does everyone get research questions after nclex

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NCLEX Quick Results (Explained)

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NCLEX Quick Results are one of the unofficial ways to see if you passed the NCLEX. However, there can be some confusion around NCLEX Quick Results: what they are, when you can get them and how to interpret them.

Today I’ll be going over the NCLEX (RN/PN) Quick Results and how they might apply to you. If you don’t know already, Pearson Vue Quick Results can be a very good sign that you passed the NCLEX . However, the Quick Results are different from the Pearson Vue Trick . So, knowing what they are and how to interpret them can be important.

Story time – when I took the NCLEX, I was terrified after the test. My test shut-off at 60 questions ( which has changed from 75 questions, and will be changing again ). I was really nervous that I did not pass. However, right after the test I tried the Pearson Vue Trick , but it wasn’t working ( it was too early after taking the exam ). So, I waited a few hours and tried again – it said I passed!

Even though the PVT said I passed, I still wasn’t convinced. So, I anxiously waited a few days after the test and finally received the email for the quick results. Then, I paid the $7.95 to see my results early, and I PASSED! I was ecstatic. While this helped ease my anxiety about my results, I still wasn’t 100% convinced.

So, I waited even longer for the official results, and found out that I was now a registered nurse! It was an exciting journey, but nerve racking. Something that really helped me get through it was ensuring that I studied appropriately and did the best NCLEX preparation that I could get my hands on.

What Are NCLEX Quick Results?

Pearson vue quick results vs trick, are nclex quick results 48 hours from start or finish, do nclex quick results really take 48 hours, can you get nclex quick results on the weekend, how accurate are the quick results, what if quick results are fail, final thoughts.

NCLEX Quick Results are the “unofficial” results offered 48 hours after taking the exam. You can purchase quick results directly through Pearson . While they technically are unofficial results, they are sold by the official test maker Pearson Vue.

You can choose to purchase them right when they are available, or anytime after the 48 hour wait is done. I would highly recommend paying for the unofficial results. Purchasing the quick results can help ease anxiety, so you don’t have to wait the full time to know if you passed or not.

The Pearson Vue Quick Results and Trick are both unofficial ways of seeing if you have passed the NCLEX exam prior to getting the official results. However, the Quick Results are an endorsed method from Pearson. The Pearson Vue Trick (PVT) is not paid for and is definitely not endorsed by Pearson. You can read more about how to do the PVT here .

How Long Does it Take to Get NCLEX Quick Results?

NCLEX Quick Results are released 48 hours ( 2 business days ) after taking the NCLEX exam. However, depending on when you take your exam, this can affect when you receive the ability to purchase the results.

If you take your test on a Friday, then you might have to wait a bit longer to see your results due to the weekend not being business days.

Quick results are available 48 hours after you finish your NCLEX exam . Technically the 48 hours are 2 business days, so it can be closer to the beginning of your test instead of the end.

But, in all honesty, if it was after the start it would only make a difference of a few hours anyways.

Yes, the NCLEX Quick Results will take the full 48 hours to become available. However, if you want to ease your anxiety, you can use the Pearson Vue Trick to see unofficial results just a few hours after the test. The Pearson Vue Trick allows you to “get your quick results” prior to 48 hours.

The official answer is that it takes 2 business days to see your quick results. So, if you took your test 2 business days before a Saturday, then you will be able to see your quick results on the weekend. Although, you might have to wait until Monday in some cases.

The quick results are relatively accurate when it comes to telling if you passed the NCLEX or not. If they say you passed, then chances are very high that you passed.

However, if it says you failed, then you might still pass the test. They are unofficial results, and Pearson Vue might deem one of your questions or answer correct, and it could change the result of your test.

If your NCLEX Quick Results are fail , don’t worry just yet. These are still unofficial results and there might be a chance that you could pass. It is more common to quick results be “failing”, but you still pass than the other way around.

However, it is important to make sure you prepare for the NCLEX the best you can to ensure you pass the first time!

Unfortunately, if you receive the fail results, then I would highly recommend to start studying again. It is important to jump right back on the horse so that you retain as much information as you can.

In conclusion, NCLEX Quick Results are a great way directly through Pearson Vue to see results. While these results are “unofficial”, they are still an outstanding indicator to whether or not you passed the NCLEX .

They can help ease your anxiety about your results, and potentially help you start studying again if you failed.

Striving to help nurses and nursing students succeed.

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12 NEXT Steps To Take After You Passed NCLEX-RN

Finding out you passed NCLEX is one of the most exciting things to happen after you graduate nursing school. After spending the last few years in school, you may be wondering, "What next after passing the NCLEX-RN?" If that sounds like you, this article is for you. While everyone approaches life differently, I'm going to share 12 next steps after you passed NCLEX-RN you, or anyone else can follow to get started in the right direction to begin your nursing career.

How Do You Know if You Passed the NCLEX-RN?

How long does it take to know if you passed the nclex-rn, does it matter whether you pass nclex-rn on first attempt or on a retake, what next after passing the nclex-rn, 1. take a day or two to relax and recharge your body and mind., 2. think about the setting or care environment where you would like to work., 3. consider a specialty. not all registered nurses choose a specialty., 4. consider getting involved in a nurse residency program., 5. find a mentor and ask to shadow them., 6. update your resume. anyone can fill out an application and submit it., 7. request letters of professional recommendation., 8. get copies of your nursing transcript., 9. network with other nurses., 10. utilize the network you developed in nursing school., 11. start applying for jobs., 12. never stop learning, 5 things you must avoid doing after passing the nclex-rn, 1. talking negatively about your nursing school or instructors:, 2. assuming you know everything:, 3. taking on too much:, 4. taking things too personally:, 5. never act outside of your scope of practice., my final thoughts, frequently asked questions answered by our expert, 1. how many students pass the nclex-rn on the first attempt.

2. What Is NCLEX-RN First Time Pass Rate?

3. Does Passing the NCLEX-RN Make Me an RN?

4. how long does it take after passing nclex-rn to receive my license number, 5. can i pass the nclex-rn and be denied the license, 6. can i work immediately after passing the nclex-rn, 7. do employers look at the nclex-rn score.

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• Every Question About the NCLEX Exam Answered (Plus Links to Helpful Resources)

by NurseHive | Jan 25, 2024 | Uncategorized | 0 comments

Welcome future nurses!

You’ve made it through all the late night study sessions, labs, and clinical rotations. Now you’ve got one final step: passing the NCLEX exam.

Getting ready for the NCLEX can be a mix of excitement with a lot of stress and anxiety. This comprehensive NCLEX guide is here to ease your worries with in-depth answers to your burning questions about the NCLEX exam. Plus, we’ll give you all the links you’ll need to register for NCLEX and find great review guides, flashcards, and practice tests to help you ace it.

So let’s answer those NCLEX questions, so you’re fully equipped to crush it on test day and start your bright future in the healthcare industry.

What is the NCLEX Exam?

The NCLEX (National Council Licensure Examination) is more than just a test; it’s your ticket to a rewarding nursing career. This comprehensive exam assesses your readiness to enter the nursing field, making sure you’ve got the necessary knowledge and skills to provide safe, effective patient care.

The NCLEX has two tests: the NCLEX-RN for Registered Nurses and the NCLEX-PN for Practical or Vocational Nurses. Both cover a broad spectrum of topics, from patient care and safety to ethical and legal considerations in nursing. The exam’s format is unique, employing a computer-adaptive testing approach that adjusts the difficulty of questions based on your responses, making it a personalized and accurate measure of your capabilities.

What are the Eligibility Requirements for Taking the NCLEX?

The eligibility requirements for taking the NCLEX exam include:

• Completion of Nursing Education Program: Candidates must have completed an approved nursing education program. For the NCLEX-RN, this typically means a professional nursing program leading to a diploma, associate degree, or bachelor’s degree in nursing. For the NCLEX-PN, it generally involves completing a practical or vocational nursing program.
• Application to Nursing Regulatory Body (NRB): Candidates must apply for licensure/registration with the nursing regulatory body (NRB) in the state or territory where they want to be licensed/registered. This process requires submitting an application and paying any applicable fees.
• Registration with Pearson VUE: After applying to the NRB, candidates must register for the NCLEX exam with Pearson VUE, the testing service that administers the exam. This involves another registration process and fee.
• Approval to Test (ATT): Once the NRB verifies your eligibility and the registration with Pearson VUE is complete, you will receive an Authorization to Test (ATT) email. This ATT includes the authorization number, candidate identification number, and the expiration date of the ATT.
• Meeting State-Specific Requirements: Each state or territory may have additional specific requirements. These can include background checks, fingerprinting, or other criteria as determined by the individual NRB.
• English Language Proficiency: For candidates who completed their nursing education program outside of an English-speaking country, there might be a requirement to prove English language proficiency through standardized tests like TOEFL or IELTS.

How Do I Register for the NCLEX Exam?

 a) Apply for Nursing Licensure with your State Board of Nursing: Before you can register for the NCLEX, you need to apply for licensure with the nursing regulatory body (NRB) in the state or territory where you want to be licensed. This involves submitting an application for licensure to the NRB, which typically includes providing your nursing education details, any criminal background checks, and paying an application fee. Each state has its own specific requirements, so it’s important to check with your state board for the exact process.

b) Register with Pearson VUE: After applying for licensure, the next step is to register for the NCLEX exam with Pearson VUE , the company that administers the exam. You can register online at the Pearson VUE website or by phone at (866) 496 – 2539. During registration, you will be required to provide your personal details, including the identification number provided by your NRB (if applicable), and pay the examination fee. The NCLEX is typically around $200, but this can vary.

c) Authorization to Test (ATT): Once your state board of nursing approves your application and Pearson VUE processes your registration, you will receive an Authorization to Test (ATT) via email. The ATT is crucial as it contains your authorization number, candidate identification number, and the validity period (usually 90 days) during which you must schedule and take your exam.

How Do I Schedule My NCLEX Exam?

Once you have your ATT (Authorization to Test), you can schedule your exam. You can do this through your Pearson VUE account, either online or by phone. The NCLEX is offered year-round, and you can choose a date and testing location that is convenient for you. It’s usually best to schedule your exam as soon as you receive your ATT to ensure you get the date and location of your choice.

What is the Test Format of the NCLEX?

The NCLEX employs a unique computer-adaptive test (CAT) format. This means the difficulty of the questions adapts to your performance. The exam starts with questions of average difficulty. If you answer correctly, the questions become more difficult and challenging. Wrong answers lead to slightly easier questions. This format continues until the exam determines your level of competence with a high degree of confidence. The number of questions varies, with a minimum of 75 and a maximum of 265 for the NCLEX-RN, and 85 to 205 for the NCLEX-PN.

What Exactly is Computer-Adaptive Testing (CAT)?

Here’s a little more info about Computer-Adaptive Testing (CAT). It’s a method of administering tests that adapts to the examinee’s ability level in real-time. It’s a sophisticated and dynamic way to evaluate a candidate’s knowledge and skills. Here’s how CAT works, particularly in the context of the NCLEX exam:

• Individualized Difficulty Adjustment: In CAT, the difficulty of each question is based on the test-taker’s response to previous questions. If a candidate answers a question correctly, the next question will be slightly more challenging. On the other hand, if a question is answered incorrectly, the following question will be easier.
• Efficiency in Testing: This adaptive nature allows the test to determine a candidate’s competence level more efficiently than traditional, fixed tests. It reduces the number of questions needed to accurately assess the test-taker’s ability.
• Starting Point: The CAT typically starts with a question of medium difficulty. As the test progresses, it zeroes in on the test-taker’s ability level based on their responses.
• Scoring Methodology: In CAT, the scoring is not just based on the number of questions answered correctly. It also considers the difficulty level of each question. This means two candidates could answer the same number of questions correctly but could have different scores based on the difficulty levels of the questions they answered.
• Test Length Variation: The length of a CAT can vary for each test-taker. In the case of the NCLEX, the test continues until the testing software is confident that the candidate’s ability level is clearly above or below the passing standard.
• Real-Time Analysis: CAT systems analyze responses in real-time and select subsequent questions accordingly. This makes the test more responsive and tailored to the individual’s knowledge and skill level.
• Ending Criteria: For the NCLEX, the test ends when it’s statistically certain that a candidate’s performance is either above or below the passing standard, when the maximum number of questions has been reached, or when the maximum time limit has elapsed.

What Kind of Questions are on the NCLEX Exam?

