Improving Program NCLEX Pass Rates: Strategies from One State Board of Nursing.

Analyzing sustainable performance on high-precision molding process of 3D ultra-thin glass for smart phone

The number of for-profit hospitals has increased in the United States, but their role in and outcomes for graduate medical education (GME) are unclear. To describe for-profit involvement in internal medicine (IM), general surgery (GS), and pediatrics GME by quantifying change in for-profit affiliated residency programs and comparing for-profit and nonprofit affiliated program board certifying examination pass rates. We used Accreditation Council for Graduate Medical Education and Medicare data to quantify for-profit prevalence in IM, GS, and pediatrics GME from 2001 to 2021. We used public pass rate data from the American Board of Surgeons (2017-2019; n=242 programs; 6562 examinees), American Board of Internal Medicine (2018-2020; n=465 programs; 23 922 examinees), and American Board of Pediatrics (2018-2020; n=202 programs; 9819 examinees) to model the relationship between profit status and pass rate within each specialty and across specialties combined using linear regression. The proportion of for-profit affiliated residency programs increased 400.0% in IM, 334.4% in GS, and 23.2% in pediatrics from 2001 to 2021. Bivariate linear regression revealed significantly lower pass rate in for-profit affiliated programs in IM β =-7.73, P<.001), pediatrics (β =-14.6, P<.001), and the 3 specialties combined (β =-5.45, P<.001). Upon multiple regression with addition of program characteristic covariates, this relationship remained significant in pediatrics (β =-10.04, P=.006). The proportion of for-profit affiliated residency programs has increased in IM, GS, and pediatrics from 2001 to 2021. After controlling for covariates, for-profit affiliated programs were associated with lower board examination pass rates in pediatrics with no association in IM, GS, or the combined measure.

The Specialty Certification Examination (SCE) in geriatric medicine is a postgraduate examination undertaken by doctors training to become geriatricians in the United Kingdom as well as internationally. The Geriatric Medicine Examinations Board (Royal College of Physicians (RCP) the body responsible for conducting the SCE), noted decreasing pass rates since 2021, which prompted this quality improvement project. To study the variation in pass rates using the Academy of Medical Royal Colleges' proposed methodology and to implement any required changes to reduce unwanted variation within the scope of this project. Validity, reliability, feasibility, educational impact and acceptability were assessed statistically. A Training Programme Directors (TPD) survey and a RCP SCE website review were conducted. Statistical analyses were conducted to compare various parameters for the diets with lower pass rates to assess the impact of changes in the standard setting method, the frequency of the examination and the COVID-19 pandemic. The analysis showed a statistically significantly higher proportion of International Medical Graduates (IMG) compared to United Kingdom Graduates (UKG) in the diets with lower pass rates in 2022/1, 2022/2 and 2023 compared to 2019, 2020 and 2021. The TPD survey across four nations showed noteworthy variations in the information about the knowledge level required to pass. The geriatric medicine SCE pass rates have declined over last few years. The higher proportion of IMG and lower IMG pass rate had a significant impact on overall pass rate. The TPD survey feedback led to an improved RCP SCE geriatric medicine website and additional support for IMG.

The pipeline of three introductory computer science courses at our university have low pass rates. As part of our efforts to improve the pass rates in these courses, we examine the students' mathematics preparation and their progress from one course to the next. We find that the minority of students who enter the university with good mathematics preparation are likely to succeed in our introductory computer science courses. For the majority of students, we suggest a series of interventions throughout the pipeline. Prior to taking Computer Science 1, students could gain more experience with problem solving during the Introduction to Computer Science and Introduction to Computer Engineering courses. We suggest adding precalculus as a prerequisite for Computer Science 2. For students who do not earn an A in Computer Science 2, we plan to examine whether taking a class in a second programming language before taking Computer Science 3 will improve performance in Computer Science 3. Our goal is to improve student learning and retention through these efforts, combined with continual innovation in the classroom.

