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Predictors of classroom exams, standardized exams, and nursing licensure exams in U.S. and international undergraduate RN and PN nursing programs: a scoping review

  • Carolyn J. Kerns ORCID logo EMAIL logo , Andrea Sartain and Kimberly Rogers
Published/Copyright: April 30, 2025

Abstract

Objectives

This scoping review aimed to identify and summarize the findings in the literature on established predictors (not mere correlations) of classroom exams, standardized exams, and nursing licensure exams in US and international undergraduate registered nurse and practical nurse programs.

Methods

PubMed, CINAHL, ERIC ProQuest, PsycINFO, and Cochrane databases were searched for articles from 2008 to 2024 following a formal scoping review protocol. A three-person team followed the PRISMA reporting guidelines.

Results

The review included 79 articles with a significant predictive relationship. Most articles focused on licensure exams. Predictors were grouped into categories for classroom, standardized, and licensure exams.

Conclusions

While the findings yielded many predictors, standardized test scores, course grades, and GPA were the three most common predictors for the exam types overall. This scoping review can help nursing faculty decide which predictors likely apply to their nursing students to improve classroom, standardized, and licensure exam success.


Corresponding author: Carolyn J. Kerns, EdD, RN, FNP, CNE, Assistant Professor, The University of Alabama, Capstone College of Nursing, Tuscaloosa, Alabama, USA, E-mail:

Acknowledgments

The authors wish to thank Gabe Mansfield, MLIS, Reference Librarian, The University of Alabama, Rodgers Science and Engineering Library, Tuscaloosa, Alabama, USA, for his assistance in developing the search string.

  1. Research ethics: Not applicable.

  2. Informed consent: Not applicable.

  3. Author contributions: CJK: conceptualization, methodology, investigation, validation, data curation, formal analysis, project administration, writing – original draft and editing; AS: investigation, validation, writing – review and editing; KR: conceptualization, investigation, validation, software, writing – review and editing.

  4. Use of Large Language Models, AI and Machine Learning Tools: Large Language Models, AI, and Machine Learning Tools were not used.

  5. Conflict of interest: Authors state no conflict of interest.

  6. Research funding: None declared.

  7. Data availbility: Not applicable.

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Received: 2024-10-24
Accepted: 2025-04-12
Published Online: 2025-04-30

© 2025 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Association between admission criteria to nurse practitioner program in Israel and academic success: a retrospective study analysis
  2. Literature Reviews
  3. Higher education nursing students’ literacy skills: a scoping review
  4. Predictors of classroom exams, standardized exams, and nursing licensure exams in U.S. and international undergraduate RN and PN nursing programs: a scoping review
  5. Transfer of learning in baccalaureate nursing education: a systematic scoping review
  6. Research Articles
  7. Exploring nurse faculty perceptions of notetaking
  8. Exploring the link of educational environment and self-esteem with critical thinking in undergraduate nursing university students: a cross-sectional study
  9. Navigating global mobility: a comparative study of nursing education in Nepal and Australia
  10. The impact of simulation-based ethical education on nursing students’ moral distress levels
  11. Affective learning assessment of beginning nursing students
  12. Examining perspectives of instructors and students on the instruction of care plans within the nursing process – a qualitative inquiry
  13. The Doctoral Seminar in nursing: an exploration of the literature and trends found in Canadian syllabi
  14. Deliberate practice of medication administration among nursing students: a pilot study
  15. Canadian nursing students and education in medical and recreational cannabis: a preliminary evidence
  16. Flourishing in nursing: positive factors that contributed to mental wellbeing of nursing students in Thailand
  17. Exploring the perceptions of practical nursing students on caring for the older person
  18. Nurse educators’ experience in implementing concept-based curriculum: a phenomenology study
  19. Perception of nursing students on nursing teamwork in hospitals in Slovakia: a cross-sectional study
  20. Lived experiences of international nursing students regarding the studying challenges: a phenomenology study
  21. Educational Process, Issue, Trend
  22. Nursing student needs assessment and preferences for faculty-led mentoring
  23. Pedagogical matters: a dialogue of diverse persons, perspectives, and programs
  24. Effects of cooperative learning on undergraduate nursing students: a quasi- experimental study
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