The NCLEX exam features a variety of question types designed to assess a broad range of nursing knowledge and skills. These include:

• Multiple Choice Questions: These are standard questions where you select the best answer from several options. They test your knowledge and understanding of nursing concepts.
• Multiple Response Questions (Select All That Apply): In these questions, more than one answer may be correct. You need to select all the options that apply to the given scenario. These questions are particularly challenging as they require a deeper understanding and application of nursing knowledge.
• Fill-in-the-Blank Calculations: These questions require you to perform calculations and enter the correct answer. They are often used to test your ability to calculate medication dosages and IV flow rates.
• Drag-and-Drop (Ordered Response): In these questions, you are asked to rank or order responses correctly. They are typically used to assess your ability to prioritize nursing actions or steps in a procedure.
• Hot Spot Questions: These interactive questions require you to identify specific areas on a graphic or a diagram. They test your ability to recognize and understand anatomical structures, physiological processes, or other visual information relevant to nursing.
• Chart/Exhibit Questions: These questions present you with a chart or graph and require you to interpret data to answer the question. They assess your ability to understand and apply information from medical records, lab results, or other clinical documentation.
• Audio Questions: These questions will have an audio component, such as listening to heart or lung sounds, and require you to identify the correct diagnosis or action based on what you hear.
• Video Questions: These may include scenarios or demonstrations where you must watch a video and then answer questions based on the content.
• Case Studies: These are complex scenarios that provide detailed patient information and require you to apply your nursing knowledge and critical thinking skills to answer questions related to the case.

What is the Difference Between NCLEX-RN and NCLEX-PN?

The NCLEX-RN and NCLEX-PN cater to different nursing roles. The NCLEX-RN is designed for those aiming to become Registered Nurses. It focuses on the management and coordination of patient care, including health promotion and maintenance. The NCLEX-PN, on the other hand, is tailored for Practical or Vocational Nurses. It emphasizes direct patient care in various settings. While both exams cover similar content areas, the NCLEX-RN delves deeper into complex patient care scenarios, leadership, and decision-making.

How Important is Time Management for the NCLEX Exam?

Time management is crucial for successfully passing the NCLEX. While the exam doesn’t have a set time limit per question, it does have an overall time cap (six hours for NCLEX-RN and five hours for NCLEX-PN). Efficiently managing your time ensures you don’t rush through questions or spend too long on challenging ones. Practice pacing yourself during preparation to build a comfortable rhythm that allows you to thoroughly read and understand each question without feeling hurried.

What Are Common Mistakes While Preparing for the NCLEX?

Common preparation pitfalls include cramming, neglecting weak areas, and underutilizing practice tests. Avoid trying to memorize everything; focus instead on understanding concepts and applying knowledge. Identify your weak spots early and dedicate more time to them. Regularly take practice tests to familiarize yourself with the exam format and identify areas needing improvement.

What Are Common Mistakes to Avoid While Taking the NCLEX?

During the exam, avoid second-guessing yourself excessively, overanalyzing questions, and mismanaging time. Trust your preparation and instincts. Read each question carefully but don’t overthink it. Keep an eye on the clock and move at a steady pace.

How Can I Deal with Test Anxiety and Stress During the NCLEX?

To manage test anxiety and stress, practice relaxation techniques like deep breathing or meditation. Get a good night’s sleep before the exam, and maintain a positive mindset. Remember, it’s normal to feel anxious and to find some questions challenging. Stay focused, take brief mental breaks, and approach each question calmly. Here are some more ways to manage test anxiety .

What Are the Recent Changes to the NCLEX Exam?

The NCLEX is updated from time to time to reflect current nursing practices. Recent changes include the introduction of the Next Generation NCLEX (NGN) project, which aims to better assess a candidate’s clinical judgment skills. This includes new question formats like case studies and more complex multiple-response questions.

Can International Students Take the NCLEX Exam?

Yes, international nursing graduates can take the NCLEX. However, they must first meet the eligibility requirements set by the nursing regulatory body in the state or territory where they intend to practice. This often includes credential evaluation and English language proficiency tests.

What Subjects are Covered on the NCLEX Exam?

The NCLEX covers a wide range of nursing topics, categorized into four main areas:

• Safe and Effective Care Environment: Here, you’re looking at how to manage and coordinate care, keeping everyone safe. It’s like being the conductor of an orchestra, ensuring every section plays in harmony.
• Health Promotion and Maintenance: This is all about understanding growth, development, and how to prevent diseases. Think of yourself as a health coach, helping your patients lead healthier lives.
• Psychosocial Integrity: Nurses don’t just care for a patient’s physical health; they’re also there for emotional and mental support. This section tests your ability to provide compassionate, holistic care.
• Physiological Integrity: The nuts and bolts of nursing – dealing with the basics of patient care, from administering medications to monitoring for complications.

These encompass everything from basic care and comfort to advanced pharmacology and patient management.

How Much Does the NCLEX Exam Cost?

The cost of the NCLEX exam is typically around $200 , but this can vary slightly depending on the state or territory. Additional fees may apply for application processing, licensure, and other administrative costs.

What is the Passing Score for the NCLEX?

The NCLEX doesn’t have a traditional passing score. Instead, it uses a pass/fail system determined by the computer-adaptive testing mechanism. The exam assesses whether your competency level remains above the passing standard consistently throughout the test.

How Many Questions Are on the NCLEX?

The number of questions on the NCLEX varies due to its adaptive nature. The NCLEX-RN has a minimum of 75 and a maximum of 265 questions. The NCLEX-PN ranges from 85 to 205 questions.

How Long Does the NCLEX Exam Take?

The total allotted time for the NCLEX-RN is six hours , including two optional breaks. For the NCLEX-PN, the time limit is five hours , including breaks. The actual length of your exam depends on the number of questions and how quickly you respond to them.

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What is the Best Way to Study for the NCLEX Exam?

Studying for the NCLEX exam requires a strategic approach to ensure you cover all necessary content while also developing the critical thinking skills to successfully answer the more difficult questions. Here are some of the best ways to study for the NCLEX exam:

• Understand the Exam Format and Content: Familiarize yourself with the structure of the NCLEX, including the types of questions and the content areas covered. This understanding will help you focus your study efforts more effectively.
• Create a Study Plan: Develop a structured study schedule that allocates time for different content areas. Be realistic about how much time you can dedicate each day and stick to your plan. Don’t end up cramming in late-night study sessions.
• Use NCLEX Review Books and Online Resources : Invest in reputable NCLEX review books that provide comprehensive content review, practice questions, and test-taking strategies. Online NCLEX test prep resources, such as NurseHivePrep.com , offer a wealth of information, practice materials, and practice tests. Their NCLEX test prep page is particularly useful for accessing up-to-date practice questions and study tips. NCLEX flashcards are also a great way to prep.
• Join a Study Group or Class: Studying with your classmates can provide additional support and motivation. Study groups or classes can help you gain different perspectives on difficult topics and keep you accountable.
• Focus on Weak Areas: Identify areas where you need improvement and dedicate extra time to these topics. This targeted approach ensures you are well-rounded in your knowledge.
• Simulate Exam Conditions: Take practice exams under conditions that mimic the actual NCLEX. This includes timing yourself and creating an environment similar to a test center.
• Utilize Test-Taking Strategies: Develop strategies for answering different types of questions, especially for prioritization and select-all-that-apply questions. Learning how to eliminate incorrect answers and make educated guesses is also crucial. Here’s how to answer priority questions like a pro.
• Take Care of Your Health: Ensure you are getting enough sleep, eating well, and exercising. Good physical health significantly impacts your ability to retain information and concentrate during your study sessions and your performance on exam day.
• Seek Feedback and Help When Needed: Don’t hesitate to ask for help from instructors, mentors, or peers if you’re struggling with certain topics. Sometimes, an outside perspective can make a difficult concept clearer.

Prepping for the NCLEX is a lot of hard work, long hours of study, and dedication. But with these insights and our recommended study aids, you’ll be able to step into the testing center with confidence.

Good luck. Trust yourself, breathe, and remember – each question is a step closer to achieving your dream of becoming a nurse.

You’re going to do just fine!

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Nursing Research Nursing Test Bank and Practice Questions (60 Items)

Welcome to your nursing test bank and practice questions for nursing research.

Nursing Research Test Bank

Nursing research has a great significance on the contemporary and future professional nursing practice , thus rendering it an essential component of the educational process. Research is typically not among the traditional responsibilities of an entry-level  nurse . Many nurses are involved in either direct patient care or administrative aspects of health care. However, nursing research is a growing field in which individuals within the profession can contribute a variety of skills and experiences to the science of nursing care. Nursing research is critical to the nursing profession and is necessary for continuing advancements that promote optimal nursing care. Test your knowledge about nursing research in this 60-item nursing test bank .

Quiz Guidelines

Before you start, here are some examination guidelines and reminders you must read:

• Practice Exams : Engage with our Practice Exams to hone your skills in a supportive, low-pressure environment. These exams provide immediate feedback and explanations, helping you grasp core concepts, identify improvement areas, and build confidence in your knowledge and abilities.
• You’re given 2 minutes per item.
• For Challenge Exams, click on the “Start Quiz” button to start the quiz.
• Complete the quiz : Ensure that you answer the entire quiz. Only after you’ve answered every item will the score and rationales be shown.
• Learn from the rationales : After each quiz, click on the “View Questions” button to understand the explanation for each answer.
• Free access : Guess what? Our test banks are 100% FREE. Skip the hassle – no sign-ups or registrations here. A sincere promise from Nurseslabs: we have not and won’t ever request your credit card details or personal info for our practice questions. We’re dedicated to keeping this service accessible and cost-free, especially for our amazing students and nurses. So, take the leap and elevate your career hassle-free!
• Share your thoughts : We’d love your feedback, scores, and questions! Please share them in the comments below.

Quizzes included in this guide are:

Recommended Resources

Recommended books and resources for your NCLEX success:

Disclosure: Included below are affiliate links from Amazon at no additional cost from you. We may earn a small commission from your purchase. For more information, check out our privacy policy .

Saunders Comprehensive Review for the NCLEX-RN Saunders Comprehensive Review for the NCLEX-RN Examination is often referred to as the best nursing exam review book ever. More than 5,700 practice questions are available in the text. Detailed test-taking strategies are provided for each question, with hints for analyzing and uncovering the correct answer option.

Strategies for Student Success on the Next Generation NCLEX® (NGN) Test Items Next Generation NCLEX®-style practice questions of all types are illustrated through stand-alone case studies and unfolding case studies. NCSBN Clinical Judgment Measurement Model (NCJMM) is included throughout with case scenarios that integrate the six clinical judgment cognitive skills.

Saunders Q & A Review for the NCLEX-RN® Examination This edition contains over 6,000 practice questions with each question containing a test-taking strategy and justifications for correct and incorrect answers to enhance review. Questions are organized according to the most recent NCLEX-RN test blueprint Client Needs and Integrated Processes. Questions are written at higher cognitive levels (applying, analyzing, synthesizing, evaluating, and creating) than those on the test itself.

NCLEX-RN Prep Plus by Kaplan The NCLEX-RN Prep Plus from Kaplan employs expert critical thinking techniques and targeted sample questions. This edition identifies seven types of NGN questions and explains in detail how to approach and answer each type. In addition, it provides 10 critical thinking pathways for analyzing exam questions.

Illustrated Study Guide for the NCLEX-RN® Exam The 10th edition of the Illustrated Study Guide for the NCLEX-RN Exam, 10th Edition. This study guide gives you a robust, visual, less-intimidating way to remember key facts. 2,500 review questions are now included on the Evolve companion website. 25 additional illustrations and mnemonics make the book more appealing than ever.

NCLEX RN Examination Prep Flashcards (2023 Edition) NCLEX RN Exam Review FlashCards Study Guide with Practice Test Questions [Full-Color Cards] from Test Prep Books. These flashcards are ready for use, allowing you to begin studying immediately. Each flash card is color-coded for easy subject identification.

Recommended Links

If you need more information or practice quizzes, please do visit the following links:

An investment in knowledge pays the best interest. Keep up the pace and continue learning with these practice quizzes:

• Nursing Test Bank: Free Practice Questions UPDATED ! Our most comprehenisve and updated nursing test bank that includes over 3,500 practice questions covering a wide range of nursing topics that are absolutely free!
• NCLEX Questions Nursing Test Bank and Review UPDATED! Over 1,000+ comprehensive NCLEX practice questions covering different nursing topics. We’ve made a significant effort to provide you with the most challenging questions along with insightful rationales for each question to reinforce learning.

4 thoughts on “Nursing Research Nursing Test Bank and Practice Questions (60 Items)”

Thanks for the well prepared questions and answers. It will be of a great help for those who look up your contributions.

Hi Zac, we’re having some performance issues with the quizzes so we’re forced to change their settings in the meantime. We are working on a solution and will revert the changes once we’re sure that the problem is resolved. Thanks for the understanding!

I need pass question and answer on nursing research

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survey at end of NCLEX..for those who took the exam more than one time...

Nursing Students NCLEX

Published Apr 6, 2006

I know this may be a crazy question but...

For those of you who were not successful the first time and then took the NCLEX again and passed, where your surveys at the end of the exam different?

I took the NCLEX back in December and at the end of the exam I got a survey of questions in regards to the exam, ease of finding Pearson center, staff ect...

The second time I took it, I got the same survey but before these questions were asked, I had a couple of statements I had to agree to- like: I will not share any test questions on the internet... I understand that I could get

license taken away if I disclose answers to NCLEX...

Did anyone have different surveys like this? Or is this just a new process they are following this year?