This article explores the elements that contribute to the poor performance of grade 12 learners in Accounting. As far as Accounting as a school subject in South Africa is concerned, there is a growing concern about the underperformance of learners, due to both a decrease in learners who enrol for the subject in grade 12 and the low pass rate in the National Senior Certificate examination. Existing research points out that fewer students elect Accounting as a grade 12 subject and that the performance of these students is below the average pass rate when compared to other subjects. This article employed as research methodology a qualitative case study in which interviews were used to collect data. Based on the case study conducted in the Frances Baard District Municipality in the Northern Cape, this article identifies critical factors that contribute to the underperformance of learners in grade 12 Accounting. Addressing these factors may contribute to the improvement of the performance of learners in Accounting. This is relevant for South Africa, which is experiencing a serious shortage of chartered accountants and other financial and auditing professionals.

Parts I and II of the National Board of Medical Examiners (NBME) examination were first offered to graduates of foreign medical schools in 1989 as an alternative to the Foreign Medical Graduate Examination in the Medical Sciences (FMGEMS). This study was designed to determine whether differences in pass rates and scores were related to differences in the populations selecting one or the other examination. (1) Combined pass rates on the FMGEMS and NBME in 1989 and 1990 were compared with pass rates in previous years. (2) The proportion of NBME takers in 1989 was compared with the proportion in 1990. (3) Respective pass rates on the FMGEMS and NBME in the first NBME administration in 1989 were compared with pass rates in 1990. (4) The percentage of repeaters taking the FMGEMS was compared with the percentage taking the NBME in 1989 and 1990. (5) The distribution of repeaters by number of previous takes was compared between the FMGEMS and NBME in 1989 and 1990. (1) Combined pass rates were similar to the pass rates of previous years. (2) The proportion of NBME takers declined in 1990. (3) The pass rates for the FMGEMS were higher in both 1989 and 1990, but the difference in pass rates between the two examinations narrowed in 1990. (4) The percentage of repeaters taking the NBME was high in 1989 and declined in 1990. (5) The number of previous takes among repeaters was higher for the NBME than for the FMGEMS in 1989 and became equal in 1990. Some students probably opted to take the NBME in 1989 in the belief that it might be easier than the FMGEMS, resulting in lower pass rates for the NBME. The NBME pass rates rose in 1990 after the differential pass rates had become public.

The research study focused on the management of effective entrepreneurship within the primary schools of Reigate District of Bulawayo Metropolitan Province in Zimbabwe. The objectives of the study were to examine the methods of entrepreneurship, identify obstacles encountered by schools in executing entrepreneurship programs, and propose potential recommendations to enhance the effectiveness of entrepreneurship in the district. Underpinned by Innovation Theory of Entrepreneurship, previous literature was referenced on relevant studies, and the research employed a mixed methods approach. The population of the study comprised head teachers from the schools involved and selected educators. Instruments used for data collection included interviews and questionnaires. Findings demonstrate the positive effects of effective entrepreneurship management. Nevertheless, elements obstructing effective implementation include insufficient resources, lack of skills, and time constraints. This results in elevated dropout rates, a low pass rate, inadequate infrastructure, and subpar service delivery. The study indicated that the educational environment and curriculum, the roles of teachers and mentors, experiential learning and practical implementation, fostering creativity and innovation, and community and industry involvement play a role in entrepreneurship practices. The study also indicated that effective entrepreneurship results in quality service delivery, which in turn leads to a high pass rate, a motivated workforce, infrastructure development, and scholarships for learners. Conclusions drawn were that schools engage in entrepreneurship on a limited scale, resources are insufficient, members lack entrepreneurial expertise, there are negative attitudes, and there is restricted time allocation. The study suggested that primary schools should invest more in projects, seek out donors, provide training for teachers in entrepreneurship skills, allocate time for entrepreneurial activities, and offer incentives to participants.

