Along with that, due to research, it is apparent that decision making is a process of identifying and evaluating choices since people make many decisions on a daily basis. Most of decisions range from routine to impulsive, which does not give critical thinking a chance to help a person to make a correct choice. Along with that, decision making goes along with problem solving within ethical situations. In problem solving, a person has to identify and evaluate solution paths, which includes decision making (Critical thinking). Therefore, critical thinking is essential to the decision making process because ethics is the core of it all. 2.4 Sample

In this study, the research will utilize standardized exam scores housed in an existing database by Elsevier. There will be no direct participation by the students. In order to protect the confidentiality of Elsevier's member schools, the researcher will not know the names of the schools included in the study.

Source: (a Third Study on Predicting NCLEX Success With the HESI Exit Exam)

In these findings, research provided that Lauchner et al.29 recommended that future replication studies include larger sample sizes, which increased within every successive year. "The total sample size for year I was reported by Newman et al.31 as 2,809 students. However, the reporting sample for year I was only 2,725 because 84 of the total did not respond. In reviewing the respondents only, in year II, the reporting sample was 3,752, and in year III, it was 6,277. Almost half of all data gathered for all three years were collected in year III. Table 1 describes the sample by years and types of programs" (a Third Study on Predicting NCLEX Success With the HESI Exit Exam).

Source: (a Third Study on Predicting NCLEX Success With the HESI Exit Exam).

2.5 Instruments: Data will be obtained through two instruments: (1) Elsevier's secondary data source and (2) an ad-hoc survey instrument design to collect information on the ways in which Elsevier's Evolve Apply Cases are used at each school, done by Elsevier. In other research, Though the E2 was highly predictive of NCLEX success in both years I (97.41%) and II (96.49%), it was significantly more accurate when the test administration was monitored than when it was not monitored. In year III, the size of the monitored group (n = 5,831) was larger than the size of the monitored groups in years I (n = 1,971) and II (n = 2,930). The size of the unmonitored group in year III was smaller (n = 446) than the size of the unmonitored groups in year I (n = 754) and year II (n = 822). Again, in year III, the E2 was highly predictive of NCLEX success (97.78%). However, contrary to findings in years I and II, there was no significant difference in the predictive accuracy of monitored (97.95%) and unmonitored (95.88%) test administrations in year III.

Chapter Three Research Methods

3.1 INTRODUCTION

The study sample for the pilot study will be a cohort of 1544 students from 34 schools of nursing who purchased the Evolve Apply case studies and utilized the Evolve Reach E2 and NCLEX-RN from August 2006 through December 2006.

As other nations rapidly improve their higher education systems, we are disturbed by evidence that the quality of student learning at U.S. colleges and universities is inadequate and, in some cases, declining. A number of recent studies highlight the shortcomings of postsecondary institutions in everything from graduation rates and time to degree to learning outcomes and even core literacy skills. According to the most recent National Assessment of Adult Literacy, for instance, the percentage of college graduates...

These shortcomings have real-world consequences. Employers report repeatedly that many new graduates they hire are not prepared to work, lacking the critical thinking, writing and problem-solving skills needed in today's workplaces (a TEST of LEADERSHIP).
This is why this study is very important in order to prove Evolve Apply case studies work to increase test scores.

3.2 Data Collection process:

Data will be derived from the Elsevier exam databases, which consists of exact student exam scores. Student confidentiality will be protected by placing only the exam scores into a spreadsheet. Schools of nursing utilizing the case studies will be sent a questionnaire pertaining to the utilization and consequences involved, if any, when using the case studies. "The federal Family Education Rights and Privacy Act (FERPA) prohibits the release of personally identifiable student information. To be in compliance with FERPA, the State precludes the publication of summary information based on fewer than five students or in which subtraction or other simple mathematical operations could be used to obtain personal information. Individuals who work with education records in agencies or schools are responsible for knowing the privacy regulations that apply to their work. These individuals are cautioned NOT to share data based on fewer than five students with unauthorized individuals"(Student Confidentiality). Within the following questions will be discussed and answered to prove the Evolve Apply case studies improves test scores for nursing students. Statistical analyses will include descriptive statistics, one-way Analysis of Variance (ANOVA) and Pearson's correlation coefficients.

1.Does the utilization of Evolve Apply case studies increase registered nurse students' score on the Evolve Reach Exit Examination (E2)

What are the consequences attached to the utilization of the Evolve Apply case studies in the curriculum?

In schools where some validation is needed that students actually accessed the case studies, and went through them with a consequence following completion; is there a statistically significant higher score on the Evolve Reach E2?

Is there a correlation between the lengths of time a school used the Elsevier Apply standardized case studies and the scores achieved on the E2?

CONCLUSION

The purpose if this is to show that Evolve Apply case studies have an impact on scores on the Evolve Reach Exit Examination (E2) scores. Evolve Apply case studies are utilized by nursing schools around the United States to determine weather or not schools place consequences on the use of computerized and standardized case studies within the nursing curriculum.

References

American Association of Colleges of Nursing (2007). Faculty shortages in baccalaureate and graduate nursing programs: scope of the problem and strategies for expanding the supply. Retrieved December 5, 2007 at http://aacn.nche.edu.

Morrison, S. & Free, K.W. (2001). Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education, 40(1), 17-24.

National League of Nursing Accrediting Commission (2005). Accrediting standards for academic quality of post-secondary and higher degree programs of nursing.

Retrieved December 5, 2007 at http://www.nlnac.org.

Paul, R. (2003). A brief history of the idea of critical thinking, [essay]. The center for critical thinking. Retrieved December 5, 2007, at http://www.criticalthinking.org/University.