• + Add a Comment

U know what, now that I think about it my survey was different too. The first time they just asked about the use of the Pearson site and so on, but on my 2nd time they asked about disclosure of the questions. Maybe I'm crazy too but my was different. Maybe that was something they just added between the time we had taken our test. Let us know how u did. Good Luck;)

I took it personal at first, but then after talking with two friends who tested that same day they said the lady was super mean.

If I wasn't so upset and distracted with studying again for boards I would have reported her, but just brushed it off.

I will look forward to my survery the next time I test which will be the passing TIME!!!!

I know this may be a crazy question but... For those of you who were not successful the first time and then took the NCLEX again and passed, where your surveys at the end of the exam different? I took the NCLEX back in December and at the end of the exam I got a survey of questions in regards to the exam, ease of finding Pearson center, staff ect... The second time I took it, I got the same survey but before these questions were asked, I had a couple of statements I had to agree to- like: I will not share any test questions on the internet... I understand that I could get license taken away if I disclose answers to NCLEX... Did anyone have different surveys like this? Or is this just a new process they are following this year? TIA JD

I took the test only 1x last month and I had the same questions regarding not sharing the questions --- of course, I couldnt remember any of them even if I tried.

I have a friend who just retook his NCLEX and he said his survey was different also. It is either a good thing or maybe something Pearson just changed b/c he initially tested in Feb. and it was a different survey only asking about the testing site. Good Luck!!

1,078 Posts

I took the test in Feb. and had to agree to those questions. Must be something new for 2006.

Hopin' you passed!!!

6 Things to Know About the NCLEX Examination

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Are you ready to earn your online nursing degree?

Aspiring nurses must pass the NCLEX exam before applying for registered nurse (RN) licensure. Administered by the National Council of State Boards of Nursing (NCSBN), this test evaluates nursing candidates’ foundational knowledge and ensures they are qualified to work in hospitals and other healthcare facilities. Find out the six things to consider before taking the NCLEX exam.

1 | There Are Two Types of NCLEX Examinations

The NCLEX comes in two different forms. The NCLEX-PN evaluates aspiring practical nurses also known as licensed practical nurses or licensed vocational nurses. The NCLEX-RN tests registered nursing candidates.

The two tests are similar in some regards, but they come with key differences. The RN exam emphasizes care management and assesses registered nurses’ advanced scope of practice. The PN exam includes more questions about care coordination.

2 | The NCLEX Examination Focuses on Four Areas of Practice

The NCLEX exam is divided into four main focus areas:

• Providing a safe and effective care environment
• Health promotion and maintenance
• Psychosocial integrity
• Physiological integrity

The safe and effective care category has two subcategories:

• Management of care and safety and infection control for the NCLEX-RN
• Coordinated care and safety and infection control for the NCLEX-PN

The physiological integrity category has four subcategories:

For both the RN and PN exams:

• Basic care and comfort
• Reduction of risk potential
• Physiological adaptation

Pharmacological therapy for the NCLEX-PN and pharmacological and parenteral therapies for the NCLEX-RN

3 | NCLEX Examination Question Types

The NCLEX follows a variable question format. This means that the computer adapts the questions based on test takers’ performance. The NCLEX-RN consists of 74-145 questions. This includes 15 pre-test questions that do not count toward test takers’ scores. The NCLEX-PN consists of 85-205 questions, including 25 non-scored questions. Both exams come with a five-hour time limit.

The test offers questions in different formats. Use our NCLEX study guide to master all the question types on the NCLEX. These formats include:

• Multiple choice
• Fill in the blank
• Ordered response
• Hot spot questions

About 80-90% of the NCLEX are multiple choice questions. For students who will take the NCLEX in 2023 or later, the Next Generation 2023 NCLEX updated its question formats and added two new ones: matrix or grid and Cloze (dropdown).

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4 | How the NCLEX is Scored

Instead of offering a percentage-based grade, the NCLEX uses a pass-fail system. However, that system isn’t quite as simple as it might sound.

The NCLEX uses Computerized Adaptive Testing (CAT) to personalize each test-taker’s scores. Each time a question is answered, the computer bases the next question on whether you answered the previous questions correctly. The computer chooses questions that you will have a 50% chance of getting right.

You will keep answering questions until the computer decides whether you’ve passed or failed, using one of these three rules:

• The 95% Confidence Interval Rule : The computer stops the test when it is 95% sure that you’ve passed or failed.
• Maximum Length Exam Rule : The computer employs this rule if you are close to passing and requires you to complete the maximum number of questions. Once you complete the exam, the computer makes a pass or fail final ability estimate.
• The computer will fail you if you haven’t answered the minimum number of questions
• If you’ve answered the minimum number of questions, the computer will use the final ability estimate for the questions you answered to determine if you pass or fail.

Keep in mind that the exam length does not indicate the likelihood of passing or failing. To learn more, check out some nurses’ tips on how to pass the NCLEX .

5 | License Registration Varies by State

To register for the NCLEX, candidates must first apply for a nursing credential from their state licensing board. Since each state sets its nursing licensure requirements , you should check with your state regulatory board before applying.

6 | How to Apply for the NCLEX

• Apply for your RN or LPN license with the nursing board in the state where you plan to practice.
• Register for the NCLEX on the Pearson VUE website . You will need to provide a program code for the nursing school you attended and your email address. You can register and pay the $200 fee online or by phone.
• When your state nursing board deems you eligible, Pearson VUE will email your Authorization to Test (ATT).
• Schedule your exam through Pearson VUE and complete your NCLEX within the validity dates listed on your ATT.

Whether you’re looking to get your pre-licensure degree or taking the next step in your career, the education you need could be more affordable than you think. Find the right nursing program for you.

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Frequently Asked Questions Get Answers to Common NCLEX Questions

Next generation nclex (ngn) faqs, taking the nclex, how the nclex works, what the exam looks like, creating the nclex & passing standard, preparing students for the nclex, covid-19 impact.

More information on item types can be found in the following locations:

• NCLEX Tutorial
• NCLEX Exam Preview
• Sample Pack
• Next Generation NCLEX Resources

Highlight items are presented as a sentence or several sentences forming a paragraph. The candidate must click to highlight and select text as a response to the item. Not all text included in the sentence or paragraph is enabled to be selected. In such cases, the candidate will see the ø symbol displayed when the mouse hovers over the text. This indicates the text is not a response option, and the candidate will not be able to select it. Text that is enabled to be selected is identified by a highlighted hue when the mouse hovers over the test. The candidate should review any remaining text, select their response choice(s) and click submit to move to the next item. Please visit the NCLEX Candidate Tutorial in the Prepare section at NCLEX.com for an opportunity to see and practice NCLEX item types.

The new NCLEX exam format, which includes Next Generation NCLEX clinical judgment items, became effective April 1, 2023.

Please visit the Next Generation NCLEX (NGN) section for more information. The NGN Resources section also contains publications and journal articles related to NGN and clinical judgment. NCSBN has provided information about NGN at annual NCLEX Conferences as well as NCLEX regional conferences and other seminars scheduled at the request of nursing regulatory bodies.

NGN case study items are item sets composed of six items that are presented as part of an unfolding case scenario that are displayed with exhibit tabs such as Nurses’ Notes, Vital Signs, and Diagnostic Results. NGN stand-alone items are items administered independent of other items. Any type of item can be used in a stand-alone item. For more information on stand-alone items, please read the Spring 2021 issue of Next Generation News .

The new scoring methods allow for moving beyond the current scoring model that is based on candidates' responses being scored as 'all correct' or 'all incorrect'. The new partial credit scoring model allows for polytomous scoring methods meaning some items are no longer scored as completely correct or incorrect. Currently, Multiple Response Select all that Apply only allows for all correct or incorrect scores. The new polytomous models gives candidates points for partial understanding.

The new scoring methods went into effect April 1, 2023 with the 2023 NCLEX launch.

Yes, the traditional NCLEX Multiple Response Select all that Apply items are scored using the +/- scoring method with the new NCLEX with NGN items that went live on April 1, 2023.

Candidates will follow the same process as the NCLEX to request testing accommodations and are encouraged to contact their nursing regulatory body for more information.

Beginning with the 2021 NCLEX-RN and NCLEX-PN Practice Analyses, NCSBN asked respondents regarding the relevancy of clinical judgment while performing entry-level nursing activities. Data gathered from the Practice Analyses inform the subsequent NCLEX-RN and NCLEX-PN Test Plans. With the launch of the Next Generation NCLEX (NGN) in April 2023, updated NCLEX-RN and NCLEX-PN Test Plans also become effective with clinical judgment represented as an NCLEX Integrated Process.

Each case study includes a client scenario and follows Layer 3 of the NCSBN Clinical Judgment Measurement Model (NCJMM) in sequential order focused on each step from "Recognize Cues" through "Evaluate Outcomes". Each item within a case study is independent of each other and scored accordingly. Candidates will not be able to go back to view previous responses and care is taken to avoid cuing within each case study. More information about how NGN items are scored can be found in this article .

Beginning with the launch of the Next Generation NCLEX, items that contain a numeric laboratory value will include the corresponding normal reference range.

The NCLEX measures the foundational knowledge and skills needed for safe nursing practice for entry-level nurses, regardless of academic background. Every three years NCSBN conducts a practice analysis to evaluate the knowledge, skills, and abilities needed for entry-level nurses and to evaluate the validity of the test plan that guides content distribution of the licensure examination. The practice analyses have highlighted changes in healthcare including an increase in acutely ill clients. Nurses are responsible for a significant proportion of the judgments and decisions made in healthcare and newly licensed nurses are required to make progressively more complex decisions about patients.

In 2009, NCSBN reviewed several research reports and engaged in professional discussions with nursing experts on the importance of clinical judgment in the nursing profession. This led to funding a thorough literature review on the subject and culminated in a comprehensive white paper. The report provided an overview of the current nursing theories and models of clinical decision-making, along with empirical research on factors that affect decision-making in nursing. Specifically, the report found that 50% of entry-level nurses were involved in practice errors (Smith & Crawford 2002) and a subsequent study by Brennan et al. (2004) found that 65% of entry-level nurse errors were related to poor clinical decision-making. In addition, Saintsing et al. (2011) reported that only 20% of employers were satisfied with decision-making abilities of entry-level nurses.

Between 2012 and 2014 NCSBN collaborated on two studies as part of a strategic job analysis. The fundamental conclusions from these studies provided further evidence of the importance of clinical judgment in entry-level nursing. One major finding was that clinical judgment was one of the top five required skills needed upon entry into the field. Interestingly, two other high priority skills in the top five were problem solving and critical thinking skills, which themselves are vital to clinical judgment. The other two were related to professional communication and active listening.

The RN Nursing Knowledge Survey from 2017 provided additional evidence of the importance of clinical judgment. The overall importance of clinical judgment was rated between ‘important’ and ‘critically important’ by newly licensed RNs, RN educators and RN supervisors. It was also similarly rated across the facility categories of hospital, long-term care, community-based care, and other. The overall result is consistent with previous research showing that clinical judgment is essential to the safe practice of nursing at the entry level.

A panel of subject matter experts consisting of PN Educators, PN Clinicians and Nurse regulators was convened to compare the activity statements included in the 2018 LPN/VN Practice Analysis to the elements of the NCSBN Clinical Judgment Measurement Model (NCJMM). The findings indicated that the entry-level PN was expected to provide care using the nursing process framework and make the necessary clinical judgments within their scope of practice. The NCJMM elements that were most often cited as essential to the practice of the entry-level PN were recognize cues, analyze cues and take action. The element least associated with the entry-level PN activities was prioritize hypotheses. Given these findings, the Next Generation NCLEX item types and NCJMM represent a valid and reliable measurement of PN competence and will be incorporated into the NCLEX-PN examination.

NCSBN has conducted multi-year studies to support the development of Next Generation NCLEX (NGN). Research studies analyzed items and documented the validity of these items to measure clinical judgment. Validity evidence included 1) the extent to which clinical judgment can be measured, 2) numerous item writing panels comprised of nurse faculty to write items aligned with the NCSBN Clinical Judgment Measurement Model (NCJMM), 3) nursing experts (nursing faculty, clinical educators, clinicians and numerous committees made up of experienced nursing experts) reviewed items to ensure the measurement and content was accurate and correctly classified document the validity of the items to measure clinical judgment, and 4) ensuring that items are statistically sound and reflect contemporary practice.

Standards used in the development of all aspects of the NGN project included:

AERA, APA and NCME Standards for Educational and Psychological Testing (2014).

International Guidelines on Computer-Based and Internet-Delivered Testing (2010).

ETS Standards for Quality and Fairness (2014).

Association of Test Publishers (ATP) and the Institute for Credentialing Excellence (ICE) (2017).

To develop a valid and reliable means of measuring clinical judgment, NCSBN conducted extensive reviews of the literature in nursing, decision theory and testing. The result was the assessment framework referred to as the NCSBN Clinical Judgment Measurement Model (NCJMM).

