Date of Conferral

2-8-2024

Date of Award

February 2024

Degree

Ph.D.

School

Nursing

Advisor

Janice Long

Abstract

Undergraduate nursing faculty are responsible for preparing nursing students for patient care in a dynamic health care setting and are challenged with meeting the National Council Licensure Examination (NCLEX) change to the Next Generation NCLEX (NGN). The National Council of State Boards of Nursing recommended the incorporation of the Clinical Judgment Measurement Model (CJMM) and competency-based curriculum in preparation for NGN testing that began in 2023. Understanding how faculty experienced and adapted to changes in curriculum, patient-centered instruction, and NGN testing may help future nurse faculty in adapting. The purpose of this basic exploratory, qualitative study guided by the achievement goal theory was to explore the experiences of nursing faculty in adapting to the change of the NGN and the incorporation of the CJMM in nursing curriculum and testing. Twelve undergraduate nursing faculty from the United States and Canada were recruited through social media to participate in online interviews until saturation of data was achieved. Audio recorded data from the open-ended interview questions were analyzed using Saldana’s first and second cycle coding and final phase of thematic review method. Analysis revealed three themes to describe the experiences of faculty: (a) adapt to change, (b) hindrance to adapt, and (c) resources that are needed to adapt. A quantitative study exploring the changes made while adapting to the CJMM and student readiness to practice is recommended for future research. Positive social change with improved nursing education and student readiness to provide patient care may be possible as programs of undergraduate nursing education provide guidance, access to resources, collaboration, and mentorship to support faculty.

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