Data were collected through a review of secondary data from the Professional Regulation Commission - the passing percentage and average rating of schools, testing centers in the subjects tested and type of examinees. Based on the NLE results, the study concluded that those who took the examination for the first time first timers performed better, had higher passing percentage and significantly higher average rating than repeaters in all the NLEs. Among the repeaters, those who took the examination for at most two times showed higher passing percentage and average rating.
Examinees from accredited schools also had higher passing percentage and average rating than examinees from non-accredited schools. Those from government-owned schools showed higher passing percentage in all NLEs and significantly higher average ratings in six 6 out of the eight 8 NLEs than examinees from non-government-owned schools.
The study found that the accredited and government-owned schools had higher passing percentage and average rating compared to non-accredited and non-government-owned schools. Significant differences were found in the passing percentage and average rating of the examinees across regions and testing centers. Their lowest passing percentage and average rating was in Nursing Practice IV. Number of examinees per school appeared not to have affected nor influenced either the passing percentage or average rating of schools in the eight 8 NLEs. The study reveals significant findings that correlate the performance of graduates of Philippine colleges of nursing in the 8 NLEs with selected variables and these findings may provide a better understanding of the issues and problems concerning the performance of examinees in the NLE.
The practice environment is increasingly complex and requires that decisions regarding the issues affecting the practice of the nursing profession be evidence-based. This particularly applies to the Nurse Licensure Examination NLE where graduates of nursing schools in the Philippines must pass a competency based examination before they can legally practice nursing.
The nursing curriculum is competency-based.
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The terminal competencies expected of the graduate are the entry competencies of a nurse occupying the first level position in any setting. The new test framework, likewise, was also based on the Core Competency Standards promulgated through Board Resolution no. The Nurse Licensure Examination NLE is a item multiple-choice examination prepared by the Board of Nursing to test first level nursing competencies.
Taking into account the objectives of the nursing curriculum, the broad areas of nursing and other related disciplines are considered, thus making up the five test subjects, each consisting of questions. The test items are assessed regularly for validity and reliability. The results of the NLE are considered to be a major determinant of the quality of nursing education provided to future professional nurses towards competent nursing practice.
To pass the examination, an examinee must obtain a general average of at least 75 percent with a rating of not below60 percent in any of the five test subjects. A pilot study by Beerman and Waterhouse which explored postgraduate influences on NCLEX-RN success showed that more hours of study are associated with passing the examination. A positive correlation was also found between more study on the week prior to taking the exam and passing.
The Self-Review Stories of Seven First-Taker Board Passers in the Philippine Nursing Licensure Exam
However, no relationship was found between examination success and exercise, sleep, ongoing stress, major life event, or any demographic variables Davenport, Other variables showing no significant correlation with passing the NCLEX-RN are:  the number of weeks between graduation and licensure examination;  completing a review course; and  number of hours worked Davenport, Griffiths, et.
Faculty coaching and mentoring were viewed as reaffirming strategies in helping the graduates' preparation. A recent study by Bosher and Bowles on the effects of linguistic modification on ESL English as second language students' comprehension of nursing course test items revealed that a significant barrier to the success of ESL students is the difficulty with multiple-choice tests, including the NCLEX.
Linguistic modification, a methodology for reducing the language load of items, allows ESL students to demonstrate their nursing knowledge while increasing the validity and reliability of test scores. The vast opportunities in nursing jobs overseas in the s, which peaked after , generated a rapidly growing nurse education sector in the country. According to the Commission on Higher Education CHED data, there has been an enormously large fourteen-fold swell in nursing program enrolment from 27, in SY to , in SY and an eight-fold increase in nursing graduates from only 4, in SY to 34, in SY Graduates of medical and allied disciplines are the fastest growing groups of graduates in the country and increased more than three-fold from 27, in SY to 86, in SY , accounting for one-fifth The number of registered nurses and nursing students in the Philippines ballooned into enormous numbers as a response to the increased demand for nurses during the last decade in the developed countries, namely the United States of America, the United Kingdom, Ireland, Saudi Arabia, and Singapore.
This increased demand was brought about by their advancing geriatric population. In response to the increasing demand for nurses, schools and colleges of nursing proliferated in the country in the past decade. From in the 's, it bloomed to schools offering full nursing courses. Of these, 45 offered abridged courses for doctors wanting to be nurses. Furthermore, Lorenzo et. Increase in opportunities for overseas employment became a strong motivation for doctors to study to become nurses known as "nurse medics". From to , the average passing rate ranged from The lowest passing rate was noted in the December Nurse Licensure Examination where only Ordonez and Ordonez claimed that the decrease in the passing rate of Filipino graduates in the.
A possible reason behind this depreciation could be the loose implementation of standards to be achieved by CHED- recognized schools in the country. There are various accrediting bodies in the country aiming to institutionalize standards that CHED intends to implement. The Federation of Accrediting Associations of the Philippines FAAP was established to uphold quality in the administration of various education institutions in the Philippines.
