Research Briefs

Live Review

Evaluating ATI’s Live Review course: How does it contribute to the NCLEX preparation process?
ATI’s Live Review is an intensive review course that assists students in the final phases of preparation for NCLEX. In order to evaluate the effectiveness of the course, self-reported NCLEX pass rates and survey data were analyzed. A preliminary pass rate of 97% for students completing the Live Review course suggests that it is an effective aid in NCLEX preparation.

NCLEX Prep

Understand the Preparation Needs of Post-Graduation and Pre-NCLEX Examinees
Following the completion of any nursing program is a critical period during which future nurses are faced with studying for and passing the NCLEX. This paper outlines a survey of 32,665 students to determine content areas are assessed as predictors of NCLEX anxiety.

Assessing the Construct Congruence of the RN Comprehensive Predictor and NCLEX-RN Test Plan

By Xin Liu and Christine Mills

The 2013 NCLEX-RN® test plans specified an underlying general entry-level nursing ability encompassing all the tested specific categories and subcategories, as indicated by a second-order factor structure. This study attempted to verify this hierarchical factor structure in real data. Method: Data from the RN Comprehensive Predictor® 2013 assessment, developed by Assessment Technologies Institute using the 2013 NCLEX-RN test plans, were used to test the entry-level nursing ability second order factor structure by a confirmatory factor analysis technique. Results: The results indicated a good fit of the proposed factor model to the RN Comprehensive Predictor 2013 assessment data. Conclusion: The verified second order factor structure provides evidence for the existence of the general entry-level nursing ability, which has important theoretical implications to the development and testing of a nursing instrument or theory in nursing science research. In addition, the verified congruent factor structure provides strong evidence for the construct validity of the RN Comprehensive Predictor 2013 assessment.

Citation: Xin, L., & Mills, C. (2017). Assessing the Construct Congruence of the RN Comprehensive Predictor and NCLEX-RN Test Plan. Journal of Nursing Education, 56(7), 412-419.

Evaluating the predictive power of ATI's 2010 RN Comprehensive Predictor
This paper explores the accuracy of the 2010 RN Comprehensive Predictor exam.

Using RN Content Mastery Series test data to identify student needs
Although end-of-program testing is an important indicator of readiness for NCLEX, it often comes too late to help those students most at risk for failure. Formative information about students’ content mastery as they progress through the nursing program is of key importance. However, educators may struggle to determine which indicators and benchmarks of student learning are most indicative of a need for remediation.

TEAS prediction

ATI TEAS V Cut Score for the California Community College Nursing Programs
By Michelle L. Dunham, PhD and Marshall Alameida, PhD, RN, CNS

When institutions choose to implement an admission test cut score, responsible use requires periodic evaluation of its impact. Institutional data from admitted students can be used to evaluate both an existing cut score and potential alternatives. This article details the process a large system of community colleges undertook to evaluate its existing admissions test cut score and illustrates possible methods of choosing, calculating, and comparing key metrics for cut score options.

Citation Dunham, M.L, & Alameida, M. (2017). ATI TEAS V Cut Score for the California Community College Nursing Programs, Teaching and Learning in Nursing, 12,(2), 89-94.

 

Predicting early nursing school performance in an ADN program: How do TEAS V preparedness levels predict Fundamentals performance?
For nursing faculty and aspiring students alike, the admissions decision process holds great import. For nursing faculty, the ability to evaluate prospective students ‘potential to succeed in nursing school is of paramount concern. One of these admissions criteria is the TEAS V assessment, published by Assessment Technologies Institute, LLC (ATI).

Predicting early nursing school performance in a PN program: How do TEAS V preparedness levels predict Fundamentals performance?
One purpose of the TEAS V is to select students prepared to be successful in a nursing program, the early nursing school performance of admitted students is a key piece of evidence supporting its use. For this paper’s analyses, the PN Fundamentals 2011 assessment, part of ATI’s PN Content Mastery Series 2011, was chosen as a measure of early academic performance in a nursing program.

Predicting early nursing school performance in a BSN program: How do TEAS V preparedness levels predict Fundamentals performance?
ATI’s RN Content Mastery Series 2010, was chosen as a measure of early academic performance in a nursing program. This choice of criterion was made because it provides a standard point of comparison, as compared with first-semester GPA, which is highly variable across programs.

Is the TEAS V predictive of early nursing school success
The purpose of the TEAS V assessment is to assess the academic preparedness in the area of reading, math, science, and English. Learn more about the TEAS V through our new research.

CURRICULUM DEVELOPMENT

Navigating the Move to a Concept-Based Curriculum Part 1: Designing a Concept-Based Curriculum
By Dr. Dianna Johnston, DNP, RN, NE-BC, CNE
This White Paper introduces the process for developing a Concept-Based Curriculum that includes identification of concepts and selection of exemplars. A radical transformation in the delivery of nursing education is necessary to ensure nursing program graduates enter the workforce with the ability to think and act like a nurse. A Concept-Based curriculum provides a comprehensive approach using concepts, evidence-based exemplars, and active learning strategies, whereby students build on prior knowledge to integrate new learning into clinical practice. Developing a Concept-Based Curriculum is both a complex and a creative process that includes identification of concepts, appropriate exemplars, and delivery methods that connect content, skills, and actions throughout the life span, across the wellness-illness continuum, and in a variety of healthcare settings.

