Date of Award

Fall 11-7-2023

Document Type

Thesis

Degree Name

Master of Science in Nursing Administration and Emergency Management

Department

Nursing

College

College of Education and Health

Committee Chair

Dr. Shelly Randall

Second Committee Member

Dr. Jennifer Helms

Third Committee Member

Dr. Terri McKown

Program Director

Dr. Jennifer Helms

Dean of Graduate College

Dr. Sara Gordon

Abstract

Fifty-two nursing faculty from ADN (Associate Degree Nursing) and BSN (Bachelor of Science in Nursing) programs in the state of Arkansas were surveyed to examine the preparedness resources and interventions to prepare for the Next Generation NCLEX-RN (NGN) and to explore the perceptions of nursing faculty on their readiness to teach critical thinking, clinical judgment, and their competency with NGN item writing. A quantitative cross-sectional descriptive design was used for this study utilizing a self-created survey. The survey revealed 40% of participants felt adequately prepared with item writing, and 35% reported feeling adequately prepared to test using the new NGN item writing question formats. This study identified a need for preparedness of nursing programs to develop NGN item writing skills. Although 55% reported their program had implemented some form of training, when asked if they had regularly scheduled training, 33% reported they did not. Many resources for achieving preparedness were assessed, with webinars being the highest-scored resource at 37% for education and competence. Limitations of the study include a small convenience sample and assessment during the semester instead of at the semester's end. Implications for future research include reaching a larger sample size and the development of an assessment tool for the continuation of seamless research on this topic of faculty preparedness.

Keywords: nursing faculty, preparedness, next-generation NCLEX, Bachelor of Science in Nursing, Associate Degree Nursing, item writing

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