Abstract
Background and Problem: In 2023, the Next Generation NCLEX (NGN) was implemented after a strategic practice analysis conducted by the National Council of State Boards of Nursing (NCSBN) to improve evaluation of Clinical Judgment and decision-making of nursing graduates (Jessee et al., 2023; Poorman & Mastorovich, 2020). Initially, first-time pass rates (FTPRs) rose after the NGN’s implementation, but have fluctuated on national and state levels (National Council of State Boards of Nursing, 2025). Nursing faculty have been focused on preparing students for the NGN (Boev, 2023; Sturdivant & Allen-Thomas, 2022). However, becoming aware of how graduates prepare after graduation and the specific strategies they utilize needs to be understood.
Aim: To address this gap, an interpretive phenomenology study was conducted to explore the lived experiences of baccalaureate nursing graduates' preparation for the NGN. Strategies for successful NGN preparation were revealed which can be useful to faculty and future graduates.
Methods: An interpretive phenomenological design was used which involved the recruitment of Midwest Baccalaureate nursing graduates. Semi-structured interviews were conducted with the participants (n=9) regarding their postgraduation preparation experiences for the NGN. Braun and Clarke’s six-step thematic analysis approach was used to analyze the data.
Results: Five themes were developed from this study. The themes included early NGN exposure, finding your style and resources, juggling feelings, striving for mastery level, and study-life balance. During the narratives of the participants, strategies that were used for a successful first time NGN result were discussed. These strategies shared by the participants included the addition of new resources to ones previously utilized, the use of specific resources, intensifying practice sessions, teaching concepts to others, dedicated study time, support systems, self-care, and positive affirmations.
Conclusion: With the ongoing fluctuations in NGN FTPRs, it is imperative to improve understanding of NGN preparation. The focus has been on faculty’s preparation of baccalaureate nursing students. However, understanding preparation by graduates during the crucial time between graduation and taking the NGN is important. This study’s findings showcase the strategies used by baccalaureate nursing students which need to be shared with educators for future coaching or advising of NGN preparation.
Notes
References:
Boev, C. (2023). Next Generation NCLEX: Why simulation matters. Journal of Nursing Education, 62(5), 285–289. https://doi.org/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.
National Council of State Boards of Nursing. (2024). NCLEX pass rates. https://www.ncsbn.org/exams/exam-statistics-and-publications/nclex-pass-rates.page
Poorman, S. G., & Mastorovich, M. L. (2020). Constructing Next Generation National Council Licensure Examination (NCLEX) (NGN) style questions: Help for faculty. Teaching and Learning in Nursing, 15(1), 86–91. https://doi.org/10.1016/j.teln.2019.08.008
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. https://doi.org/10.1016/j.teln.2021.10.004
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, Test-Taking Skills, National Council Licensure Examination for Registered Nurses, NCLEX, NCLEX Next Generation
Recommended Citation
Ludy, Kristy P., "Strategies for Successful Postgraduation Next Generation NCLEX (NGN) Preparation" (2026). International Nursing Research Congress (INRC). 135.
https://www.sigmarepository.org/inrc/2026/presentations_2026/135
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
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
2026-08-10
Funder
Sigma Theta Tau International. Alpha Chapter
Strategies for Successful Postgraduation Next Generation NCLEX (NGN) Preparation
Toronto, Ontario, Canada
Background and Problem: In 2023, the Next Generation NCLEX (NGN) was implemented after a strategic practice analysis conducted by the National Council of State Boards of Nursing (NCSBN) to improve evaluation of Clinical Judgment and decision-making of nursing graduates (Jessee et al., 2023; Poorman & Mastorovich, 2020). Initially, first-time pass rates (FTPRs) rose after the NGN’s implementation, but have fluctuated on national and state levels (National Council of State Boards of Nursing, 2025). Nursing faculty have been focused on preparing students for the NGN (Boev, 2023; Sturdivant & Allen-Thomas, 2022). However, becoming aware of how graduates prepare after graduation and the specific strategies they utilize needs to be understood.
Aim: To address this gap, an interpretive phenomenology study was conducted to explore the lived experiences of baccalaureate nursing graduates' preparation for the NGN. Strategies for successful NGN preparation were revealed which can be useful to faculty and future graduates.
Methods: An interpretive phenomenological design was used which involved the recruitment of Midwest Baccalaureate nursing graduates. Semi-structured interviews were conducted with the participants (n=9) regarding their postgraduation preparation experiences for the NGN. Braun and Clarke’s six-step thematic analysis approach was used to analyze the data.
Results: Five themes were developed from this study. The themes included early NGN exposure, finding your style and resources, juggling feelings, striving for mastery level, and study-life balance. During the narratives of the participants, strategies that were used for a successful first time NGN result were discussed. These strategies shared by the participants included the addition of new resources to ones previously utilized, the use of specific resources, intensifying practice sessions, teaching concepts to others, dedicated study time, support systems, self-care, and positive affirmations.
Conclusion: With the ongoing fluctuations in NGN FTPRs, it is imperative to improve understanding of NGN preparation. The focus has been on faculty’s preparation of baccalaureate nursing students. However, understanding preparation by graduates during the crucial time between graduation and taking the NGN is important. This study’s findings showcase the strategies used by baccalaureate nursing students which need to be shared with educators for future coaching or advising of NGN preparation.
Description
With the implementation of the Next Generation NCLEX (NGN), there have continued to be fluctuations in first time pass rates (FTPRs). Not only is it important to understand student preparation for the NGN, but also graduate preparation during the time between graduation and taking the NGN. The findings of this study can provide valuable insights into the strategies graduates utilize to enhance their knowledge, self-awareness, and supportive measures for a successful first time NGN attempt.