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Comparison of specialty examination scores pre- and post-pandemic
Renae Authement1, Jennifer Mundine, Brooke Beatty
1Renae Authement is an assistant professor at Tarleton State University, where Brooke Beatty is a program director of the LVN to BSN entry and an instructor, and Jennifer Mundine is an adjunct instructor at Arizona College of Nursing and an assistant professor at West Coast University.
Objective:
To determine if nursing student application of knowledge declined due to remote learning during the COVID-19 pandemic. Health Education Systems Incorporated Fundamentals version one (HESI Fundamentals V-1) specialty examination scores of first-semester nursing students in the traditional BSN program were compared with pre- and post-remote course delivery.
Methods:
The study used a comparative quantitative research design and involved a convenience sample of 200 nursing students in their first semester of a nursing program at a university located in the south-central region of the US. Their HESI Fundamentals V-1 scores in the spring 2020 semester were compared with their scores in the fall 2020 semester.
Results:
Using statistical analysis of an independent one-tailed t -test, the mean HESI scores in fall 2020 were significantly higher than the mean HESI scores in spring 2020.
Conclusion:
While remote learning caused concerns for nursing instructors and students, the HESI scores support that student application of knowledge improved even after the delivery of remote learning.
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