BackgroundNeonatal mortality accounts for approximately 46% of global under-5 child mortality. The widespread access to mobile devices in low- and middle-income countries has enabled innovations, such as mobile virtual reality (VR), to be leveraged in simulation education for health care workers.ObjectiveThis study explores the feasibility and educational efficacy of using mobile VR for the precourse preparation of health care professionals in neonatal resuscitation training.MethodsHealth care professionals in obstetrics and newborn care units at 20 secondary and tertiary health care facilities in Lagos, Nigeria, and Busia, Western Kenya, who had not received training in Helping Babies Breathe (HBB) within the past 1 year were randomized to access the electronic HBB VR simulation and digitized HBB Provider’s Guide (VR group) or the digitized HBB Provider’s Guide only (control group). A sample size of 91 participants per group was calculated based on the main study protocol that was previously published. Participants were directed to use the electronic HBB VR simulation and digitized HBB Provider’s Guide or the digitized HBB Provider’s Guide alone for a minimum of 20 minutes. HBB knowledge and skills assessments were then conducted, which were immediately followed by a standard, in-person HBB training course that was led by study staff and used standard HBB evaluation tools and the Neonatalie Live manikin (Laerdal Medical).ResultsA total of 179 nurses and midwives participated (VR group: n=91; control group: n=88). The overall performance scores on the knowledge check (P=.29), bag and mask ventilation skills check (P=.34), and Objective Structured Clinical Examination A checklist (P=.43) were similar between groups, with low overall pass rates (6/178, 3.4% of participants). During the Objective Structured Clinical Examination A test, participants in the VR group performed better on the critical step of positioning the head and clearing the airway (VR group: 77/90, 86%; control group: 57/88, 65%; P=.002). The median percentage of ventilations that were performed via head tilt, as recorded by the Neonatalie Live manikin, was also numerically higher in the VR group (75%, IQR 9%-98%) than in the control group (62%, IQR 13%-97%), though not statistically significantly different (P=.35). Participants in the control group performed better on the identifying a helper and reviewing the emergency plan step (VR group: 7/90, 8%; control group: 16/88, 18%; P=.045) and the washing hands step (VR group: 20/90, 22%; control group: 32/88, 36%; P=.048).ConclusionsThe use of digital interventions, such as mobile VR simulations, may be a viable approach to precourse preparation in neonatal resuscitation training for health care professionals in low- and middle-income countries.

The purpose of this study was to assess the extent to which demotivated teachers contribute to the poor O- level pass rate. The researcher was alarmed by the failure rate recorded in the daily newspaper. The Herald of 6 February 2013 highlighted that the poor academic performance of the pupils was blamed on the teachers. In a bid to ascertain this claim the researcher carried out the study to establish its authenticity. A descriptive survey was used as the research design. For triangulation purpose the data was collected through interviews, questionnaires and document analysis, focusing on six secondary schools in Harare. Interviews were conducted to school heads and twenty parents while the questionnaires were administered to twenty teachers. Document analysis of ‘O’ level results was done to ascertain the pass rate in schools. The results of the study have shown that most schools recorded low pass rate. Some teachers outlined that due to economic hardship they are resorting to some extra jobs in a bid to supplement their income which compromised the teaching and learning. However, they also shifted the blame to the parents whom they accused of not assisting their children with homework. They pointed out that parents are not fully supporting their children by giving them the resources to enhance effective learning. The paper makes a significant contribution to the field of education in that it brings to light the grievances from the teachers and parents. This has implications for policy makers who should address the plight of teachers in ways that enable them to maintain the dignity of their profession. It also enhances the teachers to execute their duties meticulously in order to improve the pass rate in schools.

Tap into NCLEX® success

This work presents an evaluation of a unified Calculus 1 course in a large Brazilian federal university. By course unification we mean having all the sections following the same weekly schedule, under the same syllabus and common assessment. We analyse two sets of data: pass rates relative to the 9 semesters prior to the unification and to the following 12 semesters; results of objective tests based on the item response theory, taken by the students during the period following unification. Data analysis gives us the average students' performances grouped by programme for which Calculus 1 is compulsory and shows us no difference in pass rates over the two periods. These two results help us to point out the problems in the implementation of our unification. We also explain traditional low pass rates for some sections and why our Calculus 1 may not be adequate to some of the programmes for which it is compulsory. More importantly, we show that among the students' abilities assessed by the objective tests, two seem to be necessary for the learning of Calculus and proficiency in Calculus 1 appears to be related to seven of these abilities.