With the above cited backdrop, the Nurse Licensure Examination serves as an evaluation of the nursing programs being offered. The graduates' success rate in the Nurse Licensure Examination is on the creation of success not only for the student but also for the nursing program. Taking into consideration relevant factors perceived to contribute to the current state of the passing rate in the Nurse Licensure Examination, this study aims to 1 describe the Nurse Licensure Examination performance of graduates of colleges of nursing; and 2 determine the relationship between the NLE performance of the examinees and selected variables based on data collected in eight NLEs fromDecember to December What is the Nurse Licensure Examination NLE performance in terms of passing percentage and average rating of the examinees as influenced by the following groups of variables?
Are there significant relationships between the NLE performance in terms of passing percentage and average rating and the following groups of variables? Number of times examinee took the examination before. Are there significant differences in the NLE performance of examinees in relation to the categories under the following groups of variables? What are the joint and separate effects of the three groups of variables on NLE performance in terms of the passing percentage and average rating of the examinees?
A descriptive correlational design was used to: 1 describe the Nurse Licensure Examination NLE performance of graduates of colleges of nursing, and 2 determine the relationship between the NLE performance of the examinees and selected variables based on data collected in eight NLEs from December to December The study included all graduates of colleges of nursing who participated in the eight NLEs. Examinees on conditional status and whose test results were withheld were excluded fromthe study.
The main data collection method was a review of existing secondary data from the Professional Regulation Commission PRC. Data from the eight NLEs were collected and compiled. The participants of each NLE were divided into groups according to examinee, institution, and programand other variables. These data are:. Lists of accredited and non-accredited schools which participated in the NLE, acquired from the Association of Deans of Philippine Colleges of Nursing from October to October The lists included CHED supervised institutions classified into state and local universities, and private sectarian and non-sectarian schools.
The list from the website was last updated on October 23, The analyses included descriptive statistics, correlations, comparison of means, and multiple regression to determine relat ionships between var iables. The examination data shown in Table 1 show the following trends. The number of examinees increased through the years, with July registering the highest number of examinees.
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The passing percentages of the eight NLEs ranged from The lowest recorded average rating among the eight NLEs was Analysis of the results was done per NLE. Figure 2 shows that in the eight NLEs studied, first timers showed higher NLE performance than repeaters in terms of passing percentage and average rating. The highest computed difference between the passing percentage of first timers and repeaters was The first timers had a This was recorded in the June NLE.
Interms of the average rating, the highest achieved mean score by the first timers was The repeaters scored First timers also had higher average rat ings than repeaters in all of the five test subjects. Figure 4 shows that in the eight NLEs, groups of examinees who took the examination for at most two times had the highest passing percentage as well as average rating.
There was only one instance when the group of examinees taking the examination for more than 9 times exceeded the passing percentage of this group, which was recorded on the December NLE, and one instance when the same group of examinees exceeded the average rating. November NLE. In all of the eight NLEs, examinees from accredited schools showed higher passing percentage and average rating than examinees from non-accredited schools. The same was true of examinees from government-owned schools compared to examinees from non-government-owned schools. The latter exceeded the average rating of the first group only in one instance December NLE.
Among examinees from accredited schools, those who came from schools with level III accreditation had higher passing percentage and average rating than those who came from schools with level II or level I accreditation status Fig. Furthermore, only in the June NLE did examinees from schools with level II accreditation status surpass the average rating of examinees from schools with level III accreditation. In all of the eight NLEs, examinees from schools with level I accreditation status ranked lowest in terms of passing percentage and average rating.
Interms of accrediting agency, examinees from schools accredited by PAASCU had higher performance scores in all of the eight NLEs compared to examinees from schools accredited by other agencies. Among examinees from government-owned schools, those from state universities showed relatively higher performance scores compared to examinees from local universities.
There was only one instance in the eight NLEs when examinees from local universities obtained a higher passing percentage and average rating December NLE than examinees from state universities. Consistently, accredited schools and government-owned schools performed better in terms of passing percentage and average rating as compared to their counterparts.
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Among accredited schools, those with level III accreditation exceeded those with lower accreditation status in terms of both average rating and passing percentage. By geographic location, regions which ranked among the top three highest passing percentages and average ratings in the eight NLEs consisted of: Regions 2, 6, 7, 8, 10, 11, CAR, and NCR. Among the eight regions, only Region 7 appeared in the top three highest passing percentages and average ratings in seven out of eight NLEs.
CARAGA appeared five times among the lowest passing percentages and six times among the lowest average ratings Table 3. Although Regions 8 and 11 appeared in the top three highest passing percentages and average ratings, these two regions also appeared in the lowest ranks in terms of passing percentage. Table 2. Examinees registered the highest passing percentages and average ratings in test subjects I and III. On the other hand, examinees got the lowest passing percentage and average rating in test subject IV in seven out of the eight NLEs Fig.
Cebu, Iloilo, and Tacloban were the testing centers which appeared frequently among the three highest passing percentages and average ratings in the eight NLEs. Conversely, the testing centers which appeared most often among the three lowest passing percentages and average ratings were Davao, Baguio and Legazpi Tables 4 and 5. It is noted that the examinees are allowed to choose the testing centers where they take the NLE. Thus, the testing centers where the examinees took the examination is not necessarily the location of their school.
The examinee variable number of times test taker took the examination before was found significantly correlated with the overall average rating of examinees in all the NLEs Table 6. Results revealed a strong negative correlation between the above variables.
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