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Design, Fabrication, and Administration of the Hand Active Sensation Test (HASTe)
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HESI exams: consequences and remediation.

Maria E Lauer1, Mary J Yoho

  • 1Holy Family University, School of Nursing& Allied Health Professions, Philadelphia, PA 19114-2009, USA. mlauer@holyfamily.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|April 10, 2013
PubMed
Summary

Schools that require remediation and associate consequences with HESI Exit Exam (E2) scores show higher student performance. These findings suggest that accountability measures improve nursing students' preparedness for the National Council Licensure Examination for Registered Nurses (NCLEX-RN).

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Area of Science:

  • Nursing Education
  • Health Professions Education Assessment

Background:

  • Elsevier's Health Education Systems, Inc. (HESI) exams are widely used to assess nursing student performance and predict success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN).
  • The HESI Exit Exam (E2) is a key tool, with many nursing programs setting benchmark scores students must achieve.
  • Students failing to meet benchmarks typically undergo remediation and retesting to gauge effectiveness and readiness for licensure.

Purpose of the Study:

  • To compare the mean E2 scores of students from nursing schools with and without consequences tied to E2 performance.
  • To investigate the impact of mandatory remediation versus suggested remediation on E2 scores.
  • To evaluate the influence of accountability in nursing education assessment.

Main Methods:

  • Data were collected using the Eighth Validity Study Questionnaire.
  • The study compared mean E2 scores between two groups of nursing schools: those attaching consequences to E2 scores and those not.
  • A secondary comparison was made between schools requiring remediation and those merely suggesting it for students who did not meet the benchmark E2 score.

Main Results:

  • Nursing schools that associated consequences with failure to achieve the faculty-designated E2 benchmark score demonstrated significantly higher mean E2 scores (P < .01).
  • Schools requiring remediation for students who did not meet the benchmark also showed significantly higher mean E2 scores (P < .01) compared to schools that only suggested remediation.
  • These results indicate a positive correlation between accountability measures and student performance on the HESI Exit Exam.

Conclusions:

  • Implementing consequences for not achieving E2 benchmarks and requiring remediation are associated with improved student performance in nursing programs.
  • Accountability structures in nursing education assessment appear to enhance student preparedness for the NCLEX-RN.
  • These findings support the strategic use of HESI exams with defined consequences to drive student success in nursing licensure.