was found between nursing care of children scores and NCLEX-RN outcome®. No significant correlation was found between mental health scores and NCLEX-RN outcome®. There were insufficient reported maternal newborn scores to analyze this correlation. An additional ad hoc research question was: “Is there a statistically significantly relationship between ATI RN-Predictor Comprehensive sub-scale scores and NCLEX-RN® outcome?” No significant relationship was found between either medical-surgical scores or maternal newborn scores and NCLEX-RN® outcome. A weak, direct significant correlation was found between nursing care of children scores and NCLEX- RN® outcome. An inverse but not significant relationship was found between mental health scores and NCLEX-RN® outcome. Findings from this investigation may be useful for establishing benchmark goals for progression and completion policies at this program. Results may also be beneficial for refining nursing program curricula at this site and facilitating identification of at-risk student testing areas leading to remediation before program completion and NCLEX-RN® testing.
Recommended Citation
Waters, Amy J., "ADN program benchmarking using standardized exams for assessment and remediation" (2010). Master's Theses. 188.
DOI: 10.58809/ISLI7675
Available at:
https://scholars.fhsu.edu/theses/188
Rights
© 2010 Amy J. Waters
Comments
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