Course Project 2 Guidelines (1)

Length passive voice long noun phrases and

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length, passive voice, long noun phrases and conditional clauses were modified with simplified content. Through modification of technical terms, fixed phrases or content specific vocabulary by nurses the results suggested increased comprehension of nursing course test items for ESL students. Johnson, A. (2009). NCLEX-RN success with boot camp. Journal of Nursing Education Perspectives , 30 (5), 328. In this brief article, Johnson describes a specific strategy for success on NCLEX- RN pass rate. The author suggests a program that includes focused studies, adequate nutrition and rest, and a balance of physical activity and emotional wellness. Although this balance may vary between individuals the basic principles of the program remain consistent. At the end of each day, participants in the program are asked to reflect upon their personal progress by evaluating their diet, exercise and sleep regimes. In addition, students are requested to assess personal wellness with ability to answer NCLEX-RN practice test questions. The student progress is also evaluated and mentored by a personal coach who may be a friend, a colleague or a mentor. The overall goal of the program is improved student psychological and physiological health resulting in improvements in cognition and performance in test taking. Sayles, S., Shelton, D., & Powell, H. (2011). Predictors of success in nursing education. ABNF Journal, 14 (6), 116-110. This correlational study was designed to determine if successful completion of the associate degree program and success on the NCLEX-RN were correlated to scores on the Educational Resources(NET Test) and Pre-RN examinations. The data was
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ANNOTATED BIBLIOGRAPHY 5 collected from the records of 68 students with first time success on the NCLEX- RN exam in a 2001 class of nursing students from a community college in the United States. Included in this research were demographic variables such as gender, overall GPA, NET scores, Preadmission scores, Pre-nursing scores and scores of all nursing courses individually prior to the final semester and the number of repeated courses. The study offers a comprehensive analysis of data relevant to the previous six variables correlating to previous literature reporting the results of research relating to success on NCLEX-RN. The author stresses the importance of continued research and program development in the area of success on the national nursing licensure examinations as related to standardized testing, encouraging critical thought process and early identification of students at risk for poor academic performance.
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ANNOTATED BIBLIOGRAPHY 6 References Baker, M. Predicting NCLEX success through prerequisite and admission requirements (Doctoral Dissertation, University of Phoenix, 2008). Retrieved from the Dissertations & Theses @ University of Phoenix database. Bosher, S., & Bowles, M. (2008). The effects of Linguistic modification on ESL students’ comprehension of nursing course test items. Journal of Nursing Education Perspectives . 29 (3).165-172. Johnson, A. (2009). NCLEX-RN success with boot camp. Journal of Nursing Education Perspectives , 30 (5), 328. Sayles, S., Shelton, D., & Powell, H. (2011). Predictors of success in nursing education. ABNF Journal, 14 (6), 116-110.
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