It is important to note that the NCJMM is a framework designed for and specific to testing and should not be construed as a replacement for other evidence-based theories of nursing theory or practice. In particular, the NCJMM does not compete with the Nursing Process or specific pedagogical or andragogical models around the teaching of clinical judgment. Rather, it provides a systematic, evidence-based framework for measuring whether nurse licensure candidates demonstrate at least minimal competence with respect to clinical judgment and decision making.

For the purposes of the NCLEX, Layers 3 and 4 of the NCJMM guide item writers in the development of NGN content; Layer 3 elements provide the primary measurement focus for items and the Layer 4 elements provide context. Each of the Layer 3 and Layer 4 elements are defined in more detail in the publications on the NGN resource page.

Nursing professionals served as the pillars and foundation on which the NGN research, and the NCLEX, is built upon. This included hundreds of nurses participating in various research studies, thousands of nurses providing feedback after formal NGN presentations, and over 250,000 aspiring nurses taking the NGN research section. Clinicians, clinical educators and nurse faculty have played a pivotal role and were consulted at every stage of the NGN research project.

The item writing and item review panels are generally a group of 6-10 nursing professionals who are representative of all the U.S. regions and Canadian provinces that use the NCLEX for licensure. Additionally, these educators and clinicians each have a distinct expertise area to ensure a broad range of nursing experience and context. You can read more about NGN item development panels in the Summer 2018 edition of the NGN Newsletter. Information about volunteer is available on the Exam Development Opportunities page.

Focus group studies, usability studies and cognitive labs studies were employed in the early stages of development to ensure item types were not introducing any construct irrelevant variance into candidate responding. After validation from these multiple methods, items were developed and field tested within the Special Research Section to gather actual responses from candidates. This data provided confirmatory evidence that the item types were measuring as expected based on the empirical results

NCSBN provided information to test preparation and publishing companies prior to the launch of NGN on the NCLEX exam. This was after the NGN research was validated and the test design was determined.

The Next Generation NCLEX became effective April 1, 2023.

Educators can begin incorporating the clinical judgment measurement model into their curriculum immediately. The model can be used in a variety of nursing education settings, such as simulation labs, clinical rotation post-conference, and standard written exams. The action model template provided in the Spring 2019 Next Generation NCLEX newsletter is a useful tool to develop clinical judgment assessments for students.

No. The cost of the exam has not changed with the launch of NGN clinical judgment items on the NCLEX Exam.

The new scoring methods evaluate partial knowledge. Currently the Multiple Response Select all that Apply items only allow for all correct or incorrect scores. With the new polytomous models, candidates can get points for partial understanding.

Educators can best prepare their students by reviewing the Summer 2021 issue of Next Generation NCLEX News on scoring methods and the 2023 Test Plans . Educators can also join our mailing list for informational updates.

Yes, all NCLEX Multiple Response Select all that Apply items are scored using the +/- scoring method on the NGN Exam that went live on April 1, 2023.

NCSBN does not offer such tools. However, we have provided publishers and vendors with the most current and accurate information available to support their incorporation of NGN clinical judgment items into new or existing product offerings. NCSBN doesn’t endorse any product or publisher and encourages educators, institutions and candidates to research various offerings to determine which will best support their needs.

Each nursing regulatory body (NRB) has its own eligibility requirements to take the NCLEX. NCSBN does not maintain a list of requirements for each NRB. Contact the NRB where you are seeking licensure/registration for their requirements (applicable only to NRBs of the U.S., Canada and Australia).

To take the NCLEX, you will first need to complete two separate processes (applicable only to nursing regulatory bodies of the U.S. & Canada):

• Registration process for Australian Health Practitioner Regulation Agency (Ahpra) candidates
• You will pay a licensing/registration fee to the NRB along with the submission of your application materials.
• Licensure/registration applications must be obtained from the NRB in the state/province/territory where you are seeking licensure/registration, as requirements vary.
• Online - Visit  Pearson VUE  and pay with a credit, debit or prepaid card
• Phone - Call Pearson VUE Candidate Services at 866.496.2539 and pay the  exam fee  by credit, debit or prepaid card

Find out more about the NCLEX registration process .

If your Nursing Regulatory Body (NRB) has declared you eligible:

• You must contact your NRB to make the necessary corrections.
• Once the correction is confirmed with the NRB, please contact Pearson VUE for a revised Authorization to Test (ATT) if needed.

If you have not been made eligible by your NRB, then you will need to  contact Pearson VUE  to report the corrections.

Once you have been made eligible by your nursing regulatory body (NRB), you will receive an Authorization to Test (ATT) via the email address you provided when registering. If you have not received an ATT email, you may want to contact your NRB to ensure all necessary materials have been submitted and received, or to find out why they have not granted eligibility to your registration. You must have your ATT email to schedule an appointment to take the NCLEX.

You must test within the validity dates of your ATT (the average length of an ATT is 90 days). These validity dates cannot be extended for any reason. If you do not test within these dates you will have to reregister and pay another exam fee. The ATT contains your authorization number, candidate identification number and an expiration date. You need the ATT to schedule an appointment to take the NCLEX.

Call Pearson VUE Candidate Services at 866.496.2539 or at one of the international telephone numbers in the  NCLEX Candidate Bulletin  to report a lost ATT or if your NRB has made you eligible and you have not received your ATT.

Links to all NRBs websites and contact information are available on the  Membership page .

For further details, visit  Authorization to Test .

You are able to take the NCLEX at any Pearson Professional Testing location, regardless of where you are applying for licensure/registration.

The NCLEX is given year round and is administered by Pearson VUE. For candidates seeking licensure in the U.S., domestic test centers are those within the U.S. and American Samoa, Guam, Northern Mariana Islands and the U.S. Virgin Islands. For candidates seeking licensure/registration in Canada, domestic test centers are those within Canadian provinces/territories and the mainland U.S. (not including territories). International locations where the NCLEX is offered include Australia, Brazil, France, Hong Kong, India, Israel, Japan, Mexico, Philippines, Puerto Rico, South Africa, Spain, Taiwan, Türkiye and United Kingdom.

Candidates can find test center locations by going to the  Pearson VUE website .

For more information on where the NCLEX is offered, visit the  Test Center Locations page .

All forms of identification must be valid and meet the following requirements. If the ID does not meet these requirements ( See Acceptable ID ), you will be turned away and required to reregister and pay another examination fee:

• Physical (non-digital)
• Government-issued
• Non-expired
• Name (in Roman characters)
• Recent photograph

Examples of acceptable forms of identification for domestic test centers are:

• Passport books and cards
• Driver's license
• Provincial/Territorial or state identification card
• Permanent residence card
• Military identification card

The only identifications acceptable for international test centers, including Puerto Rico, are:

Candidates with identification from a country on the  U.S. government's sanctioned countries  will have to follow the requirements listed in order to sit for the exam.

For more information on identification, visit the  Acceptable Identification page .

Definitions of Domestic and International Test Centers

Only the first and last names need to match between the candidate’s ID and ATT.

No, the address does not need to match between the candidate’s ID and ATT.

Official exam results are available only from the nursing regulatory bodies (NRBs) within 6 weeks of the exam appointment. Pearson VUE and NCSBN do not provide exam results.

Candidates whose NRB participates in the  Quick Results Service  (only applies to candidates seeking licensure in the U.S.) can access their ‘unofficial’ results 48 hours after their exam date and time (a fee is required).

Links to all NRB websites and contact information are available on the  Membership page .

For more information about getting NCLEX results, visit the  Results Reporting  section.

Yes, the registration fee is forfeited if a candidate cannot cancel outside of 24 business hours from their appointment and/or does not keep their appointment. The candidate will need to reregister and pay another exam fee . Because a test was not administered, the candidate would be able to test after they are made eligible again by their nursing regulatory body and receive a new Authorization to Test. The same policy applies to a candidate who does not test within their authorization period.

No. There are no refunds of NCLEX fees for any reason.

For more information, visit the  Refund Policy  section.

NCSBN does not recommend or endorse any review courses or study materials. If you are interested in participating in a review course or purchasing review materials, please consult a nursing education professional for suggestions. Links to all nursing regulatory bodies' (NRB) websites and contact information are available on the Membership page .

You may ask the TA for a Confidential Comment Sheet to provide any information about your exam appointment to NCSBN, the test centers or Pearson VUE Candidate Services. If you have questions about your testing session, please contact NCSBN within two weeks of your exam appointment.

The same NCLEX-RN exam is used for Canadian and U.S. entry to nursing practice. For questions about whether you can practice in another state/province/territory, please contact the nursing regulatory body for that jurisdiction. Links to all nursing regulatory bodies’ websites and contact information are available on the NCSBN website.

The following NCLEX resources are available in French:

• NCLEX-RN Test Plans  
• NCLEX Candidate Bulletin
• NCLEX Webinar Series
• NCLEX Frequently Asked Questions (FAQs)

No. Candidates have to answer a question in order to move onto the next question.

For more information, visit the  Computerized Adaptive Testing section.

The CAT algorithm selects items that are of optimal difficulty for the candidate. Therefore, each item selected with be relatively difficult for the candidate. Candidates cannot reliably identify which items are easy and which are difficult with regard to the NCLEX scale. At the end of an examination, a candidate is usually receiving items that they have approximately a 50% chance of answering completely correct. The candidate's sense of what is easy and what is difficult is relative to their ability. Because the examination is adaptive, both high and low ability candidates will think the items at the end of the exam are challenging.

For more information, visit the  Computerized Adaptive Testing  section.

This means that it took only the minimum number of items for the scoring algorithm to determine with 95% certainty that the candidate’s nursing ability was below the passing standard.

No. The NCLEX uses computerized adaptive testing (CAT) to administer the items. Initially, everyone is administered an item with a relatively low difficulty level, and his/her progression on the exam from that point onward depends on their performance. A complete overview on  how CAT works  can be found on the Computerized Adaptive Testing information page.

'Near the Passing Standard' means a particular candidate’s ability estimate is not clearly above or clearly below the passing standard in a content area.

For more information, visit the  Candidate Performance Report  section.

The NCLEX is designed as a screening tool used to identify candidates that can demonstrate that their nursing ability is sufficient to be competent in practice. Providing more detailed feedback for candidates who fail is done in an attempt to help the candidate direct their remediation strategies. Providing feedback to people who do not need remediation serves no purpose and could be misused by candidates or employers in making employment decisions.

The NCLEX is computer adaptive and items are selected based on each candidate’s ability. Each exam adheres to the  test plan content area percentages . The items fall across all difficulty levels and cover all areas of the test plan. Entire exams are not focused on specific nurse specialties.

Since the beginning of its development, the NCLEX has served as a fair, reliable tool to measure the minimum competency required to deliver safe, effective entry-level nursing. The exam is developed to ensure that no candidate is afforded an unfair advantage when testing. The language and terminology selected for exam items must be universal and support the assessment of one construct—entry-level nursing knowledge while eliminating the inadvertent assessment of other factors.

The exam uses consistent language for every examinee. In order to achieve accurate, stable measurement, terminology used in exam items can have only one meaning. All NCLEX items undergo a rigorous review process to ensure items represent the client population and remain free from unintentional bias. Only items that meet statistical and differential item functioning (DIF) criteria become operational.

Yes, the NCLEX bolds key words such as best, most, essential, first, priority, immediately, highest, initial, next, refute, increased, decreased and support.

The NCLEX uses consistent language for every examinee. In order to achieve accurate, stable measurement, terminology used in exam items can have only one meaning. NCSBN understands most clinicians acknowledge both generic and brand/trade names when referring to drug medications. At this time, the NCLEX will reflect, on most occasions, the use of generic medication names only. We take into account that the use of the medication generic name is more consistent while a brand/trade medication name may vary. Some items may refer to general classifications of medications.

NCSBN does not specify a list of medications that are on the exam.

On average, NCLEX items currently include a combination of international systems of units (SI) and imperial measurement options used in the nursing profession. The unit of measurement presented in the item will be familiar to the NCLEX candidate.

The NCLEX incorporates processes considered fundamental to the practice of nursing and therefore are integrated throughout the  NCLEX Test Plan client needs categories . Clinical judgment is included as an integrated process in the 2023 NCLEX Test Plan .

Since the practice of nursing requires application of knowledge, skills and abilities, the majority of items are written at the application or higher levels of cognitive ability, which requires more complex thought processing. These questions require a candidate to utilize problem-solving skills in order to select the correct answer.

The NCLEX-RN and NCLEX-PN is designed to measure one construct, nursing ability.  To this end the goal of the NCLEX is to use language that is construct focused without making the exam unnecessarily difficult. A readability analysis is performed on all operational pools.  The NCLEX-RN exam does not exceed 1,300 Lexiles and the NCLEX-PN 1,200 Lexiles. 

Visit the Technical Brief page for information on  the Readability of the NCLEX .

The NCLEX master pool contains enough items to make up multiple operational pools. To maintain exam security and ensure that repeating candidates will not receive the same items from one attempt to the next, operational item pools are rotated regularly.

Examples of item formats can be found in the NCLEX Tutorial, offered in both English and French .

Any item formats, including standard multiple-choice items, may include multimedia such as charts, tables and graphic images.