Navigating the Move to a Concept-Based Curriculum Part 2: Concept-Based Teaching & Learning
By Dianna Johnston, DNP, RN, NE-BC, CNE 
Implementing a concept-based curriculum involves more than identifying concepts and exemplars. It requires a paradigm shift in how content is delivered in the classroom, laboratory, and clinical settings. This White Paper discusses the multifaceted process involved in changing the focus from content-heavy lecture to engaging students in active learning that allows them to think and reason at a deeper level.

Teaching & Learning Strategies

Lesson Plans: Road Maps for the Active Learning Classroom

By Annie Moore-Cox, PhD, RN
Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. This article demonstrates how the lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. 

Citation: Moore-Cox, A. (2017). Lesson Plans: Road Maps for the Active Learning Classroom. Journal of Nursing Education, 56(11), 697-700.

Scrambling the Active Learning Classroom: Achieving Balance Between Traditional Lecture and Flipping.
By Karin K. Roberts, PhD, RN, CNE
A paradigm shift is occurring in nursing education that is asking the educator to move away from lecture and engage students in activities that allow them to use newly learned knowledge. “Flipping the classroom”, which requires students to come to class having completed selected pre-class activities, structures class time so students can participate in active learning strategies using knowledge gained from the pre-class activities. In a “scrambled” classroom, both lecture and active learning strategies are used in a complimentary manner giving educators the opportunity to select the strategy they feel most effectively fits the content at any one time. This White Paper will review the research and issues related to both lecture and flipping the classroom and describe how scrambling the classroom provides educators the opportunity to use the best of both methods at their discretion.

Attrition

Predicting RN Student Attrition using the TEAS V
Nursing student attrition continues to pose a problem and, when paired with an already understaffed nursing workforce, interventions are urgently needed. Inconsistent measurement of attrition data has historically impeded studying the causes of nursing school attrition.

Predicting PN Student Attrition using the TEAS V
Nursing student attrition continues to pose a problem and, when paired with an already
understaffed nursing workforce, interventions are urgently needed. Inconsistent measurement of
attrition data has historically impeded studying the causes of nursing school attrition.

Student Attrition: Consequences, Contributing Factors, and Remedies
Student attrition is generally characterized as the departure or delay in successful completion of program requirements. Learn more about student attrition and how ATI’s product solutions help reduce attrition in nursing programs.

Evidence based curriculum design - Statistically linking CARP usage levels and nursing student attrition
Effective implementation of ATI products is a critical step towards addressing nursing student attrition. This paper outlines the relationship between varying levels of CARP usage and program level attrition rates. Findings show that a programs with high CARP utilization have, on average 34% less student attrition compared to programs with low CARP utilization.

Foundational Research to Enable a National Study of Nursing Student Attrition
This paper explores the results of two studies. Study 1 examined 52 different nursing programs and sought to understand and catalogue the common methods used to compute nursing student attrition. Study 2 was a larger scale survey (729 nurse educators spanning 529 nursing programs) and explored the variety of reasons for nursing student attrition. Both study 1 and study 2 serve to uncover the critical details necessary for effective research into and prevention of nursing student attrition.

Nurses Touch

Soft Skills Research: Aligning Nurse's Touch with Best Practices
Soft skills in the nursing profession are undoubtedly important skills to possess albeit they aren’t emphasized as much as “hard” skills (e.g., knowledge and psychomotor skills). Learn more about how the ATI Nurse’s Touch product line addresses these issues.

Soft Skills Research: Aligning Nurse's Touch with Best Practices (Professional Communication)
Soft skills in the nursing profession are undoubtedly important skills to possess albeit they aren’t emphasized as much as “hard” skills (e.g., knowledge and psychomotor skills). This paper focused specifically on how the ATI Nurse’s Touch product line addresses Professional Communication skills.

Computerized Learning & Curricular Assistive Tools

Effective Utilization of Computerized Curricular Assistive Tools in Improving NCLEX-RN Pass Rates for a Baccalaureate Nursing Program

Dr. Joy Shoemaker demonstrates the change of intervention strategies in an effort to improve her institution's first time NCLEX pass rate from below the national average to above the national average. The implementation of the ATI package is shown to be more appropriate for their need in improving their struggling NCLEX pass rate than their previous package of HESI. This article shares the nursing program’s experiences in incorporating best practices in using computerized testing and study modules with curricular assistive tools throughout the curriculum and evaluating their results.

Citation
Shoemaker, J.R., Chavez, R.A., Keane, P., Butz, S., & Yowler, Susan K. (published ahead of print, November 10, 2016). Effective utilization of computerized curricular assistive tools in improving NCLEX-RN pass rates for a baccalaureate nursing program, Computers, Informatics, Nursing.