Kentucky State University School of Nursing Thank you so much for allowing me the opportunity to talk w/ you re our success interventions for NCLEX pass rates. Kentucky State University (KSU) is the state’s unique, small, liberal studies institution with the lowest student-faculty ratio in the state system. Serves as a residential institution with a range of traditional collegiate programs appropriate to its liberal studies role, its status as a historically black university, and as an 1890 Land Grant Institution. The University’s student and faculty composition is the most diverse among all higher education institutions in Kentucky and one of the most diverse in the nation.

Interventions for Successful NCLEX-RN Passage Rates Betty H. Olinger, EdD, RN, CNE WSSU-CEEHD Leadership Institute VI June 13, 2013 Success in a nursing program for students from economically and/or educationally disadvantaged backgrounds requires an environment that provides resources to facilitate the learner’s needs. In addition to the resources, students must be in an environment of acceptance, respect and support Racial/ethnic minorities are underrepresented in the profession of nursing; Strategies for NCLEX success first depends on success in the nursing program

Nursing Educational Enrichment Project (NEEP) A six year HRSA Workforce Diversity grant focused on increasing nursing educational opportunities racial/ethnic minority or economically disadvantaged students As discussed previously, KSU had a 6 year HRSA Grant

STUDENT DEMOGRAPHICS Fall 2010 and Fall 2012, a total of 170 students admitted to NUR 111-Nursing I course 129 (75.9 percent) were successful in transitioning from the NUR 111-Nursing I course into the NUR112 -Nursing II course 41 students (24.1 percent) were unsuccessful in this progression. Of the 41 unsuccessful students, 25 (61%) were African American . All unsuccessful students required at least one developmental course before entering the nursing program. The African American students required on the average of 2.92 developmental courses The majority of the nursing student population require need-based financial aid

NEEP STUDENT DEMOGRAPHICS Fall From Fall 2007 – Spring 2013, 216 prenursing and nursing students enrolled in NEEP 74 of the 216 were enrolled in nursing courses 24 of the 74 (32%) graduated from the program 22 of 24 (92%) passed NCLEX-RN on first-take emphasis regarding the retention rate of NEEP students was primarily on enhancing academic abilities. A variety of academic activities included monthly academic workshops, individualized academic support in mathematics, writing, reading, English, science, study strategies, time management and tutoring. Though the numbers have improved, however, students still have not been persistently successful.

SOCIAL DETERMINANTS OF HEALTH (SDH) Students struggled with various personal distractions such as family or personal illness, financial troubles, and diagnosed or undiagnosed mental health issues Students were identified as having difficulty studying, taking tests, and managing time due to diagnosed and undiagnosed psychosocial issues such as anxiety, depression, and ADHD. The SDH hinder students from focusing on academic success

SDH STRATEGIES Application of this framework will help to identify and explain the multiple variables beyond individual-level attributes that contribute to the high attrition rates in minority prenursing and nursing students. The Commission on Social Determinants of Health’s (2007) model on Social Determinants of Health (SDH) will provide a conceptual framework of the proposed interventions to positively impact of the retention of prenursing students from disadvantaged groups at KSU SoN. Application of this framework will help to identify to explain the multiple variables beyond individual-level attributes that contribute to the high attrition rates in minority prenursing and nursing students.

Nursing Undergraduate Retention and Success (NURS) Conceptual model, as defined in Marianne Jeffreys’ “Nursing Student Retention Understanding the Process and Making a Difference” Provides a number of evidence based multi-level intervention strategies to address structural determinants such as cultural values and education quality as well as intermediary determinants such as psychosocial and behavioral factors factors to improve student retention and graduation rates. The social of determinants of health and the NURS frameworks will guide the need assessments, program design and implementation, and evaluation.

NEEP for Upward Progressing Students (UPS) Proposes a multi-faceted and multi-disciplinary approach using the SDH and NURS frameworks to increase the retention rates of prenursing and nursing students Multi-faceted program will afford students opportunity to enhance socials networks, increase self-esteem, become a role model to others, and obtain clinical exposure by becoming involved in a civic engagement to impact on health disparities

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