There is no established percentage of items formats that will be administered to candidates. The NCLEX is computer adaptive and items are based on the candidate’s ability. There are different item types used on the NCLEX and across all difficulty levels.

NCLEX items have multiple item formats. There is partial credit scoring for items for which more than one key exists. There will be three methods for scoring items for partial credit: plus/minus, zero/one, and rationale scoring. Examples of these scoring rules as applied to different item types/formats can be found in the Summer 2021 issue of Next Generation NCLEX News, called Next Generation NCLEX: Scoring Methods , in the NGN Resources section. 

Yes, unless the item requests that the candidate records their answer using a whole number. If asked to record to one (or two) decimal places, the candidate must enter the decimal point for the answer to be correct.

Answers to calculation items should be rounded at the end of the calculation.

Yes. The candidate is not prompted to open all of the exhibit tabs. It is important that the candidate review each exhibit tab entirely and make an answer selection before moving to the next item.  If the candidate does not answer an item but tries to move on to the next item, a prompt will appear informing the candidate “You cannot continue with this question unanswered.” 

All NCLEX operational items are reviewed on a continuous basis to ensure that they contain accurate content and reflect current entry-level nursing practice. In cases where there is an immediate change in nursing practice, such as changes in guidelines and policies, all items relevant to the topic in question will be reviewed to ensure that item content remains accurate. If necessary, items can be pulled from the operational pool as needed to ensure only current content remains on the exam.

To meet the needs of French-speaking, Canadian NCLEX-RN candidates, NCSBN offers the NCLEX-RN examination in French. NCSBN translates two operational item pools each year into French. Following this forward translation by a translation professional with expertise in Canadian French, NCSBN works with Canadian regulatory bodies to identify a Canadian Translation Panel. The panel consists of three nurses proficient in English and French who review each translated item for accuracy and contextual equivalency. This method, referred to as a mixed method, process oriented approach, is supported in the literature as a preferred method for ensuring construct equivalence in health care measurement instruments.

Following the Canadian Translation Panel’s approval the French NCLEX Operational pool is administered to French Canadian NCLEX-RN Candidates. Once sufficient candidate response data is obtained, the items are subject to a separate  Differential Item Functioning (DIF)  analysis, to ascertain whether the items appropriately measure candidates’ nursing ability irrespective of the language in which these test items were administered. Items identified as possessing DIF are reviewed by the NCLEX DIF panel for presence of bias. In addition to the construct equivalence confirmed by the Canadian Translation Panel, the use of DIF analysis is supported in the literature as a preferred method to ensure measurement equivalence.

Reference the  About  and  Prepare  pages for additional resources.

The NCSBN Board of Directors voted to revise the definition of the NCLEX entry-level nurse from having six months experience or less to having no more than 12 months experience. The dates of implementation for the revised definition are:

April 1, 2017, for the NCLEX-PN Exam April 1, 2019, for the NCLEX-RN Exam

NCSBN invites nurses from all jurisdictions using the NCLEX to participate as Subject Matter Expert nurse volunteers on the NCLEX Practice Analysis Panel and NCLEX Knowledge, Skills, and Abilities Panel. Because the health care industry is rapidly changing, practice analysis studies are traditionally conducted on a three-year cycle. Information gathered in the practice analysis studies assists NCSBN in evaluating the validity of the test plan. Periodically, NCSBN conducts comparative practice analyses to determine whether the current test plan is valid for testing populations in specified locations.

Reference the current and past  Practice Analyses  for more information.

Respondents of the practice analysis survey rate the importance of each entry-level nursing activity statement, the frequency with which they perform the activity and the relevancy of performing each activity with regard to clinical judgment. These importance, frequency and clinical judgment relevancy ratings are analyzed at the end of the survey process. Overall, tasks or activities that are deemed unimportant or infrequently performed by respondents may be eliminated from the new test plan. NCSBN ensures the remaining activity statements are categorized in the approved NCLEX categories. These categories form the basis of the test plan, and the relative importance, frequency and clinical judgment relevancy ratings of each activity inform the appropriate NCLEX Test Plan category percentages used during exam administration.

For more information, reference the  Practice Analyses  and  Test Plans .

Over the course of a year, NCSBN invites nurses from all jurisdictions using NCLEX to participate on NCLEX Item Development Panels (Practice Analysis and Knowledge, Skills and Abilities [KSA] expert panels, item writing, item review, Regulatory Body Review and Panel of Judges [POJ] for Standard Setting Process). In addition to these item development opportunities, Canadian nurses also review NCLEX items during the Translation Review.

To participate in the development process, experienced nurse volunteers must work with entry-level nurses and be familiar with entry-level nursing knowledge. Input from entry-level nurses is sought out in many areas of the item development process such as Practice Analysis and KSA expert panels and the POJ. Reference  Exam Volunteer Opportunities  for additional information about qualifications and volunteer opportunities for the item development program.

NCSBN recruits nursing instructors in clinical areas as item writers and nurses who are employed in clinical settings as item reviewers. To construct meaningful examination items, NCLEX item writers must be familiar with entry-level nursing knowledge, test construction process and item development theories. These necessary qualifications are in-line with those of nursing educators. Educators with a master’s level or higher degree are invited to participate in the NCLEX-RN item writing process. In terms of reviewing NCLEX items, nurse clinicians, who work with entry-level nurses by providing preceptorship, mentorship and supervision, see entry-level practice first-hand. These expert nurses are able to bring their knowledge of the clinical settings to the item review process and ensure that NCLEX items are reflective of current entry-level nursing practice.

Subject matter experts with entry-level nursing licensure examination item development experience or who have been involved in the development of prep guides or courses in the previous two years cannot volunteer for the NCLEX; the purpose of this is to minimize potential biases that these previous experiences may bring to the NCLEX development process.

Reference  Exam Volunteer Opportunities  for additional information.

The NCSBN’s Board of Directors reevaluates the passing standard every three years or when the test plan changes to ensure that the passing standard for NCLEX-RN and NCLEX-PN examinations accurately reflects the amount of nursing ability currently required to practice competently at the entry level.

For more information, visit the  Passing Standard  section.

Anytime there is a change in the passing standard there is an expected temporary effect on the candidate passing rate. Historically, pass rates tend to be lower immediately following a passing standard increase. These pass rates traditionally rebound within three years of a new passing standard being set.

Reference the  NCLEX Pass Rates  for more information.

To better prepare students for the NCLEX, educators can gain familiarity with the current NCLEX Test Plan, its corresponding content distribution and examination delivery methodology. NCLEX resources are available free-of-charge for educators and students. These resources include:

• Computerized Adaptive Testing
• Information about the NGN

NCSBN encourages educators and students to utilize these resources and become familiar with the NCLEX, its delivery, anticipated item types, specific terminology and test site administration rules. 

All nursing programs recognized by their nursing regulatory body may subscribe to NCLEX Program Reports. The NCLEX Program Reports are designed to help program administrators and educators understand how their nursing students performed on the NCLEX examination.  

Additional information on NCLEX Program Reports may be found on the Mountain Measurement website .

NCLEX Regional Workshops are hosted by nursing regulatory bodies (NRBs). If you are interested in a regional workshop, please  contact your NRB .

In order to comply with local health and government social distancing measures, Pearson VUE occasionally is required to unschedule some NCLEX appointments. Please log into your  Pearson VUE account as soon as possible to reschedule your appointment for the next available date/time. Please note that candidates are able to take the NCLEX at any test center, regardless of the nursing regulatory body they are applying to for licensure/registration.

Pearson VUE testing centers will enforce safety procedures per local government requirements. Candidates may be required to prove vaccination status and/or wear their own face mask during the entire testing appointment at Pearson VUE test centers depending on location. Please consult  Pearson VUE’s COVID-19 webpage  for details at specific testing centers.

No, as of Aug. 2, 2021, candidates will be turned away from the testing site if their acceptable ID is not valid. Review the acceptable ID criteria here .

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How to Break Down NCLEX Questions

The NCLEX is different from most tests you’ve taken during school. Instead of measuring your basic nursing knowledge, the NCLEX assumes you know your stuff, then tests how well you can apply it to real-world nursing scenarios. NCLEX questions can feel complicated, and answering them correctly requires careful reading, critical thinking, and strategy. You’ll want to break them down and analyze them before leaping to an answer.

That’s where we come in. This guide will equip you with specific strategies to teach you how to break down NCLEX questions, analyze them, and answer them confidently.

Read on to learn how to understand all aspects of an NCLEX question, apply nursing knowledge and theory, and successfully qualify as an RN.

9 NCLEX Question Analysis Tips

• Understand NCLEX Question Format
• Identify Key Information
• Analyze Patient Scenario
• Rule Out Incorrect Options
• Apply Critical Thinking Skills
• Prioritize Safety & Care
• Select the Best Answer
• Review Answer Rationales
• Practice, Practice, Practice

1. Understanding the NCLEX Question Format

There’s no point in denying it — NCLEX questions can be confusing. Many test takers with great nursing knowledge and instincts slip up by misreading the exam. Avoid this pitfall by breaking down NCLEX questions to understand their format and phrasing. When you get to the core of what they’re asking, you can let your nursing knowledge shine.

Multiple Choice NCLEX Questions

The majority of NCLEX questions are multiple choice and formatted with a stem and several answers. The stem lays out the nursing scenario and asks a question. It can be a short sentence or more detailed, with up to a paragraph of information. The answers are the multiple choice options. When you’re reading a multiple choice NCLEX question, read through the stem and pay close attention to whether it is a positive, negative, or priority question.

A. Positive questions ask you to identify the one correct answer. Positive questions are the most straightforward and often include keywords like the following:

• appropriate

B. Negative questions ask you to identify a false answer. The wording on negative questions can be hard to catch because the test rarely says something as clear as “the following are true except…” Keep an eye out for words and phrases that indicate that a qualified nurse would step in, stop a student from performing certain actions, or would teach a student more. Some words to look out for in the question stem are:

• contraindicated
• further education

C. Priority questions ask you to choose which answer from several correct options is the most important, most correct, or should occur first. Keywords that indicate a priority question include:

• most appropriate

Read more about how to answer NCLEX priority questions , and check out this blog post for more multiple choice tips and strategies .

Alternate Format NCLEX Questions

The NCLEX uses an adaptive learning model to administer the exam which means everyone gets a slightly different mix of NCLEX questions, but you can expect that you’ll encounter some that aren’t formatted as multiple choice. These are called alternate format NCLEX questions. Below are a few of the different types of alternate-format questions you can expect to encounter:

• Audio Questions — You’ll listen to an audio clip and answer a question about it. Be familiar with normal heart, lung, and bowel sounds to prepare for audio format NCLEX questions.
• Chart/Exhibit Questions — You’ll be presented with a medical chart or exhibit that provides context for anything from one multiple choice question to six alternate format questions. Pay attention to all the details and look for clues that will help you answer correctly.
• Graphic Questions — Graphic questions consist of a question with images as the answers. You’ll click an image instead of selecting from written options. For example, you may see four heart rhythm images and have to click on the image that would be shockable.
• Hot Spot Questions — These questions often show an image of a body part or a scan. You’ll click on an area of the image or scan that’s indicated in the question’s scenario. For example, you may be presented with an image of a lung scan and asked to identify the location of an abnormality by clicking on that part of the image.
• Multiple Response Questions (aka Select all that apply or SATA)— Unlike multiple choice questions where you only select the single best answer, on multiple response questions, you’ll be asked to select every answer that applies. One way you can assess this kind of question is to consider each option independently and evaluate each option as a true or false question.
• Ordered Response Questions — Ordered response questions require you to drag and drop answer options into the correct sequence. These can also be used to rank options by priority. For example, would you first give oxygen to a client who has shortness of breath or sit them up in bed.
• Fill In the Blank Questions — Fill in the blank questions are usually reserved for calculations, and don’t worry, you will have a calculator available to you during the NCLEX. You’ll type an answer directly into the answer box.
• Bowtie Questions — The Bowtie Question on the NCLEX-RN is a type of multiple-choice question that presents a clinical scenario and asks test takers to identify the most critical nursing intervention to prevent a potential adverse event while also considering the possible consequences of various choices.

The same close reading and critical thinking skills you’ll use for multiple choice apply to alternate format questions. Check out t his blog post for more information on alternate format NCLEX questions .

2. Identify the Key Information

After you’re comfortable with the question format, the next step in breaking down NCLEX questions is to look for key information. Keep a sharp eye out for:

• Client data: age, weight, gender, etc.
• Relevant clinical details: any diagnoses, if they are post-op, or other details
• Vital signs and lab results
• Medications and doses
• Numbers included in the question stem

Pay close attention to keywords that indicate what each NCLEX question is asking for. For example, a question may provide client details and a scenario, then ask you how you might educate the client on home care. The word “educate” is key here, and offers a huge clue to which answer is correct. If one of the options explains the correct medical treatment for the patient, it could distract you from the correct answer about appropriate patient education.

Expert tip! If the primary focus of the question is “ client education,” eliminate distraction answers by honing in on education-only responses.

