Factors that predict NCLEX-RN success at a Historically Black College and University: A four-year retrospective study.

Introduction: Ensuring NCLEX-RN success for graduates of Historically Black Colleges and Universities (HBCUs) is integral to increasing Blacks and other racial/ethnic minorities underrepresented as registered nurses (RNs).

Purpose: To examine the association between program type (traditional (TBSN) and accelerated Bachelor of Science [ABSN]) and first-time NCLEX-RN exam outcome.

Methods: A retrospective descriptive design was used.

Student Perceptions of a Live Standardized Patient Interprofessional Education Scenario: A Multi-Year Study.

Purpose: This qualitative study examined perceptions of interprofessional education (IPE) and professional roles following a standardized patient experience in occupational therapy (OT) and physical therapy (PT) students.

Rationale: Simulation-based learning experiences offer effective means to enhance IPE. Limited research exists in OT and PT about student perceptions of IPE and professional roles following a standardized patient experience.

Live Standardized Patient Scenario Improves Attitudes Toward and Readiness for Interprofessional Education in Occupational Therapy and Physical Therapy Students.

Purpose: This study examined the impact of video-based and live standardized patient scenarios on attitudes toward and readiness for interprofessional education (IPE) in occupational therapy (OT) and physical therapy (PT) students. In academic health programs, IPE is used to teach the knowledge and skills to develop interprofessional teamwork abilities; however, research is limited on the impact of standardized patient scenario experiences (SPSE) on the effectiveness of IPE in OT and PT students.

Participants: The study involved 49 participants: 23 OT and 26 PT students.

Tailoring NCLEX-RN Indicator Assessments for Historically Black Colleges and Universities: Literature Review.

A review of the literature was undertaken as the foundation for developing an assessment tool for Blacks/African Americans, other racial/ethnic minorities, and low-income students attending historically Black colleges and universities. Findings revealed a variety of academic and nonacademic indicators were used to evaluate likelihood of success. Course specific grades, grade point average (GPA), standardized comprehensive exams and standardized course specific exams were the most commonly used predictor variables that showed significant outcomes.