Hoping to Pass: Randomized Trial of a One-Time Hope Intervention on Standardized Exam Passing Rates in BSN Students

Area of Science:

• Nursing Education
• Psychology
• Health Sciences

Background:

• National standardized nursing exams are crucial for assessing student readiness and impact academic institutions.
• Educational interventions can improve student performance and academic success.
• Hope has been linked to academic performance and standardized exam scores in nursing students.

Purpose of the Study:

• To test if a one-time hope intervention increases standardized exam (SE) passing rates in Bachelor of Science in Nursing (BSN) students.
• To examine the predictive role of interventions, state-mechanism variables, and trait characteristics on SE passing.
• To evaluate the long-term efficacy of a brief hope intervention on nursing students' exam success.

Main Methods:

• A randomized, controlled trial compared a 90-minute hope intervention with progressive muscle relaxation.
• The study included multiple cohorts of BSN nursing students.
• Standardized exam (SE) passing scores were the primary outcome measure.

Main Results:

• Hope levels increased temporarily after the hope intervention.
• Both interventions showed short-term improvements in psychosocial indicators but did not impact SE scores.
• Academic self-efficacy was the sole predictor of passing standardized exams (SEs).

Conclusions:

• A single hope intervention can enhance short-term hope but did not yield statistically significant long-term effects on passing standardized exams (SEs) in BSN students.
• The study suggests potential for future interventions, possibly involving booster sessions or tailored approaches for struggling students.
• Further research is needed to explore modifications for sustained impact on standardized exam (SE) performance.