3. Analyze the Client Scenario

You know the NCLEX question’s format and you’ve pulled all the data to help you answer it. Now, let’s get a handle on the overarching client scenario.

Say it Your Own Way

Rephrasing the question in your own words will help you get to the core of the question. You’ll prove to yourself that you have a good handle on what the question is asking, which may also give you crucial insights into the client’s condition that will help you answer the question correctly.

Take the Holistic Approach

When you break down NCLEX questions, remember that every detail is relevant. Don’t assume anything about the patient scenario that isn’t explicitly stated, but don’t throw out any information they do give you. If you ever ask “but what if…” you’ve changed the question. Look for these clues when establishing the patient’s scenario and context:

• Social and cultural background
• Health history
• Emotional state
• Any other factor that contributes to their care

In Joyce’s nursing programs, students learn about holistic nursing practices a that knowledge can be applied here. Consider Maslow’s Hierarchy of Needs and look at the question with insight into a whole person with physiological and psychosocial needs. This is especially important when encountering questions about therapeutic communication, which you can read more about in this article .

4. Rule Out Incorrect Options

Multiple choice NCLEX questions will have one correct answer and three decoy answers. These strategies can help you rule out incorrect options and eliminate the distractors :

If there are three answers with similar meaning and one is different, the different answer is likely correct.

Life, health, and nursing rarely deal with certainties. You can usually eliminate answers with absolute wording, including:

• Unrelated Answers

Beware of red herrings! Sometimes an option will bring in an approach or body system that is unrelated to the question stem, and is very likely incorrect. For example, if the question asks about laboratory work but the answer explains correct client education for the disease process, you have to remember what the question is actually asking. If an answer seems random, it probably is.

The NCLEX is focused on textbook answers more than the sometimes messy realities of nursing life. Unless otherwise indicated, your answers should reflect thorough nursing practice under ideal conditions with ample time, staff, and resources.

The Process of Elimination

If you’re really stuck on an NCLEX question, the process of elimination can increase your odds of making a more educated guess. Rule out obviously false answers before you close your eyes and click at random.

5. Apply Critical Thinking Skills

On the NCLEX, you will need to use critical thinking and clinical judgment to understand situations, apply your knowledge, and make decisions that align with nursing best practices. Because this exam is designed to measure the way you apply knowledge in realistic nursing problems, memorization is not the most effective technique for passing this exam.

Break down NCLEX questions to help you analyze and prioritize information and arrive at the best possible answers. Here are some specific critical thinking skills that will help you pass the NCLEX.

Read NCLEX Questions Closely

Misreading the question is one of the most common NCLEX pitfalls. Pay attention to the question’s wording and be clear on its intent before you even look at the answers. Then, pay close attention to each of the answers and their phrasing. It can also help to read through each NCLEX question more than once.

Look for Patterns

Finding patterns in NCLEX questions and answers can help you build mental connections and answer correctly. Look out for patterns, like groups of possible answers that mean the same or similar things, answers that address physiological versus psychosocial needs, or answers about assessing a situation versus implementing action.

Finding connections between situations is another critical thinking skill that will serve you on the NCLEX and during your nursing career. Successful nurses apply the knowledge they gain from one situation to other relevant circumstances, both during the NCLEX and in clinical practice.

6. Prioritize Safety and Basic Cares

There is another tool that can help you prioritize safety. When in doubt about how to help a client, remember to check their Airway, Breathing, and Circulation. Prioritizing safety and basic cares is another strategy to break down NCLEX questions. Client safety comes first. Here are some things to consider when choosing the safest course of action:

• Meet the client’s most basic physiological needs: oxygen, food, elimination, and fluids
• Prevent injury, including worsening physical condition
• Decrease the risk of disease

Keep an eye out for potential risks and complications that may arise from a client’s condition. The answer that best addresses risk and improves outcomes is likely correct.

Remember your Nursing ABCs.

7. Select the Best Answer

You’ve taken the time to read, reread, and break down an NCLEX question. You understand its format, have identified key information, and analyzed the client scenario. You ruled out decoy answers, then used critical thinking and prioritized safety to come up with the best options. At some point you have to click on an answer.

Because the NCLEX is formatted to make you think, lots of candidates find themselves overthinking. It’s important that you make a decision, then don’t look back. Most of the time when you change your answer, you move from a correct to an incorrect answer.

Choose your answer, take a deep breath, and move onto the next question.

Read more about how to avoid overthinking the NCLEX .

8. Review Answer Rationales on Practice Tests

The point of NCLEX practice tests isn’t to prove to yourself that you already know how to pass the exam. The point of practice tests is to learn how to take the NCLEX. Wrong answers on NCLEX practice questions can teach you just as much as correct ones if you review the answer rationales.

Because this exam is different from pretty much every other test you’ve taken, you need to learn to think like the NCLEX. Studying answer rationales on NCLEX practice questions will help you understand why the correct answer is right and why the incorrect options are wrong. This is one of the best ways to get NCLEX logic deep in your brain. Then, when it comes to test day, you won’t be blindsided by question formats or thinking exercises.

9. Practice, Practice, Practice

Nursing knowledge, great notes, and strategy only go so far. To pass the NCLEX, you’ll have to consistently practice breaking down NCLEX questions. Here are some NCLEX preparation tips:

• Make yourself a study schedule that includes both full NCLEX practice tests and short study sessions. This gets your brain used to sitting down and focusing on the NCLEX for an extended time, but also makes casual practice part of your routine.
• Get familiar with NCLEX practice questions and their phrasing. This blog has examples of the different kinds of questions you can expect to answer on exam day.
• Find and use high quality study materials. You can find four of our favorite NCLEX study guides on this blog .
• Take note of your strengths and weaknesses so you can target your practice. The NCLEX Mastery RN app can help you track this.

You can find more NCLEX study tips in this blog post .

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What You Need to Know About the Next Generation NCLEX (NGN)

What is nextgen nclex, when will next gen nclex start, why is the nclex changing, how is the nclex changing, next gen nclex test items.

• Where to Find More Information on NGN

There’s been a lot of buzz about the Next Gen NCLEX (NGN), especially among nursing students and educators. This nursing board exam update is “an exciting enhancement to an already rigorous exam.” And now, it’s just a few months away. 

This nurse’s guide to the Next Gen NCLEX explains the changes, what to expect, and where students can find additional resources. 

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• Next Gen NCLEX-PN
• Next Gen NCLEX-RN

After nursing school, the next step to becoming a nurse is passing the National Council Licensure Examination ( NCLEX ). This exam validates the skills of graduate nurses. A passing score proves to the state boards that an individual has the entry-level knowledge and skills to practice safely and effectively in a clinical setting. 

The test changes periodically. The National Council of State Boards of Nursing (NCSBN) updates the test plans every three years to keep up with practice changes. However, the next update will be a significant overhaul of the current board exam. 

The NGN is the latest version of the NCLEX exam coming this spring. It will be administered the same way as previous exams but includes new question types and scoring models. 

The Next Gen text is designed to ask better questions and help nurses think critically to make the right decisions when providing care.

>> Related: What is the NCLEX?

The new NCLEX format goes into effect on April 1, 2023. As a result, students starting their nursing programs during or after Fall 2021 will take the Next Gen version for licensure. 

Both the NCLEX-RN for prospective registered nurses and the NCLEX-PN for prospective licensed and vocational nurses are changing.

NCLEX is changing to meet the growing demands of the healthcare system. Technologies are developing rapidly. Patients are experiencing more chronic and complex illnesses. The nurse’s job is more challenging today than ever, thanks to increasing regulations, litigation, and electronic EMRs. As the industry changes and patient needs evolve, nurses are increasingly tasked with making complex decisions . 

The NCSBN’s 2013-2014 Strategic Practice Analysis determined that better measurement of critical judgment was essential. Recent data supports the need to assess the critical judgment of graduate nurses better.  

Medical errors now rank as the third leading cause of death in the US

65% of entry-level nurse errors were related to poor clinical decision-making

50% of entry-level nurses were involved in practice errors

Only 20% of employers are satisfied with new nurses’ decision-making abilities

Clinical judgment is required in up to 46% of all tasks performed by entry-level nurses

The NCSBN defines clinical judgment as “the observed outcome of critical thinking and decision-making” It’s an iterative process that uses nursing knowledge to:

Observe and assess cues

Identify and prioritize concerns

Generate the best possible evidence-based solutions for safe care delivery

According to NCSBN, “NGN is about protecting the public and achieving the best outcomes for clients, nurses and institutions.”

Based on the 2013-2014 analysis, the national council developed new innovative question types to evaluate graduate nurses better. 

Those questions were tested as a “ special research section ” following NCLEX tests administered between July 2017 and December 2018. NCLEX-RN and NCLEX-PN exam candidates were given the option to complete the section evaluating clinical judgment ability. The majority of test-takers (85%) opted to take it. NCSBN used the results to prove the need for an exam revision and test the new item types.

The NGN test items attempt to simulate the work that nurses do daily. They evaluate the test taker’s critical thinking, judgment, and decision-making. Next Gen questions use case studies and patient scenarios that nurses will see in the real-life clinical setting.

Based on their analyses, the NCSBN approved new item types to measure nursing judgment on the NGN. 

Extended multiple-response

The extended multiple-response items allow candidates to choose more than one answer. It is similar to the traditional NCLEX multiple response; however, there are more answer options. 

Extended drag-and-drop 

Extended drag-and-drop items ask candidates to move or place responses into answer spaces. This type is similar to the current NCLEX ordered response question format, except that they may not use all the answer choices. Certain items may offer more options than answer spaces.

Cloze (drop-down)  

Cloze (drop-down) items ask candidates to select an option from a drop-down list. On the NGN, there may be more than one drop-down list in the cloze question. For instance, candidates may read a passage and have to choose the right words or phrases within tables, charts, or sentence passages.

Learn how to answer NCLEX drop-down questions in our comprehensive guide.

Enhanced hot spot (highlighting)

Enhanced hot spot items let candidates choose their answers by highlighting certain words or phrases. For example, they may read a nursing note, medical history, or medication record and then be asked to highlight areas or lines that answer the test question. 

Learn how to answer NCLEX highlight questions in our comprehensive guide.

Matrix grid 

Matrix grid items allow candidates to select multiple answers on a chart. Each row or column may require a response. This question type may give a scenario with client data and then require test-takers to judge the findings by checking appropriate boxes in a supporting table. It is useful for measuring multiple aspects of a question in one test item.

Stand-alone: Bow-tie, and Trend items

In addition to these new formats, candidates will also see “stand-alone” items that ask a single question.

 Bow-tie is one type of “stand-alone” question that candidates must drag and drop answers into a bow-tie shaped figure. 

Source NCSBN

Trend items are another “stand-alone” type question where candidates are given information to review over time and choose the correct intervention.

Unfolding Case Studies

The NGN will also contain “Unfolding Case Studies.” In these questions, candidates receive information from a medical record, followed by question sets leading them to recognize and analyze findings, make clinical judgments for appropriate care, and evaluate patient response.

The new questions are scored based on the revised NGN scoring model . The previous NCLEX scored items as either ‘all correct’ or ‘all incorrect’ — a dichotomous model. In contrast, the Next Gen scoring model uses three different methods and gives partial credit for some items with multiple points — a polytomous model. 

Where to Find More Information on NGN 

The best resource for students to learn more about the Next Gen exam is the NCSBN site. With the implementation of NGN, they’ve also released updated NCLEX-RN and NCLEX-PN Test Plans , which outline the test content and include practice questions. 

Another resource is NCLEX.com, where you’ll find a sample pack of Next Gen NCLEX-RN and NCLEX-PN case studies and examples. 

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Sarah S. Falcone, BSN, RN, is a nurse and health content writer in Fort Worth, TX. She has worked in various settings, including Med-Surg and L&D, but home health has her heart. Sarah is a passionate advocate for moving advanced levels of care to the home, where her clients can safely receive medical treatments they need, with greater satisfaction and comfort. She focuses on patient experience, outcomes, and advancing clinical models using innovative technology to serve patients better. Sarah draws from 15 years of practicing patient care and nursing leadership, to share her own nursing experiences and expertise online. Connect with her on LinkedIn !

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Educational strategies and nursing theory to prepare leaners for NCLEX‐RN

Khalid bandar almasloukh.

1 Ross and Carol Nese College of Nursing, The Pennsylvania State University, University Park Pennsylvania, USA

Melissa Miner

Kathleen phillips, michael evans, associated data.

The data that supports the findings of this study are available in the supplementary material of this article.

To identify teaching stategies, theories, and methods to enhance students' quality of life (QOL) that are used in preparing students for the NCLEX‐RN exam.

A scoping review was conducted.

Arksey and O'Malley's methodological framework and PRISMA‐ScR guidelines were utilized. Data were derived from four databases including CINAHL, ERIC, PsychINFO and Web of Science using specific keywords. Inclusion criteria were English language and articles published in the last 7 years.

