Repeat Testing with the HESI Exit Examination: Performance of ADN and BSN Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/202295
Type:
Presentation
Title:
Repeat Testing with the HESI Exit Examination: Performance of ADN and BSN Nursing Students
Abstract:
(41st Biennial Convention) Purpose: To ensure NCLEX-RN licensure success, nursing faculties have moved to exit testing using standardized examinations.  In an effort to promote student success, some schools require remediation for low scoring students followed by repeated exit examinations using a parallel test version derived from the same test pool of questions.  The purpose of this study was to (1) evaluate student HESI™ Exit Examination (E2) scores on successive tests and (2) examine NCLEX-RN success potential with retesting. Methods: Paul’s (1993) critical thinking theory served as a theoretical framework.  Data were extracted from the 2009-2010 Elsevier Exit Exam data base containing responses from an electronic survey sent to a stratified random sample of Associate Degree, Baccalaureate, and Diploma program directors.  Fifty eight program directors (42%) returned the survey – representing 25 BSN, 29 ADN, and 4 Diploma programs for a total sample of 3,435 students Results: Student E2 performance significantly improved with repeated testing.  For the 921 students taking the initial E2 and repeating the exam once, mean scores significantly increased from 780.79 (SD=82.59) to 843 (SD=110.79) (t=19.037, df=920, p = .000). The 285 students taking the original E2 and then repeating parallel examinations twice for a total of three tests experienced significant scoring increases.  Initial test means were 758.95 (SD=88.84) rising to 785.11 (SD=78.58) on the second testing, and again increasing to 821.34 (SD=98.71) [Willks’ Lambda=.704, F (2, 283) = 59.53, p = .000, multivariate partial eta squared = .296]. As E2 scores increased, there was a greater likelihood of NCLEX-RN success particularly for second time test takers scoring 850 or greater. Conclusions:  Repeat testing has the potential to guide for remediation efforts followed by retesting.  Higher scores on retesting predict greater NCLEX-RN success.  Further research is needed regarding additional factors that improve student performance on repeat testing.
Keywords:
ADN/BSN Student; Repeat Testing; HESI Exit Exam
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleRepeat Testing with the HESI Exit Examination: Performance of ADN and BSN Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202295-
dc.description.abstract(41st Biennial Convention) Purpose: To ensure NCLEX-RN licensure success, nursing faculties have moved to exit testing using standardized examinations.  In an effort to promote student success, some schools require remediation for low scoring students followed by repeated exit examinations using a parallel test version derived from the same test pool of questions.  The purpose of this study was to (1) evaluate student HESI™ Exit Examination (E2) scores on successive tests and (2) examine NCLEX-RN success potential with retesting. Methods: Paul’s (1993) critical thinking theory served as a theoretical framework.  Data were extracted from the 2009-2010 Elsevier Exit Exam data base containing responses from an electronic survey sent to a stratified random sample of Associate Degree, Baccalaureate, and Diploma program directors.  Fifty eight program directors (42%) returned the survey – representing 25 BSN, 29 ADN, and 4 Diploma programs for a total sample of 3,435 students Results: Student E2 performance significantly improved with repeated testing.  For the 921 students taking the initial E2 and repeating the exam once, mean scores significantly increased from 780.79 (SD=82.59) to 843 (SD=110.79) (t=19.037, df=920, p = .000). The 285 students taking the original E2 and then repeating parallel examinations twice for a total of three tests experienced significant scoring increases.  Initial test means were 758.95 (SD=88.84) rising to 785.11 (SD=78.58) on the second testing, and again increasing to 821.34 (SD=98.71) [Willks’ Lambda=.704, F (2, 283) = 59.53, p = .000, multivariate partial eta squared = .296]. As E2 scores increased, there was a greater likelihood of NCLEX-RN success particularly for second time test takers scoring 850 or greater. Conclusions:  Repeat testing has the potential to guide for remediation efforts followed by retesting.  Higher scores on retesting predict greater NCLEX-RN success.  Further research is needed regarding additional factors that improve student performance on repeat testing.en_GB
dc.subjectADN/BSN Studenten_GB
dc.subjectRepeat Testingen_GB
dc.subjectHESI Exit Examen_GB
dc.date.available2012-01-11T11:20:39Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:20:39Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.