Understanding NCLEX-RN Repeat Writers' Learning Needs: A Pilot Developmental Design Research Study.

Abstract

Background: Graduates who fail the National Council Licensing Examination for Registered Nurses (NCLEX-RN) require evidence-informed educational support.

Method: This educational development study tested an online program created by a nurse educator and researcher for Canadian-educated nursing students (n = 19) who were taking the NCLEX-RN for the second time. Data collected were biweekly virtual meetings with detailed field notes, program completion data, and self-reported NCLEX-RN results. Formative evaluation of the online program was completed after each of the three research cycles.

Results: Ten students passed and two students failed the next examination, five students were lost to follow-up, and two students withdrew from the study. Participants had challenges completing the online program. Two types of repeat writers emerged and included students who had an under or over attention to their studying during remediation. Given these findings, specific education design principles are suggested for repeat NCLEX-RN test takers.

Conclusion: Students who take the NCLEX-RN a second time require combined cognitive and affective learning supports to combat the stress of failing. [J Nurs Educ. 2024;63(X):XXX-XXX.].