Studies ( N  = 25) revealed that multiple educational strategies are used to prepare students for the NCLEX‐RN exam; however, there was not a consensus on a best practice. Eight theories were utilized in more than one article. QOL concerns of psychological, social, spiritual, financial and occupational dimensions may relate to the NCLEX‐RN results.

Public Contribution

Patterns in educational strategies and theories were noted among articles, but there was no focus on enhancing students' QOL.

1. INTRODUCTION

Although there are numerous preparation resources for the National Council Licensure Examination for the Registered Nurse (NCLEX‐RN), the focus on the quality of life (QOL) for nursing students during preparation for the licence exam is limited. In April 2023, The Next Generation NCLEX‐RN (NGN) was launched with new question types (National Council of State Boards of Nursing [NCSBN],  2019 , 2023 ), that have limited available resources compared to the accumulated resources for the former, traditional NCLEX‐RN. Students, professors and school officials may be focusing solely on preparing students for the NGN exam, which may increase the stress level of the students.

Almasloukh and Fahs ( 2021 ) conducted a QOL concept analysis based on Roy adaptation model (RAM). According to Roy ( 2009 ), one of the main nursing goals is to maintain and enhance QOL. According to Almasloukh and Fahs ( 2021 ), QOL is defined as “continuous process based on the degree of balance, self‐esteem, and satisfaction, among different life dimensions that are influenced by the perception of life events and are shown in positive or negative actions” (p. 72). This means nursing students' QOL may depend on many life dimensions that students should stay balanced in and maintain self‐esteem and satisfaction while preparing for NCLEX‐RN. Educators should use educational strategies to ensure academic and NCLEX‐RN success, while focusing on students' positive QOL.

Social relationships and social welfare may affect the QOL of students who are preparing for their NCLEX‐RN. For example, when students are identified at risk of failure or in need of remediation, or they receive low scores that threaten their success, they may isolate, withdraw and disengage from many educational activities because of feelings of hopelessness or shame (Maas,  2017 ). Faculty are urged to recognize those complex social, emotional and psychological effects on students when they may happen during the preparation of the NCLEX‐RN. Similarly, social welfare, relationships and external expectations should be assessed for adult learners to ensure well‐motivated learners (Maas,  2017 ). Students' social welfare may affect their chance to pass NCLEX‐RN, and schools should aim to keep their nursing students positively socially engaged and motivated. Williams ( 2018 ), who utilized Wenger's social learning systems and the community of practice, explained learning as competencies based on social processes and experiences based on the individual level. Furthermore, Wangerin ( 2015 ) conducted a qualitative analysis of 20 programme improvement plans and considered nursing education as an integral part of the educational system and the healthcare system, both of which have social structures that are continuously evolving and changing.

This scoping review is guided by Arksey and O'Malley's ( 2005 ) methodological framework and follows the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses‐Extension for Scoping Review (PRISMA‐ScR) guidelines as explained in the Joanna Briggs Institute (JBI) methodology (Peters et al.,  2020 ). Arksey and O'Malley's ( 2005 ) methodological framework consists of five required stages starting with stating the research question.

2.1. Stage 1: Identifying the research question

The research study is driven from the aims of this review. This scoping review research questions are as follows:

• What education strategies have been utilized when preparing students for the NCLEX‐RN? 2. What theories have been utilized as frameworks when preparing students for the NCLEX‐RN? 3. What is known about learners' QOL when preparing for the NCLEX‐RN?

2.2. Stage 2: Identifying relevant studies

Authors identified the following keywords, including all synonyms and corresponding controlled vocabulary: (1) teaching strategies or teaching methods or teaching approaches or classroom techniques or strategies or clinical reasoning or clinical judgement or critical thinking or wellness or quality of life, (2) AND theory or model or framework or concept, (3) AND NCLEX or nursing licens* exam*. The search includes results from the last 7 years, 2015–2022. On April 4, 2022, an updated search was conducted and initially resulted in 168 articles from four databases, CINAHL (81), ERIC (5), PsychINFO (29) and Web of Science (53). The exact keywords and controlled vocabulary were developed in collaboration with a coauthor, who is a librarian.

2.3. Stage 3: Study selection

After deleting duplicates, items decreased from 168 to 143. After manually removing additional duplicates, the number decreased from 143 to 137 items. The title and abstract screening removed an additional 93 items, resulting in 44 items for full‐text review. Each item was screened by two investigators independently, and when any item received different decisions, the final decision was made by a third investigator. Editorials and articles that did not include educational strategies to prepare nursing students for NCLEX‐RN were excluded. After a full article review, items decreased from 44 to 25 (Figure  1 ).

PRISMA‐ScR flow diagram modified for scoping review process.

2.4. Stage 4: Charting the data

Data from each article were charted in a shared Google Doc among authors. Data included authors, publication date, population of the study, sample size, study method and design, educational strategies, theories, relation to QOL and location of each study.

2.5. Stage 5: Collating and summarizing and reporting the results

Tables  1 , ​ ,2, 2 , ​ ,3 3 were extracted from the main shared charted data to highlight level of evidence, educational strategies and the commonly used theories, respectively. To ensure the breadth and depth of reporting results, the PRISMA‐ScR guidelines were used.

Level of evidence.

Result of individual sources.

Theories and models that were found in more than one reviewed article.

3.1. Selection and characteristics of source

The reviewed studies ( N  = 25) included dissertations ( n  = 9) and peer‐reviewed articles ( n  = 16). Among dissertations and all reviewed studies, similarities in methodologies were noted, including qualitative and quantitative methods of descriptive, cohort designs and pretest‐posttest studies. Qualitative designs were used in five out of the nine dissertations (Johnson,  2015 ; Joseph,  2017 ; Ryan,  2019 ; Wangerin,  2015 ; Williams,  2018 ). A case study was the design of three out of the five qualitative dissertations (Johnson,  2015 ; Joseph,  2017 ; Williams,  2018 ). Similarly, descriptive designs were found in eight studies (Brackney et al.,  2017 ; Eisenmann,  2021 ; Garwood,  2015 ; Harrison,  2018 ; Hensel & Billings,  2019 ; Myles,  2018 ; Pence & Wood,  2018 ; Sanderson et al.,  2022 ). Cohort studies were the design for six studies (Duncan & Schulz,  2015 ; Harris,  2018 ; Kinyon et al.,  2021 ; Myles,  2018 ; Romanowski et al.,  2021 ; Schlairet & Rubenstein,  2019 ). Finally, a pretest‐post‐test method was used in three studies (Blakeslee,  2019 ; Kinyon et al.,  2021 ; Zehler & Musallam,  2021 ), including a pilot pretest‐posttest study (Zehler & Musallam,  2021 ).

3.2. Critical appraisal: Level of evidence and significance

The level of research evidence was based on the criteria recognized by Grove and Gray ( 2019 ), consisting of seven levels from the highest to the lowest. Among the reviewed articles, there were no Level I (systemic review and meta‐analysis) or Level II (randomized control trial or experimental) studies. Similarly, there were no Level IV studies such as a mixed‐methods systematic review or qualitative meta‐synthesis. The highest article was Level III (Table  1 ). Editorials, Level VII, were excluded from this review.

Statistical significance among the reviewed articles was limited to five articles (Harris,  2018 ; Harrison,  2018 ; Pence & Wood,  2018 ; Schlairet & Rubenstein,  2019 ; Zehler & Musallam,  2021 ). The duration of those studies and sample sizes and designs played an important role in finding significance in quantitative studies. For example, Harrison ( 2018 ) conducted a descriptive retrospective correlational study on nursing students ( n  = 258) and found a statistically significant positive correlation between concept‐based curriculum and critical thinking ( p  < 0.001). A concept‐based curriculum examines concepts that link to the delivery of patient care. It challenges students to think more critically about topics and situations they encounter by applying prior knowledge (Duncan & Schulz,  2015 ; Harrison,  2018 ). Harrison also found that critical thinking ( p  = 0.009) can predict the probability of passing the NCLEX‐RN the first time.

The importance of the duration of the preparation was highlighted in a pilot cohort study. Schlairet and Rubenstein ( 2019 ) conducted a 6‐week study during the last semester to test the effect of NCLEX Coaching Model on the first‐time NCLEX‐RN passing rate. There was a mild improvement in the first‐time passing rate, from 89% ( n  = 101) to 90% ( n  = 107). According to the authors, if the study had been longer in time, the results might have detected statistically significant improvement. Although the authors did not find significant data on the first‐time passing rate, the authors found statistically significant ( p  < 0.001, n  = 114) improvements in confidence/readiness scores after the completion of the intervention when compared to before starting the intervention. The authors suggested a possible maturation effect on the sample as this study was conducted in the last semester (Schlairet & Rubenstein,  2019 ).

3.3. Educational strategies

Educational strategies (Table  2 ) varied within the current literature review. Active learning strategies were the most frequent ( n  = 11) educational strategy cited in this scoping review, followed by faculty coaching/support ( n  = 6), NCLEX‐RN‐style question exposure ( n  = 5), NCLEX‐RN review course and products ( n  = 4), remediation/tutoring for at‐risk students ( n  = 3), and simulation ( n  = 2).

3.4. Theories

The utilization of theories or models was noted in ( n  = 19) studies. Eight theories/models appeared in more than one article (Table  3 ); many theories were used once in one of the reviewed articles. Tanners clinical judgement model was frequently found in this review (Brackney et al.,  2017 ; Eisenmann,  2021 ; Gonzalez et al.,  2021 ). Similarly, Gonzalez et al. ( 2021 ) and Hensel and Billings ( 2019 ) discussed the NCSBN Clinical Judgement Measurement Model (NCJMM) and referred to the originality of Tanner's clinical judgement model.

Similarities between Tanner's clinical judgement model (Tanner,  2006 ) and the NCJMM are abundant. The first step in Tanner's clinical judgement model is noticing, which is explained as noticing important aspects of the situation. Similarly, the NCJMM starts with recognizing cues and then analysing cues. Likewise, interpreting is the second step in Tanners' clinical judgement model, which involves analysing reasoning patterns. In the interpreting and responding steps, Tanner ( 2006 ) discusses rolling out hypotheses; similarly, the third step in the NCJMM is prioritizing hypotheses. Finally, reflection is the last step in Tanner's clinical judgement model. Tanner's model depicts reflection‐in‐action and then reflection‐on‐action, whereas the second layer in the NCJMM includes refining hypotheses and then evaluation. According to Eisenmann ( 2021 ) and Tanner ( 2006 ), nursing students should still learn the nursing process in addition to other clinical judgement strategies. It was suggested that the NCJMM has higher advantages and available resources to prepare nursing students among other clinical judgement models (Hensel & Billings,  2019 ).

Additionally, Eisenmann ( 2021 ) referred to the Caputi‐think‐like‐a‐nurse theoretical framework and explained how it might assist in educating nursing students to make clinical decisions. Moreover, Eisenmann ( 2021 ) discussed Benner's novice‐to‐expert theory and suggested this theory may assist in combining educational knowledge with clinical experience to approach appropriate clinical reasoning. Furthermore, many authors referred to different theories, and some authors used more than one theory in a study. For example, Harris ( 2018 ) utilized Neuman system model and referenced RAM as another system theory.

3.5. Quality of life

Although addressing QOL of students who are preparing to take the NCLEX‐RN test was one of the goals of this review, no clearly focused discussion about QOL in any of the reviewed articles was found, except elements that may relate to the QOL, such as social welfare and mindfulness. To illustrate, Sanderson et al. ( 2022 ) developed a model that focuses on non‐academic factors. They found that only 36% of NCLEX‐RN success is attributed to academic factors. Sanderson et al. ( 2022 ) designed a model for student success and tested it on 1500 students over four campuses in a multi‐campus university. Authors identified risk factors outside the classrooms and even before starting the nursing programme and reacted based on identified weaknesses (Sanderson et al.,  2022 ). Similarly, Brackney et al. ( 2017 ) and Moniyung ( 2015 ) utilized Astin's input‐environment‐outcome model. The input includes student characteristics upon admission (Moniyung,  2015 ).

Sanderson et al. ( 2022 ) examined psychosocial and socioenvironmental factors and test‐taking strategies on admission. The interventions included mindfulness resilience programs and NCLEX‐RN preparation materials. With these multidimensional interventions, the passing rate for the NCLEX‐RN continued to trend upward for four consecutive years. Training in mindfulness and coping strategies was provided based on student needs, and students and the faculty selected activities together (Sanderson et al.,  2022 ). Similarly, in another study, it was recommended measuring test anxiety and the effect of mindfulness activities before taking tests. This is because mindfulness has the potential to increase calmness, allows students to envision success, and consequently may increase students' probability of passing a test (Ryan,  2019 ).

4. DISCUSSION

Although various theories and educational strategies were found, limited discussion about students' QOL was noted. This may relate to the fact that some theories focused mainly on education rather than on enhancing the learner's experience and QOL during the educational process. Active learning strategies were the most found strategy among other valuable educational strategies.

