The Relationship Between Standardized Testing, Early Remediation, and Student Success

Friday, March 27, 2020: 2:05 PM

Angele Davis, DNP, RN
Angelique Allemand, DNP, RN, ACNP-C, CNS
Department of Nursing, Nicholls State University, Thibodaux, LA, USA

Purpose: Offering a state approved and nationally accredited program of study designed to prepare graduates for registered nurse licensure is not without its challenges. There is evidence to support utilization of standardized testing as an assessment strategy can assist faculty in preparing students for success on the NCLEX-RN, especially when utilized to focus on curriculum improvements, identification of at risk students, and student remediation. A review of literature also suggests programs select strategies that best fit their students to ensure academic support and guidance. Therefore, the research questions were:

  1. What is the relationship between students’ first HESI® Exit Exam scores and NCLEX-RN outcomes?
  2. What is the relationship between students’ final HESI® Exit Exam scores and NCLEX-RN outcomes?
  3. What is the relationship between students’ performance on HESI® Specialty Exam scores and HESI® Exit Exam scores?
  4. What is the relationship between students’ performance on HESI® Specialty Exam scores and NCLEX-RN outcomes?
  5. Do HESI® Exit Exam scores predict NCLEX-RN outcomes?
  6. What cutoff scores for HESI® Exit Exam scores yield the most accurate classification of students as predicted to pass and predicted to fail?

Methods: A retrospective, descriptive review of existing administrative data was used. This study was conducted in a Bachelor of Science in Nursing (BSN) program in a public, regional university in a southern state. Students enrolled in the BSN program who completed at least one (1) HESI® exam and the NCLEX-RN were eligible to participate (N = 403). No other demographic data was collected.

Results: While there was at least a weak-positive, significant was found between each of the exams and NCLEX-RN outcomes, the most notable relationship was between the HESI fundamentals scores and exit exam scores (r = .418, p = .000) and the HESI® fundamentals scores and NLCEX-RN outcomes (r = .223, p = .001). Furthermore, a significant regression equation was found (F(1, 398) = 43.437, p = .000), R2 = 0.96.

Conclusion: These findings provide quantitative reassurance that early identification of at risk students coupled with an an intentional approach to teaching, assessment, and remediation is paramount to maintaining excellent student outcomes.

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