Social processes influencing nursing students in passing the nursing licensure examination: A grounded theory approach

Abstract

AbstractAimTo explore the strategies used by nursing students in passing the nursing licensure examination.DesignThis study uses a classic grounded theory design to explore the social processes influencing a nursing license examination.MethodsEight graduate students participated in this research study and were interviewed in‐depth twice. The Classic Grounded Theory method of Glaser was applied to collect and analyse the data until saturation was reached.ResultsThe findings revealed that students who passed the nursing licensure examination described the strategies as a preliminary model comprising a core category, Reviewing (Phase 1), which consisted of two sub‐categories: Entering Time and Reviewing Styles. Additionally, two other main categories emerged: the Tutoring category (Phase 2) and the Testing Practice category (Phase 3). It was observed that each course (subject) does not necessarily follow a specific order in traversing these phases; they may move back and forth between them until the conclusion of the examination. Furthermore, it was found that the time allocated to Entering Time and completing the three phases significantly influences the successful passing of the nursing licensure examination.