4.1. Educational strategies to prepare nursing students for NCLEX‐RN

Active learning or integrative learning strategies support student engagement and application of new and previous knowledge. Unfolding case studies were frequently used as an active learning/educational strategy. Case‐based learning was found to stimulate rich student‐led discussion, foster critical thinking and enhance student content mastery on standardized exams (Johnson,  2015 ; Kinyon et al.,  2021 ; Romanowski et al.,  2021 ; Wangerin,  2015 ; Williams,  2018 ). Hensel and Billings ( 2019 ) claimed that all types of case studies (i.e. clinical scenarios, integrative, unfolding) could be used to teach clinical judgement because case studies “provide students the opportunity to link classroom learning with clinical practice” (p. 129). Game‐based learning was found to be a positive active educational strategy because it created a collegial culture in the classroom, fostered critical thinking and clinical judgement and prepared students for the NGN (Romanowski et al.,  2021 ; Zehler & Musallam,  2021 ).

Concept mapping was also frequently cited as an active learning/educational strategy. Concept mapping helps students to visualize and remember concepts, increases their ability to prioritize nursing care and improves critical thinking and clinical judgement (Eisenmann,  2021 ; Garwood,  2015 ; Wangerin,  2015 ). Based on this review and in particular the work of Eisenmann ( 2021 ), a concept map was designed (Figure  2 ). This concept map utilizes RAM framework (Roy,  2009 ) centrally to visualize some possible relationships among different aspects such as physiological adaptation and psychological integrity. Furthermore, the concept map incorporates the NCJMM (National Council of State Boards of Nursing [NCSBN],  2019 ) and parts of the NGN test plan (National Council of State Boards of Nursing [NCSBN],  2023 ). The figure depicts client‐centred care, as Blakeslee ( 2019 ) suggested that although students are encouraged to think critically, care should be patient‐centred.

Concept map and Roy adaptation model.

Faculty coaching and support were cited in this review of literature as a resource to assist students to successfully prepare for the NCLEX‐RN. Regular academic advising as a meaningful faculty‐student interaction fosters academic motivation in students and assists in the identification of potential and actual student barriers to successful learning throughout the nursing programme (Davis & Morrow,  2021 ; Hackney,  2017 ; Maas,  2017 ; Ryan,  2019 ). Schlairet and Rubenstein ( 2019 ) found that NCLEX‐RN coaching improved students' confidence (personal and professional) and readiness and promoted NCLEX‐RN success. Davis and Morrow ( 2021 ) emphasized the importance of creating a unified faculty attitude where “it was everyone's job to ensure students pass NCLEX‐RN” (p. 363). Furthermore, the cooperation among faculty, students and healthcare clinical members was valued by the students (Gonzalez et al.,  2021 ).

According to Davis and Morrow ( 2021 ), faculty members were committed to working unitedly and invested their time above and beyond the expected towards students' success in the NCLEX‐RN examination. This commitment allowed students to view faculty members as counsellors for their NCLEX‐RN success. When students have a higher quality of educational support, they are more likely to pass NCLEX‐RN (Sanderson et al.,  2022 ). However, dismissal decisions were made since those who fail two nursing courses are twice as likely to fail their first NCLEX‐RN compared to those who fail one nursing course or never fail a nursing course (Sanderson et al.,  2022 ). Thus, although supporting strategies and resources should be implemented, it may be reasonable to have a dismissal policy based on failing two nursing courses.

NCLEX‐RN‐style questions exposure was identified in the literature review as an important educational strategy to prepare nursing students for the NCLEX‐RN. Continually practising NCLEX‐RN‐style questions and rationales is a beneficial learning approach and should be implemented throughout the programme (Davis & Morrow,  2021 ). Early exposure to test‐taking strategies coupled with NCLEX‐RN‐style questions and rationales boosted students' confidence and readiness for standardized assessments and NCLEX‐RN readiness measures (Johnson,  2015 ; Joseph,  2017 ; Ryan,  2019 ). Williams ( 2018 ) claimed that continual exposure to NCLEX‐RN‐style questions and rationales assisted students to “think like a nurse” in classroom and clinical settings. A NCLEX‐RN review course was highly recognized as an important strategy to prepare students to have first‐attempt success on the NCLEX‐RN. Delivery formats differed from asynchronous online to live and in‐person and varied in length from 3 days to 8 weeks (Myles,  2018 ; Schlairet & Rubenstein,  2019 ; Wangerin,  2015 ).

Remediation plans and tutoring opportunities in nursing programs are effective educational strategies that are also recognized in this scoping review. Including academic support programs such as remediation and tutoring within a nursing programme can positively support students, especially those identified as at risk (Myles,  2018 ; Wangerin,  2015 ). Maas ( 2017 ) emphasized the importance of providing at‐risk students support and additional resources to participate positively in a remediation programme to support their success within the programme and the NCLEX‐RN. Sanderson et al. ( 2022 ) described the importance of providing students access to open skills and simulation labs for practice and remediation and peer support for supplemental instruction.

Simulation was also described as an effective educational strategy. Simulation has been used to increase students' critical thinking, clinical judgement, confidence in the clinical setting, and readiness for the RN role (Blakeslee,  2019 ; Brackney et al.,  2017 ). In this scoping review, simulation could have been included as a format for a case study. Multiple educational strategies to prepare nursing students for the NCLEX‐RN have been described in the literature. Blakeslee ( 2019 ) stated, “instead of focusing on a single teaching strategy, nursing education programs are encouraged to develop multiple comprehensive teaching strategies to help nursing students improve their critical thinking skills” (p. 6).

Garwood ( 2015 ) suggested that an effective educator must not only ascertain how students learn best but also motivate them to learn. Similarly, the self‐determination theory of motivation was suggested to positively correlate with the probability of passing the NCLEX‐RN. Self‐determination theory differentiates between intrinsic motivation such as personal interest and values and extrinsic motivation such as grades (Hackney,  2017 ; Ryan,  2019 ). Thus, nursing instructors may use different strategies to motivate students based on their gratification and deprivation, as learners are expected to experience gratification and deprivation during their educational journey. Therefore, faculty can play a vital role in motivating students to foster self‐determination, and students with higher levels of determination are more likely to pass NCLEX‐RN and continue a lifelong learning journey after graduation (Hackney,  2017 ).

4.2. Theories

In this review, Knowles' adult learning theory was one of the most found among the reviewed articles. Knowles' adult learning theory of andragogy views adult learners as self‐directed and internally motivated who value activities focused on their goals, such as licence or certification (Garwood,  2015 ; Johnson,  2015 ; Maas,  2017 ). Furthermore, Moniyung ( 2015 ) noted the adult generational differences, including the millennial generation – those born from 1980 to 2000.

Although there are some common characteristics in adult learners, such as thriving in a respectful environment (Garwood,  2015 ) and the ability to cooperate with others (Garwood,  2015 ; Moniyung,  2015 ), millennials are more comfortable with using technology (Moniyung,  2015 ). Garwood ( 2015 ) suggested that nursing faculty should adapt to engage and motivate the millennial generation. Indeed, millennial students may corroborate successfully using technology to prepare for their NCLEX‐RN exam, and faculty may need to adapt to engage and motivate millennial students. Pence and Wood ( 2018 ) conducted a retrospective, descriptive correlational study on Bachelor of Science in Nursing (BSN) critical care course students ( n  = 195) and found a positive, statistically significant relationship ( p  < 0.001) between using software, including PassPoint and PrepU from publisher Wolters Kluwer, and NCLEX‐RN success. Davis and Morrow ( 2021 ) found that commercial NCLEX‐RN products are a necessary strategy to improve NCLEX‐RN first‐time pass rates as they supplement the program's curriculum and support faculty and students with a variety of NCLEX‐RN readiness resources. Pence and Wood ( 2018 ) noted that preparation started from the first semester in the nursing programme and should be continued to the NCLEX‐RN exam day.

4.3. Quality of life

When Peplau's theory was utilized to develop the NCLEX Coaching Model, the authors illustrated that advantages might extend socially even after passing NCLEX‐RN. The social confidence that students gain may allow students to confidently find an appropriate job (Schlairet & Rubenstein,  2019 ). Faculty commitment fostered the students' accountability. Davis and Morrow ( 2021 ) further discussed self‐accountability based on Peplau's theory and referred to the article that was found in this search (Schlairet & Rubenstein,  2019 ). Self‐accountability allowed students to have a higher level of responsibility, confidence, and consideration of further educational advancement in the nursing profession. Peplau's theory of interpersonal relations was useful and fit logically in implementing a Student NCLEX Coaching Model (Schlairet & Rubenstein,  2019 ). Thus, both social factors and self‐accountability may affect students' success.

In addition, spiritual factors may relate to the student's QOL during preparation for the NCLEX‐RN. To illustrate, Harris ( 2018 ) utilized Neuman's nursing system theory and Rotter's social learning theory. Harris found a significant relationship between spirituality and perceived NCLEX‐RN competency. Additionally, internal or external locus of control, which is part of Rotter's theory, has been found to relate positively to the NCLEX‐RN Test Plan. Finally, failing the NCLEX‐RN may lead to negative QOL, including financial difficulties, low self‐esteem and loss of employment (Pence & Wood,  2018 ). Thus, psychological, social, spiritual, financial and occupational dimensions may relate to the NCLEX‐RN results, either positively or negatively.

Similarly, Roy ( 2009 ) depicted that adaptation and coping occurs through four modes, including self‐concept, physiologic, role‐function, and interdependence modes. Most of the reviewed articles may be included under the role‐function mode and a few under the self‐concept mode. To clarify, none of the reviewed articles focused on the physiologic mode. Based on RAM (Roy,  2009 ), this review illustrates how different identified educational strategies may fit under the different modes, which may affect the students' QOL (Figure  3 ). The figure illustrates that education should be student‐centred because students should be active and responsible for their education (Joseph,  2017 ).

Roy's adaptation model and NCLEX preparation.

4.4. Summary of evidence

Multiple educational strategies to prepare students for the NCLEX‐RN were mentioned in the literature versus a single best practice. Suggested approaches included active learning strategies, faculty coaching and support, continuous exposure to NCLEX‐RN style questions, NCLEX‐RN review courses and products, remediation or tutoring and simulation. Different theories were used, and limited discussion about students' QOL was noted. No clearly defined theory that focuses on students' QOL while students are preparing for the NCLEX‐RN was discussed.

4.5. Limitations

One of the main limitations of this review is that it did not target specific educational strategies. Secondly, the used keywords were designed to gather articles that include theories and theoretical frameworks or “concepts” as part of the conceptual theory. However, five articles were picked by the research engine because they included educational strategies, such as concept‐based methods or curricula or concept maps (Duncan & Schulz,  2015 ; Gonzalez et al.,  2021 ; Harrison,  2018 ; Myles,  2018 ; Romanowski et al.,  2021 ). This may lead this scoping review to focus on the “concepts” as educational strategies more than other vital educational strategies. The review did not find focused papers on NGN, which may be related to the fact that the NGN had not been launched at the time of this review.

4.6. Recommendation

It is recommended to focus on multidisciplinary research with various majors, including education and nursing. Eight of the nine reviewed dissertations were conducted in departments of education and did not necessarily include a committee member from the nursing profession. In this review, authors who are nurses published many research articles mainly in educational peer‐reviewed journals. A cooperation between nursing and education professions is recommended to advance dissertations that bridge these fields. Also, researchers in this field should pursue conducting studies with higher levels of evidence. Conducting a grounded theory study is recommended because none of the theories in the review addresses student QOL. For example, conducting a study that is theoretically guided with RAM may fill this gap. Additionally, faculty should use a variety of teaching strategies, while also focusing on student QOL to enhance student outcomes. The authors also recommend testing the effect of the theoretically designed models. To illustrate, Figure  2 may be tested to study the effect of applying this concept map to student's clinical judgement. Similarly, a researcher may utilize Figure  3 to incorporate various teaching strategies and test their relationships to learners' QOL. Some researchers used more than one educational strategy, and the utilization of RAM may allow researchers to be more comprehensive. Finally, it is recommended to focus research on NGN instead of the traditional NCLEX‐RN.

5. CONCLUSION

This scoping review did not reveal a favoured theory or framework that should be used to guide preparation of students for the NCLEX‐RN. Different educational strategies were discussed, and active learning strategies were the most founded. Further interventional, theoretically guided research should be conducted with larger sample sizes and stronger research designs using various active learning strategies, while also focusing on student's QOL variables.

AUTHOR CONTRIBUTIONS

Khalid Bandar Almasloukh : conceptualization, writing original draft, and project administration. Melissa Miner : writing original draft, review, and editing. Kathleen Phillips : methodology and resources. Michael Evans : conceptualization, validation, supervision, writing‐review and editing.

CONFLICT OF INTEREST STATEMENT

Authors report no conflict of interest.

Supporting information

Acknowledgements.

This research received no specific grant from any funding agency in the public, commercial or not‐for‐profit sectors.

Almasloukh, K. B. , Miner, M. , Phillips, K. , & Evans, M. (2023). Educational strategies and nursing theory to prepare leaners for NCLEX‐RN . Nursing Open , 10 , 7144–7153. 10.1002/nop2.1998 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

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