Abstract
Purpose: The purpose of this study was to explore baccalaureate nursing graduates’ lived experiences of preparing for the Next Generation NCLEX (NGN) after graduation.
Background and Problem: The American Nurses Association (ANA) projects that by 2030, there will be approximately 194,000 nurse vacancies (American Nurses Association, 2023). Nursing programs must adequately prepare students for practice and to be successful on the licensure examination to address the nursing shortage. The newer licensure examination format of the Next Generation NCLEX (NGN) evaluates clinical judgment, an essential aspect of decision-making in patient care. (Nunn-Ellison et al., 2020). With the implementation of the NGN, first-time pass rates have continued to fluctuate (National Council of State Boards of Nursing, 2024). Nurse educators have been working diligently to prepare students for the NGN and to be safe, competent graduates ready for practice (Rhodes et al., 2023; Studivant & Allen-Thomas, 2022). Nursing faculty have used various innovative strategies to prepare students for the NGN (Boev, 2023; Jessee et al., 2023; Meehan & Barker, 2021). While faculty strive for NGN preparation, they have yet to understand what graduates experience after graduation to prepare for the NGN. Little is known about the NGN preparation experiences of baccalaureate nursing graduates during the time between graduation and completing the NGN. The domain of inquiry for this study is qualitative to help explore the experiences of baccalaureate nursing graduates’ preparation for the NGN after graduation.
Methodology: An interpretive phenomenological design was used. Baccalaureate nursing graduates (n= 9) from the Midwest were individually interviewed regarding their preparation experiences for the NGN after graduation. Braun and Clarke’s thematic analysis method was used to analyze the data. The following themes describe the lived experiences of graduate nurses preparing for the NGN after graduation: early NGN exposure, finding your style and resources, striving for mastery level, and study-life balance.
Implications: The findings from this study will help nurse educators better understand baccalaureate nursing graduates' experiences preparing for the NGN after graduation. This study’s findings can improve nursing education initiatives, which can increase first-time pass rates and the number of baccalaureate-prepared nurses in the workforce, enhancing patient safety and quality outcomes.
Notes
References: American Nurses Association. (2023). Nurses in the workforce. https://www.nursingworld.org/practice-policy/workforce/
Boev, C. (2023). Next Generation NCLEX: Why simulation matters. The Journal of Nursing Education, 62(5), 285–289. https://doi-org.proxysb.uits.iu.edu/10.3928/01484834-20230306-04
Jessee, M. A., Nielsen, A., Monagle, J., Gonzalez, L., Lasater, K., & Dickison, P. (2023). A national report on clinical judgment model use in prelicensure nursing curricula. Nursing Education Perspectives, 44(1), 4–10.
Meehan, C. D., & Barker, N. (2021). Remediation for NCLEX-RN success in high-risk nursing students. Teaching and Learning in Nursing, 16(3), 254–257. https://doi-org.proxysb.uits.iu.edu/10.1016/j.teln.2021.02.003
National Council of State Boards of Nursing. (2024). NCLEX pass rates. https://www.ncsbn.org/exams/exam-statistics-and-publications/nclex-pass-rates.page
Nunn-Ellison, K., Ard, N., Farmer, S., & Beasley, S. F. (2020). Next Generation NCLEX®: Using the ACEN standards and criteria to prepare. Teaching and Learning in Nursing, 15(2), A5–A9.
Rhodes, K. A., Carr, K., McElwain, S., & Stewart, M. W. (2023). Preparing for Next Generation NCLEX® through team-based learning: Student perspectives. Nursing Education Perspectives, 44(1), 54–56.
Sturdivant, T., & Allen-Thomas, K. (2022). Teaching with a PURPOSE: An NGN approach to clinical instruction and evaluation. Teaching and Learning in Nursing, 17(1), 7–10.
Sigma Membership
Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Teaching and Learning Strategies, Mentoring and Coaching, Faculty Development, Nursing Education, Advances in Education, Baccalaureate Nursing Students, NCLEX Prep
Recommended Citation
Ludy, Kristy P., "Postgraduation NGN Preparation Lived Experiences of Baccalaureate Nursing Graduates" (2025). Biennial Convention (CONV). 19.
https://www.sigmarepository.org/convention/2025/presentations_2025/19
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, 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. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-18
Funder(s)
Sigma Theta Tau International. Alpha Chapter
Postgraduation NGN Preparation Lived Experiences of Baccalaureate Nursing Graduates
Indianapolis, Indiana, USA
Purpose: The purpose of this study was to explore baccalaureate nursing graduates’ lived experiences of preparing for the Next Generation NCLEX (NGN) after graduation.
Background and Problem: The American Nurses Association (ANA) projects that by 2030, there will be approximately 194,000 nurse vacancies (American Nurses Association, 2023). Nursing programs must adequately prepare students for practice and to be successful on the licensure examination to address the nursing shortage. The newer licensure examination format of the Next Generation NCLEX (NGN) evaluates clinical judgment, an essential aspect of decision-making in patient care. (Nunn-Ellison et al., 2020). With the implementation of the NGN, first-time pass rates have continued to fluctuate (National Council of State Boards of Nursing, 2024). Nurse educators have been working diligently to prepare students for the NGN and to be safe, competent graduates ready for practice (Rhodes et al., 2023; Studivant & Allen-Thomas, 2022). Nursing faculty have used various innovative strategies to prepare students for the NGN (Boev, 2023; Jessee et al., 2023; Meehan & Barker, 2021). While faculty strive for NGN preparation, they have yet to understand what graduates experience after graduation to prepare for the NGN. Little is known about the NGN preparation experiences of baccalaureate nursing graduates during the time between graduation and completing the NGN. The domain of inquiry for this study is qualitative to help explore the experiences of baccalaureate nursing graduates’ preparation for the NGN after graduation.
Methodology: An interpretive phenomenological design was used. Baccalaureate nursing graduates (n= 9) from the Midwest were individually interviewed regarding their preparation experiences for the NGN after graduation. Braun and Clarke’s thematic analysis method was used to analyze the data. The following themes describe the lived experiences of graduate nurses preparing for the NGN after graduation: early NGN exposure, finding your style and resources, striving for mastery level, and study-life balance.
Implications: The findings from this study will help nurse educators better understand baccalaureate nursing graduates' experiences preparing for the NGN after graduation. This study’s findings can improve nursing education initiatives, which can increase first-time pass rates and the number of baccalaureate-prepared nurses in the workforce, enhancing patient safety and quality outcomes.
Description
To improve licensure rates of baccalaureate nursing graduates, it is important to understand how they prepare for the NGN after graduation. An interpretive phenomenological approach highlighted the NGN preparation lived experiences of graduates. This study yielded the themes of early NGN exposure, finding your style and resources, striving for mastery level, and study-life balance. By becoming aware of their experiences, nurse educators can improve future NGN preparation initiatives.