Factors Influencing Outcome of the American Board of Surgery Certifying Examination: An Observational Study

In both 2016 and 2019, the NCLEX-RN (National Council Licensure Examination – RN computerized exam) test plan outlined 15% of content as “pharmacological and parenteral therapies”. The test plan also includes physiological sciences. The topics of pharmacology encompass the review of drug action in living organisms, such as humans. As such, reviewing correlations of molecular structure and functional groups is a recurrent topic in pharmacological education and prerequisite courses. Many nursing students are required to participate in a specific curriculum, prior to matriculation, which covers pharmacology as it pertains to healthcare. The interdisciplinary topics of healthcare and chemistry, advanced pharmacology, pharmaceuticals, and biochemical pathways in human physiology are apparent in multiple undergraduate nursing program curricula. Here, we have an opportunity for the development of a first year Bachelor of Science in Nursing (BSN) chemistry for health professions course that would introduce molecular structure–function relations concerning pharmacological topics and human physiology chemical pathways. A chemistry computer lab exercise was design to complement undergraduate health professions nursing school chemistry classroom lectures on molecular structure–function relations. Online 2D molecular drawing software was employed as a tool for visualizing a list of molecules to primarily help students understand OTC (over-the-counter) drug “active ingredient” structure pertaining to drug function and biological agents in human physiology. Student responses highlight positive feedback to this useful exercise and further recommendation for use in ongoing undergraduate health professions courses.

This study aimed to analyze the trends in academic performance, establish the possible causes of the poor academic performance, and explore and implement some mitigation strategies for 5 years. After observing a sharp decline in the Grade seven national examination pass rate at one rural Private Primary School, the Department of Education committed itself to work in collaboration with the school administrators and teachers to improve the pass rate. Several trips were made to the Primary school to establish rapport, assess their needs, and establish the contributing causes of the sharp decline in the pass rates. In-depth interviews were carried out with key informants. The major factors identified to be contributing to the decline in pass rates were low motivation among both students and teachers. In addition, inadequate resources; particularly educational materials and basic needs for teachers such as water and food were also identified. A strategic plan was formulated with goals projected for the coming 4 years. Regular visits to the school were made by the department of Education at least once every school term. Special training programs were done in the third term of each year in preparation for writing final exams. The teachers and students were incentivized by provision of basic needs such as water and food and other basic commodities. Other motivational promises were made, such as prizes for the best-performing students and teachers. The results were recorded and compared every year. After the first year of implementing the strategies, there was a noticeable change in the academic performance. The pass rates were beginning to rise when COVID-19 pandemic broke out. The overall pass rate dropped from 42 % to 15% during the COVID-19 pandemic era. However, after the COVID-19 Pandemic the intervention strategies continued. Despite experiencing the drastic negative effects of the COVID-19 pandemic, the graph of academic performance rose, there was a sharp rise from 33% in 2022 to 52% in 2023. The study recommends that a detailed longitudinal study be carried out to investigate the impact of other strategies (such as encouraging parental involvement). If these strategies carried out in this study are implemented coupled with other strategies such as parental involvement, this may result in marked improvements in academic performance of the learners and very high pass rates.

Electricity load-shedding in South Africa has become a new challenge for students pursuing online learning following the Covid-19 outbreak. This article thus investigated the way load-shedding affects students in pursuing the Advanced Certificate in Teaching (ACT) programmes. Pre-Covid-19 and during load-shedding data between 2018 and 2022 was gathered and analysed using a descriptive learning analytics tool. The research took place at a South African university where the researcher is currently employed. Learning analytics data has been available for years, but it is now being effectively harnessed to improve learning and teaching through relatively recent developments in learning analytics tools. However, the load-shedding conundrum works against this objective of harnessing learning and teaching. Research has also shown that in the least developed countries, effective e-learning practices face significant barriers, primarily stemming from insufficient infrastructure, economic challenges, low levels of computer literacy, and the added challenge of power outages. Using a constructivist paradigm, the study employed a mixed qualitative approach, which included desktop historical data and semi-structured interviews. Three participants were purposely selected because of their role in overseeing ACT students situated in both rural and urban areas. The study revealed that numerous programmes were discontinued, enrollment declined, ACT Blended shifted to e-learning, persisting load-shedding conundrum affected e-learning, a low throughput rate, and digital illiteracy contributed to an increased rate of student dropouts. This research recommends that universities should embrace the evolution of e-learning through the digitalisation of learning processes to enhance efficiency. Keywords: Load-shedding, E-learning, Learning Analytics Tools, Declined Enrolment, Low Throughput Rate vs High Distinction Module Pass Rate