Date of Conferral
9-23-2025
Degree
Ph.D.
School
Nursing
Advisor
Leslie Hussey
Abstract
Failing the NCLEX-RN on the first attempt affects not only the students and their families but also nursing programs. To increase NCLEX-RN pass rates, nursing programs are shifting from traditional teaching to active learning in their aim to produce nursing graduates who will pass the NCLEX-RN exams on the first attempt. The purpose of this descriptive, correlational study, guided by theory of constructivism, was to determine if there is a relationship between faculty’s use of active learning strategies (ALS) and nursing students’ NCLEX-RN pass rates on the first attempt in bachelor of science in nursing (BSN) and associate degree in nursing (ADN) programs, and the difference in nursing students’ NCLEX-RN pass rates in BSN programs compared to ADN programs and the use of ALS by faculty. Emails were sent to 7,519 nursing faculty from 219 nursing programs in seven West Coast states. A total of 341 responses were obtained. Data were analyzed using multiple linear regression and independent sample t-tests. The results revealed no meaningful relationship between faculty use of ALS and nursing students’ NCLEX-RN pass rates on the first attempt in BSN and ADN programs. Further research is needed to develop an active learning inventory tool to investigate the relationship between active learning in the classroom and NCLEX-RN pass rates on the first attempt in BSN and ADN programs. The findings from this study assist in informing faculty about best practices in classroom instruction related to the use of active learning. Nursing faculty using best practices can be more effective in assisting students in passing the NCLEX-RN exam, which has potential implications for positive social change.
Recommended Citation
Tingson, Janette, "Active Learning and NCLEX-RN Pass Rate on First Attempt in BSN and ADN Programs" (2025). Walden Dissertations and Doctoral Studies. 18434.
https://scholarworks.waldenu.edu/dissertations/18434
