"Re-Evaluation and Modification of the MSN Nursing Student Success to Pass NCLEX Exam" is an outstanding example of a paper on care. The intention of the correlation study is to determine the “ Re-evaluation and Modification of the MSN Nursing Student Success to pass NCLEX Exam, ” in the acquisition of knowledge and the development of critical thinking skills. Central to this interpretation, critical thinking is not a method to be learned but a process of the mind thus includes both cognitive and affective domains of reasoning. Recent literature indicates which most commercially available standardized predictive tests that provide individual students’ scores are linked to a probability of passing the NCLEX exams (Giddens, 2009). Over the years, research has shown that while analytical tests often work well in identifying high-performing students who are likely to pass the exams, they are much or less precise in identifying the likelihood of failure and their capacity in critical thinking capabilities.
Therefore, this distinction in describing the accuracy of a test is especially essential when policies prevent progression, for example, the important gains in critical thinking performance provides support to the assertion that domain-specific measures of critical thinking are needed in nursing education (Giddens, 2009). According to Helms, (2005), the best practices point out that the score a student must attain to move to the next level in the program should be chosen after a complete review of the psychometric parameters of the tests available.
The other is after consideration of cultural and demographic issues among the students and after an assessment of the ethical and empirical basis for setting the cut score. The complexity and the rigidity of setting the cut scores are more fully outlined by Zieky & Perie, (2006), a process followed closely in setting the NCLEX exams passing score. This case can be explained by the behaviorism theory of learning, where a student will respond to the environmental stimuli, therefore, the creative thinking or test talking skills of a student will be influenced by the knowledge they gain, for example, through NCLEX exams (Taylor, & Mac Kenney, 2008).
In several cases, schools are unequipped in undertaking such process of re-evaluation and modification of MSN nursing students; they sometimes make cut scores determination in subjective ways.
Therefore, a school faculty must be guarded particularly in their decision-making when little or no evidence exists to guide the setting of the cut score in the NCLEX exams. This is because several nursing students will rely on these exams in developing their creative thinking and talking skills (Wendt, & Kenny, 2007). On the other hand, there has also been a substantial debate about using predictions of a nursing student's failure or success on how it can have a profound deleterious effect on the re-evaluation and modification of the MSN Nursing Student in NCLEX Exams.
According to Helms, (2006), various studies have documented how standardized tests such as NCLEX show differential functioning for the white and non-white testers. In this case, therefore, the main issue is addressing the test-use fairness, for example, how are the results of these exams used in determining the modification and re-evaluation of an MSN student? Consequently, using such results outside the intended scope will negatively affect the students especially the minority students who sometimes face language difficulties, stereotype threats, poorer early academic preparation, and social bias.
This is explained by the constructivism theory of learning that states learning is active, and the process of gaining knowledge is constructed based on a person’ s experiences also a hypothesis of the environment, and most students will measure these hypotheses through, for example, social negotiation. Nevertheless, as nursing education continues to evolve as a profession, one should consider evidence-based research as a framework for decision-making (Taylor, & Mac Kenney, 2008).
Giddens, J. (2009). Changing paradigms and challenging assumptions: Redefining quality and NCLEX-RN pass rates. Journal of Nursing Education, 48(3), 123-124.
Helms, J. (2005). Stereotype threat might explain the black-white test-score difference. American Psychologist, 60(3), 269-270. doi:10.1037/0003-066X.60.3.269
Helms, J. (2006). Fairness is not the validity or cultural bias in racial-group assessment: A quantitative perspective. American Psychologist, 61(8), 845-859.
Taylor, G. R., & MacKenney, L. (2008). Improving human learning in the classroom: Theories and teaching practices. Lanham, Md: Rowman & Littlefield Education.
Wendt, A., & Kenny, L. (2007). Setting the passing standard for the National Council Licensure Examination for Registered Nurses. Nurse Educator, 32(3), 104-108.
Zieky, M., & Perie, M. (2006). A primer on setting cut scores on tests of educational achievement. Princeton, NJ: Educational Testing Service, Inc. Retrieved on November 20, 2013, from http://www.ets.org/research/policy_research_reports/cut-scores.