| Learning Objective #1: Describe the results of the fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam (E2), a computerized comprehensive exam, in predicting NCLEX success of baccalaureate, associate degree, diploma, and practical nursing students, including comparison of student scores at various E2 scoring intervals with their NCLEX outcomes | |||
| Learning Objective #2: Discuss trends in the use of the E2 as a benchmark for progression in nursing programs, and as a guide for remediation prior to NCLEX candidacy |
Objective: The fourth validity study of the Health Education Systems, Inc. (HESI) Exit Exam (E2) examined the accuracy of the E2 in predicting NCLEX success and the degree of risk for licensure exam failure associated with specific E2 scoring intervals.
Sample: 6,800 students from 158 RN programs and 31 PN programs who took the E2 in the 1999-2000 academic year.
Variables: Predictive accuracy of the E2; NCLEX outcomes associated with specific E2 scoring intervals; use of the E2 as a benchmark for progression and remediation.
Findings: Predictive accuracy of the E2 in 1999-2000 was 98.30% for RN students, 99.41% for PN students, and 98.46% for all students. Chi square analysis of the students' scores for each of the five scoring intervals revealed significant differences (X = 618.816, P = .001) among scoring intervals of RN students' scores and significant differences (X = 211.624, P = .001) among scoring intervals of PN students' scores. Policies that contained a specific E2 benchmark score required for progression were adopted by 45 (30.20%) of the 149 RN schools responding. The benchmark scores chosen by these schools ranged from a HESI score of 77 to a HESI score of 90. Policies specifying mandatory remediation for students who failed to achieve designated E2 benchmarks were established at 42 (28.19%) of the 149 RN schools responding.
Conclusions: For the fourth consecutive year, the predictive accuracy of the E2 was not significantly different among programs tested (ADN, BSN, diploma, or PN). The percentage of students who failed the NCLEX significantly increased with each successive drop in scoring interval, creating a step-wise pattern of progressively higher percentages of subjects failing the NCLEX-RN. Schools also reported linking completion of remediation to approval for graduation or NCLEX candidacy for students who failed to attain specified E2 benchmarks.
Back to Measurement in Nursing Education
Back to 37th Biennial Convention - Scientific Session
Sigma Theta Tau International