Other Titles
Rising Star Poster/Presentation
Abstract
Background: Prelicensure nursing programs have traditionally taught students in person. In March 2020, as the novel coronavirus spread, many programs changed to emergency remote learning.
Methods: This exploratory, retrospective study examined the impact of emergency remote learning on three learning outcomes (completing the program within the published time, scoring >74.7% on the ATI Comprehensive Predictor Assessment, and passing the NCLEX-RN on the first attempt). The study received IRB approval and was exempt from review. This study had two aims: to determine the relationship between the time students spent in emergency remote learning and three outcomes, and to examine the relationship between the time students spent in emergency remote learning and three outcomes after controlling for demographic characteristics, pre-nursing preparation and training, and admission requirements.
Results: Of the 546 students in this study, 473 (86.6%) were female, 297 (54.4%) were 18-25 years old at the time of application to the nursing program, and 358 (65.6%) were Hispanic. Most students (n = 525, 96.2%) indicated English was their primary language, 530 graduated from high school (97.1%), and 92 (16.8%) did not report their family received public assistance. Aim 1 results showed that students with any time in emergency remote learning had lower odds of meeting each outcome. Aim 2 findings showed lower odds of on-time completion for students who had any time in emergency remote learning or were 26 to 53 years old. Students with 1 to 7 or 13 to 16 months of emergency remote learning, 26 to 53 years old, or who identified as Hispanic had lower odds of scoring >74.7% on the ATI Assessment. A student with an A or B in Anatomy and Physiology II had higher odds of scoring >74.7% on the ATI Assessment. Students with 1 to 7 months or 8 to 12 months of emergency remote learning had lower odds of a first-attempt pass on the NCLEX-RN. Students who earned an A in Anatomy and Physiology II had higher odds of a first-attempt pass on the NCLEX-RN.
Conclusions: This study concluded that time spent in emergency remote learning decreased the odds of students completing the program on time, scoring >74.7% on the ATI Assessment, and passing the NCLEX-RN on the first attempt.
Implications for Practice: All faculty might benefit from regular professional development about best practices for online teaching. Hispanic and younger students might benefit from coaching for computer-based tests.
Notes
References:
Assessment Technologies Institute. (2020). Technical manual for the RN comprehensive predictor 2019. https://atitesting.com/docs/default-source/assessments/rn- assessments/rn_cp_2019_tech_temp.pdf?sfvrsn=b8f87197_2
Austin, H. (2023a). Effects of the COVID-19 pandemic on RN comprehensive predictor scores as proxy for the NCLEX-RN. The Journal of Nursing Education, 62(11), 638-641. https://doi.org/10.3928/01484834-20230906-07
Austin, H. (2023b). The effect of COVID-19 on nursing program passing scores. Teaching and Learning in Nursing, 18(3), e84-e88. https://doi.org/10.1016/j.teln.2023.01.009
Authement, R. S. & Dormire, S. L. (2020). Introduction to the online nursing education best practices guide. SAGE Open Nursing, 6. https://doi.org/10.1177/2377960820937290
Banjo-Ogunnowo, S. M., & Chisholm, L. J. (2022). Virtual versus traditional learning during COVID-19: Quantitative comparison of outcomes for two articulating ADN cohorts. Teaching and Learning in Nursing, 17(3), 272-276. https://doi.org/10.1016/j.teln.2022.02.002
Bazemore, K. & Tzeng, H. (2024). The impact of emergency remote teaching on NCLEX-RN exam first-attempt success. Teaching and Learning in Nursing, 19(1), e64-e68. https://doi.org.10.1016/j.teln.2023.09.001
Bond, M., Bedenlier, S., Marin, V. I., & Handel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, Article 50. https://doi.org/10.1186/s41239-021-00282-x
Flowers, M., Olenick, M., Maltseva, T., Simon, S., Diez-Sampedro, A., & Allen, L. R. (2022). Academic factors predicting NCLEX-RN success. Nursing Education Perspectives, 43(2), 112-114. https://doi.org/10.1097/01.NEP.0000000000000788
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond., A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote- teaching-and-online-learning
Hooper, J. (2020). Report of 2019 NCLEX-RN examination pass rates for professional nursing education programs. https://www.bon.texas.gov/pdfs/board_meetings_pdfs/2020/January/3-2-8.pdf
Hooper, J. (2024). Report of 2023 NCLEX-RN examination pass rates for professional nursing education programs. https://www.bon.texas.gov/pdfs/board_meetings_pdfs/2024/April/3- 2-15.pdf#:~:text=The%20o
Jeffreys, M. R. (2022). Nursing universal retention and success (NURS) model: A holistic, discipline-focused framework. Journal of College Student Retention: Research, Theory & Practice, 24(3), 152102512093925. https://doi.org/10.1177/1521025120939254
Martin, B., Kaminski-Ozturk, N., Smiley, R., Spector, N., Silvestre, J., Bowles, W., & Alexander, M. (2023). Assessing the impact of the COVID-19 pandemic on nursing education: A national study of prelicensure RN programs. Journal of Nursing Regulation, 13, S3-S67. https://www.journalofnursingregulation.com/article/S2155-8256(23)00041-8/fulltext
