11 Baraton Interdisplinary Research Journal (2013) 3(1), 11-21 FACTORS INFLUENCING SUCCESS OF BACHELOR OF SCIENCE IN NURSING GRADUATES IN NURSING COUNCIL OF KENYA LICENSURE EXAMINATIONS Elijah Nyangena 1, Amos Getanda 2 and Sophie Ngugi 3 1 Department of Nursing, University of Eastern Africa Baraton, P O Box 2500 Eldoret, Kenya; 2 Department of Midwifery and Gender, School of Nursing, Moi University, P O Box 3600 Eldoret, Kenya; 3 Nursing Council of Kenya, P O Box 20056 Nairobi, Kenya Correspondence: Elijah Nyangena: elijah208@yahoo.com ©Baraton University Press, 2013 Abstract Passing the licensure examination is an important milestone in the professional life of new nursing graduates. This study investigated the factors that inluence the performance of Bachelor of Science in Nursing (BScN) graduates in the licensure examination in Kenya. A descriptive survey design was used in this ex post facto research study. A postal questionnaire s and record review methods were used for data collection. The sample comprised 157 BScN graduates of whom 94.8% had done the licensure examination and were undergoing internship. The results indicate that the overall national pass rate was 73% and the failure rate 23%. A combination of school, candidate and examination factors played an important role in the candidate success in the examination. Studying in groups seemed to increase the candidates change for passing. It was recommended that candidates preparing to take the examination should revise in proximity to their training institution for support by nursing faculty and library resources. The study was conducted in November 2011 to March 2012. Keywords: Success, examination, licensure, nursing, undergraduate Introduction The Nursing Council of Kenya (NCK) licensure examination is of critical importance for nursing graduates, their sponsors, the nursing program and university. The main purpose of the examination is to determine the Bachelor of Science in Nursing (BScN) graduates minimum competence and preparedness to provide safe and effective nursing care (McDowell, 2008). To an extent, the exam may be an indicator of how well curriculum objectives are achieved (Lauchner, Newman & Britt, 2008). It can be argued therefore, that while the licensure examination is not a curriculum evaluation instrument, it may serve as a useful tool for evaluating the performance of respective nursing programs in Kenya. Currently, the licensure examination is held biannually; in January and July. The examination has four papers: paper one comprise medical-surgical, pediatric and gynecology nursing; paper two has midwifery/reproductive health; paper three comprise community health nursing; and paper four covers mental health nursing, nursing education, research, and management. Previously, one examination paper was done daily but since January 2011, two papers are done per day. The candidate must pass each of the four examination papers with a minimum of 50% to be eligible for professional registration by the Nursing Council of Kenya. Failing in any paper means that the candidate must pay the full fees again to retake the examination when next offered. This is usually after an interval of about six months. Apparently, there is inadequate documentation on the performance trend by the BScN graduates in the licensure examination. However, the performance has been notably variable and unpredictable. This variability is thought to be dependent on the training institution factors, candidate or the examination factors. Therefore, there is need to establish the trend and success rate in the licensure examination in Kenya. In comparison with the USA, about 15% of nursing graduates taking the licensure examination for the irst time fail while the national average success rate is 83.4% (Poorman & Webb, 2000). Various factors are thought to affect the performance of the nursing graduates in the licensure ISSN 2079-4711