Academic, Clinical and In-house Review Performances as Predictors of Outcomes in Nursing Licensure Examination

This study sought to determine possible factors which predict performance in the Nursing Licensure Examination (NLE). This is a descriptive, ex post facto research which utilized documentary analysis. Statistical techniques employed were the frequency, percentage, weighted mean, T-test and multiple regression analysis. NLE passers were usually those students who were performing well in the classroom, during clinical duties and even in the in-house review after graduation. In contrast, the nonpassers are typically students who were performing poorly in these 3 areas. Both groups of students, specifically, have Medical- Surgical Nursing as their waterloo. Passers of the nursing licensure exam have higher intellective profile compared to the non-passers. Passers of the board exam performance, although they succeeded in hurdling the exam, got “low passing†scores (75-79). Scores are lowest in the areas of Curative Care which comprised Medical-Surgical Nursing topics. The student nurses’ attitude, knowledge and skills in nursing are learned in both the academic and clinical environments. These acquired attitude, knowledge and skills are supplemented by the intensive reviews given after graduation. Once students are performing well in these 3 areas of learning, they have a 55% chance of making it in the board exam.

 

Keywords - intellective variables, licensure examination, performance predictors, inhouse review