National Council of State Boards of Nursing. (2021a). Statistics from NCSBN: Number of candidates taking NCLEX examination and percent passing, by type of candidate 2021. https://www.ncsbn.org/public-files/Table_of_Pass_Rates_2021_Q4.pdf
National Council of State Boards of Nursing. (2021b). Statistics from NCSBN: Number of candidates taking NCLEX examination and percent passing, by type of candidate 2020. https://www.ncsbn.org/public-files/Table_of_Pass_Rates_2020_Q4.pdf
National Council of State Boards of Nursing. (n.d.-a). Statistics from NCSBN: Number of candidates taking the NCLEX examination and percent passing, by type of candidate 2022. https://www.ncsbn.org/public-files/NCLEX_Stats_2022-Q4-PassRates.pdf
National Council of State Boards of Nursing. (n.d.-b). Statistics from NCSBN: Number of candidates taking the NCLEX examination and percent passing, by type of candidate 2023. https://www.ncsbn.org/publications/2023_NCLEX_Pass_Rates
National League for Nursing. (2020). Percentage of minorities enrolled in basic RN programs by race-ethnicity: 2010 to 2020. Biennial Survey of Schools of Nursing, 2020. https://www.nln.org/docs/default-source/uploadedfiles/default-document-library/nln- biennial-survey-of-schools-of-nursing-2020-slides.pdf
National League for Nursing. (2022). Proportion of student enrollment by age and program type, 2022. Annual Survey of Schools of Nursing, 2022. https://www.nln.org/docs/default- source/research-statistics/nln-annual-survey-2022/proportion-of-student-enrollment-by- age-and-nursing-program-type-2022.pdf?sfvrsn=d7467f24_3
Robert, N. (2018). Predictors of program completion and NCLEX-RN success in an associate degree nursing program. Nursing Education Perspectives, 39(1), 38-39. https://doi.org/10.1097/01.NEP.0000000000000237
Wambuguh, O., Eckfield, M., & Van Hofwegen, L. (2016). Examining the importance of admissions criteria in predicting nursing program success. International Journal of Nursing Education Scholarship, 13(1), 87-96. https://doi.org/10.1515/ijnes-2015-0088
Sigma Membership
Alpha Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Case Study/Series
Research Approach
Pilot/Exploratory Study
Keywords:
Remote Learning, COVID-19, Learning Outcomes
Recommended Citation
Bazemore, Kelley, "The Impact of Emergency Remote Learning During the COVID-19 Pandemic on Student Learning Outcomes" (2025). Creating Healthy Work Environments (CHWE). 95.
https://www.sigmarepository.org/chwe/2025/presentations_2025/95
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Phoenix, Arizona, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
None: Event Material, Invited Presentation
Acquisition
Proxy-submission
The Impact of Emergency Remote Learning During the COVID-19 Pandemic on Student Learning Outcomes
Phoenix, Arizona, USA
Background: Prelicensure nursing programs have traditionally taught students in person. In March 2020, as the novel coronavirus spread, many programs changed to emergency remote learning.
Methods: This exploratory, retrospective study examined the impact of emergency remote learning on three learning outcomes (completing the program within the published time, scoring >74.7% on the ATI Comprehensive Predictor Assessment, and passing the NCLEX-RN on the first attempt). The study received IRB approval and was exempt from review. This study had two aims: to determine the relationship between the time students spent in emergency remote learning and three outcomes, and to examine the relationship between the time students spent in emergency remote learning and three outcomes after controlling for demographic characteristics, pre-nursing preparation and training, and admission requirements.
Results: Of the 546 students in this study, 473 (86.6%) were female, 297 (54.4%) were 18-25 years old at the time of application to the nursing program, and 358 (65.6%) were Hispanic. Most students (n = 525, 96.2%) indicated English was their primary language, 530 graduated from high school (97.1%), and 92 (16.8%) did not report their family received public assistance. Aim 1 results showed that students with any time in emergency remote learning had lower odds of meeting each outcome. Aim 2 findings showed lower odds of on-time completion for students who had any time in emergency remote learning or were 26 to 53 years old. Students with 1 to 7 or 13 to 16 months of emergency remote learning, 26 to 53 years old, or who identified as Hispanic had lower odds of scoring >74.7% on the ATI Assessment. A student with an A or B in Anatomy and Physiology II had higher odds of scoring >74.7% on the ATI Assessment. Students with 1 to 7 months or 8 to 12 months of emergency remote learning had lower odds of a first-attempt pass on the NCLEX-RN. Students who earned an A in Anatomy and Physiology II had higher odds of a first-attempt pass on the NCLEX-RN.
Conclusions: This study concluded that time spent in emergency remote learning decreased the odds of students completing the program on time, scoring >74.7% on the ATI Assessment, and passing the NCLEX-RN on the first attempt.
Implications for Practice: All faculty might benefit from regular professional development about best practices for online teaching. Hispanic and younger students might benefit from coaching for computer-based tests.
Description
Students with any time in emergency remote learning had lower odds of completing the program on-time, scoring >74.7% on the ATI Comprehensive Predictor Assessment, and passing the NCLEX-RN on the first attempt than students without emergency remote learning.