Relationship among Mosby's Assess Test Scores, Academic Performance, and Demographic Factors and Associate Degree Nursing Graduates' NCLEX Scores

This ex post facto study sought to examine: the efficacy of Mosby's Assess Test as a valid predictor of NCLEX (National Council of State Boards of Nursing Licensure Examination) scores; significant correlations among semester averages, semester tests failed, Nelson Denny Reading Test scores, and NCLEX scores; and differences in NCLEX outcomes in relation to ethnicity, age, and prior practical nursing licensure for 558 associate degree nursing graduates who wrote the NCLEX in 1983 and 1984. Significant positive relationships were found among Mosby scores, Nelson Denny scores, semester averages, and NCLEX scores. A significant negative relationship was found between number of semester tests failed and NCLEX scores. The mean NCLEX score of older graduates was higher than the mean NCLEX score of younger graduates. LPN graduates had a higher mean NCLEX score than non-LPN graduates. White graduates' mean NCLEX score was greater than the average score for black graduates. Combined predictor variables which yielded the best estimate of the criterion variable (NCLEX scores) for all graduates included mean semester average, Mosby scores, age above thirty-three, and Nelson Denny scores, respectively. The most important predictor of black graduates' NCLEX success was prior practical nursing licensure. Other significant predictors for black graduates' NCLEX success were mean semester average, Mosby scores, mean number of semester tests failed, age above thirty-three, and Nelson Denny scores, respectively. Mean semester average, mean score of the Mosby test, mean number of semester tests failed, and age above thirty-three were the most significant predictors of white graduates' NCLEX success. Older graduates had a higher mean Mosby score, a higher mean semester average, and failed fewer semester tests than younger graduates. The study results will be of interest to nurse educators and counselors who are concerned with curricular revision, student counseling, and remediation procedures as these relate to enhancement of graduates' potential for success on the NCLEX