Week 5 Abstract, Significance & Summary

Westania Durin

West Coast University

NURS 692B Culminating Experience II

Dr. Amy Salgado

February 12, 2023

Abstract

This study examines the failure of the NCLEX-RN examination among the Hispanic/Latino nursing students after the completion of a nursing program. The study further investigates the current situation by exploring potential barriers and explanation for higher NCLEX failure rates among Hispanic nursing students. Through careful analysis, this research can provide essential understanding of why Hispanic nursing students may be having difficulties passing the NCLEX-RN examination and offer possible solutions that can benefit the already under-resourced community. My research proposes a quantitative approach to understanding the higher NCLEX failure rates in collecting data through surveys, interviews, and academic literature, descriptive statistics such as mean, median, and standard deviation will be used for analysis. This method is chosen to accurately capture and analyze quantifiable data for a more meaningful understanding of this issue. Researchers used a descriptive approach, through which it was found that there exist some disparities in resources, language barriers, and comprehension of the material presented. Moreover, the researchers used surveys, academic literature, interviewing nursing educators, administrators, and current and former students to gather more information that is well detailed and unobstructed. Data collected from various institutions who participated in preparing their students for the NCLEX-RN examination to ensure a complete understanding of such failure amongst the Hispanic students.

Keywords: Hispanic, nursing students, language barrier, NCLEX, researchers

Significance and Summary

Studies revealed that minority nursing students in the United States face multiple barriers to success in the NCLEX-RN examination, due to the lack of academic, mentors, financial, emotional and moral support. Proposed solutions include cultivating healthy relationships with other Hispanic nurses, seek financial assistance from their assigned schools, and implementing an imbalance between students from rich and poor families.

The existing research on NCLEX failure rates among Hispanic nursing students is limited and fails to examine the underlying factors that contribute to the high failure rate in this population. Additionally, many scholars do not consider how the learning environment impacts the success of Hispanic nursing students on the NCLEX-RN examination. To address these gaps, the project proposes to use a quantitative approach to gather data on the topic. Interviews and focus groups with Hispanic nursing students, faculty members, and administrators will be conducted to gain insight into their experiences and identify potential areas of improvement (Kim et al. 2019). The research will also explore ways to increase the representation of Hispanic nursing students in the healthcare workforce. By addressing these gaps, the project will be able to provide meaningful insights into the problem of high NCLEX failure rates among Hispanic nursing students and identify potential strategies that can be implemented to improve the success rate of Hispanic nursing students on the NLCEX-RN examination.

Integrating diversity in developing standardized testing has been a major issue impacting testing and qualification in nursing. According to Muirhead et al. (2022), standardized testing impedes career and education attainment among minority groups needing specialized testing requirements. This is supported by the available data revealing disparities in outcomes following the NCLEX-RN examination. A study by Dittenber (2022) reveals that Asians and Hispanics had a lower pass rate than the other groups taking the NCLEX-RN examination. However, the author argues that inadequate preparation is a major predictor of failure rates.

This research has identified the current problem of high NCLEX-RN failure rates among Hispanic nursing students. Finding strategies to reduce this rate is essential for organizations, faculty members, and other stakeholders in the nursing education in order to ensure greater success becoming licensed nurses. The research has also indicated that the primary reasons for this issue stem from a lack of resources and a need for more targeted interventions to support Hispanic nursing students. Research-based strategies such as programs designed to provide mentorship and targeted academic interventions have proven successful at increasing the NCLEX pass rates. Furthermore, the research highlights the importance of leveraging new technologies and digital literacies as part of these interventions in order to best equip students with the skills needed to better pass the test (Alcocer & Martinez, 2018). The take home message provided by this research is simple: with proper resources and interventions in place, passing rates among Hispanic nursing students can be improved by equipping them with the tools required for success. While challenge persists within this population, the research points towards a promising solution that involves utilizing modern technology alongside focused preparations.

This study seeks to uncover potential solutions to the high NCLEX-RN exam failure rates among Hispanic nursing students. Identifying the root cause of this glass ceiling phenomenon is essential in promoting organizational and social change. This research aims to provide evidence-based strategies which can be adopted into nursing programs, organizations, and societies in order to minimize educational disparities amongst the Hispanic nursing students. Moreover, with careful analysis of the data collected from this study, successful strategies can be formulated that will not only strive for equity in access to health education but also create structural changes that extend beyond the boundaries of our classrooms.

As healthcare and nursing continue to evolve, achieving licensure is becoming increasingly difficult for a variety of reasons. Further research should be conducted on how to develop culturally sensitive learning strategies and courses in which Hispanic students can be successful while also gaining study skills that are necessary in passing the NCLEX. Other areas worth investigating include identifying potential barriers facing them during their nursing education, such as language proficiency and lack of resources, and then creating initiatives to overcome those challenges. Finally, examining academic support interventions for this group of people could find effective ways to improve NCLEX success rates among the Hispanic nursing students.

The research has identified both strengths and limitations. In particular, a strength lies in better understanding the context of the issue, including social determinants of health and any educational or structural barriers that appear to contribute to the high NCLEX failure rate. Other strengths include the use of data mining and analysis from local state boards of nursing to yield insight into high-risk groups such as the Hispanic students. Despite these promising results, current research has significant limitations (Kaihlanen et al., 2019). For example, there is lack of a diverse sample for comparison studies due to limited follow up with compliant participants; also, many of these studies operate on smaller sample sizes which reduce meaningful statistical power associated with some findings. To address these issues, future research should focus on leveraging more current data sources and larger sample sizes so that research can identify causes and interventions more confidently.

References

Alcocer, L. F., Martinez, A. (2018). Mentoring Hispanic Students: A literature review. Journal of Hispanic Higher Education, 17(4), 393-401.

Dittenber, J. (2022). Predicting Success on the NCLEX-RN for Associate Degree Nursing Students from a Small Public University (dissertation)

Kaihlanen, A. M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: qualitative study of nurses’ perceptions about cultural competence training. BMC nursing, 18(1), 1-9

Kim, H. J., Nikstaitis, T. M., Park, H., Armstrong, L. J., & Mark, H. D. (2019). Predictors and students’ perceptions of NCLEX-RN success in a BS program. Journal of Nursing Education and Practice, 9(6), 32-40

Muirhead, L., Cimiotti, J. P., Hayes, R., Haynes-Ferere, A., Martyn, K., Owen, M., & McCauley, L. (2022). Diversity in nursing and challenges with the NCLEX-RN. Nursing Outlook, 70(5), 762-771. https://doi.org/10.1016/j.outlook.2022.06.003