Scholarly research productivity is not related to higher three-year licensure pass rates for physical therapy academic programs.

BACKGROUND: In the domain of academia, the scholarship of research may include, but not limited to, peer-reviewed publications, presentations, or grant submissions. Programmatic research productivity is one of many measures of academic program reputation and ranking. Another measure or tool for quantifying learning success among physical therapists education programs in the USA is 100 % three year pass rates of graduates on the standardized National Physical Therapy Examination (NPTE). In this study, we endeavored to determine if there was an association between research productivity through artifacts and 100 % three year pass rates on the NPTE. METHODS: This observational study involved using pre-approved database exploration representing all accredited programs in the USA who graduated physical therapists during 2009, 2010 and 2011. Descriptive variables captured included raw research productivity artifacts such as peer reviewed publications and books, number of professional presentations, number of scholarly submissions, total grant dollars, and numbers of grants submitted. Descriptive statistics and comparisons (using chi square and t-tests) among program characteristics and research artifacts were calculated. Univariate logistic regression analyses, with appropriate control variables were used to determine associations between research artifacts and 100 % pass rates. RESULTS: Number of scholarly artifacts submitted, faculty with grants, and grant proposals submitted were significantly higher in programs with 100 % three year pass rates. However, after controlling for program characteristics such as grade point average, diversity percentage of cohort, public/private institution, and number of faculty, there were no significant associations between scholarly artifacts and 100 % three year pass rates. CONCLUSIONS: Factors outside of research artifacts are likely better predictors for passing the NPTE.

Minimum standards, rules, and regulations for classification and licensure of intermediate care facilities for the developmentally disabled.

"Effective July 28, 1980; codified October 1, 1984."

Minimum standards, rules and regulations for classification and licensure of sheltered care facilities.

At head of title: Title 77: Public health, Chapter I: Department of Public Health, subchapter C: long-term care facilities.

Minimum standards, rules and regulations for classification and licensure of skilled nursing facilities and intermediate care facilities.

Loose-leaf for updating.

Minimum standards, rules and regulations for classification and licensure of skilled nursing facilities and intermediate care facilities.

"Effective July 28, 1980; codified September 28, 1984."

Minimum standards, rules and regulations for classification and licensure of sheltered care facilities.

Mode of access: Internet.

Minimum standards, rules, and regulations for classification and licensure of intermediate care facilities for the developmentally disabled.

Loose-leaf for updating.

Minimum standards, rules and regulations for the licensure of community living facilities.

"Effective July 28, 1980."--Cover.

Minimum standards, rules and regulations for licensure of community living facilities : final rules.

Authorized by the Community Living Facilities Licensing Act.

Registered and practical nurse education and licensure annual report /

Description based on: 1978 and 1979.

Rules and regulations for the licensure of home health agencies.

Caption title.

Minimum standards, rules, and regulations for classification and licensure of intermediate care facilities for the developmentally disabled.

Authorized by the Nursing Home Care Reform Act of 1979.

Laws relating to nursing education, licensure--practice, with rules and regulations

Description based on: 1978 issue

The theory of margin as a predictor of success on the National Council Licensure Examination for Registered Nurses

The National Council Licensure Examination for Registered Nurses (NCLEX-RN) is the examination that all graduates of nursing education programs must pass to attain the title of registered nurse. Currently the NCLEX-RN passing rate is at an all-time low (81%) for first-time test takers (NCSBN, 2004); amidst a nationwide shortage of registered nurses (Glabman, 2001). Because of the critical need to supply greater numbers of professional nurses, and the potential accreditation ramifications that low NCLEX-RN passing rates can have on schools of nursing and graduates, this research study tests the effectiveness of a predictor model. This model is based upon the theoretical framework of McClusky's (1959) theory of margin (ToM), with the hope that students found to be at-risk for NCLEX-RN failure can be identified and remediated prior to taking the actual licensure examination. To date no theory based predictor model has been identified that predicts success on the NCLEX-RN. ^ The model was tested using prerequisite course grades, nursing course grades and scores on standardized examinations for the 2003 associate degree nursing graduates at a urban community college (N = 235). Success was determined through the reporting of pass on the NCLEX-RN examination by the Florida Board of Nursing. Point biserial correlations tested model assumptions regarding variable relationships, while logistic regression was used to test the model's predictive power. ^ Correlations among variables were significant and the model accounted for 66% of variance in graduates' success on the NCLEX-RN with 98% prediction accuracy. Although certain prerequisite course grades and nursing course grades were found to be significant to NCLEX-RN success, the overall model was found to be most predictive at the conclusion of the academic program of study. The inclusion of the RN Assessment Examination, taken during the final semester of course work, was the most significant predictor of NCLEX-RN success. Success on the NCLEX-RN allows graduates to work as registered nurses, reflects positively on a school's academic performance record, and supports the appropriateness of the educational program's goals and objectives. The study's findings support potential other uses of McClusky's theory of margin as a predictor of program outcome in other venues of adult education. ^