To the Editor:
I am writing in response to an article from the January 2024 issue of the Journal of Nursing Education by Mahmoud et al. () on identifying predictors of first-time NCLEX-RN (National Council Licensure Examination for Registered Nurses) pass rates in accelerated students. Not surprisingly, the researchers found that academic predictors, GRE (Graduate Record Examination) verbal reasoning scores and cumulative grade point averages predicted NCLEX success. I pointed out this link in an Editorial questioning the need for more research in this area—inviting nurse researchers to instead challenge the old paradigm of what we study in regard to predicting academic success and to explore what nursing education programs are doing to promote academic and licensure success ().
I was also concerned by the authors' recommendation to consider the GRE (which they note is not usually used for admission for an accelerated baccalaureate program) and GPA over a more holistic approach for accelerated programs. Many graduate programs have dropped the GRE requirement because of the financial impact to students as well as gender and racial and ethnic disparities in scores (). Some programs have noted no change in academic success and, in fact, some programs have noted an increase in diverse applicants after dropping this requirement ().
As a profession committed to social justice, I encourage nursing education researchers to apply a social justice and equity lens to what they study and report. Noltemeyer et al. () provide tips for researchers to consider when designing, implementing, and publishing research through an equity lens. An example of a question they suggest researchers consider is “Have we considered the ways in which our work can advance equity and justice for individuals from marginalized groups?” (, p. 140). Barton and Gamm () invite authors to write to advance diversity, equity, and inclusion. Unfortunately, I do not find this article by to meet that criteria. I understand the authors' intent to promote a successful nursing workforce. I invite these authors (and all nursing professionals) to apply an equity lens to what they study and publish and report strategies of what nurse educators can do, other than narrow admission requirements, to foster academic and licensure success of a diverse workforce that can resolve health equity.
Joanne Noone, PhD, RN, CNE,
ANEF, FAAN
Oregon Health & Science University
School of Nursing, Portland
References
- Barton , A. J., Gamm , E. L. (2022). The Journal of Nursing Education's continued commitment to diversity, equity, and inclusion. Journal of Nursing Education, 61(11), 607–608–. PMID:
- Mahmoud , K. F., Zhao , J., Kyung Kim , D., Hui , V., Kitutu , J. (2024). Predictors of first-time NCLEX-RN pass rate in accelerated Bachelor of Science in nursing students. Journal of Nursing Education, 63(1), 10–16–. PMID:
- Miller , C., Stassun , K. (2014). A test that fails. Nature, 510(7504), 303–304–.
- Noltemeyer , A., Newman , D. S., Grapin , S., Fallon , L. (2023). Promoting equity and social justice in manuscript writing: Tips for authors. Journal of Educational & Psychological Consultation, 33(2), 139–148–.
- Noone , J. (2022). Creating Inclusive Learning Environments: Challenging and Changing the Paradigm. [guest editorial]. Journal of Nursing Education, 61(3), 115–116–. PMID:
- Sullivan , L. M., Velez , A. A., Longe , N., Larese , A. M., Galea , S. (2022). Removing the Graduate Record Examination as an admissions requirement does not impact student success. Public Health Reviews, 43, 1605023. PMID: