Effectiveness of an Adaptive Quizzing System on Student Learning and Institutional-Wide Retention Strategy for Minority Nursing Students

Nursing school is challenging for students, especially minority populations; for example BSN programs experienced a decline in African American student enrollment down to 12% by 2011 (NLN, 2012). Although this number has increased there remain obstacles for minorities pursuing baccalaureate degrees in nursing.

Policies at the study school require a HESI Exit exam score of 900 (in semester V) to graduate; multiple failures and repetitions can lead to low morale, frustration and drop out. Determining ways to predict and help students achieve success on both graduation requirements and NCLEX are crucial when hoping to increase the number of minority nurse graduates.

The current study explored usage and efficacy of an online adaptive quizzing system (AQS) designed to provide students a forum in which to practice and master course content. The study provided students and instructors access to the AQS and monitored usage, implementation and subsequent performance.

Participants were undergraduate nursing students (N = 48). Data was collected from Semester II (Fall 2011) through Semester V (Spring 2013). Students were divided into groups: 1 - Passed HESI 1st time (N = 26); 2 – Passed HESI on 2nd attempt (N = 16); 3 - greater than two HESI attempts (N = 6). Data collected included grades, exam performance, HESI and ATI scores, AQS usage and NCLEX pass rates along with demographic information. We will analyze data and compare groups to identify potential risk-factors and/or correlates of poor outcomes during Semester V and explore relationships between AQS usage and student outcomes.

Data is still being collected and analyzed for the study group (Spring 2013 graduates); to date not all students have taken the NCLEX. We hope the results will add to the knowledge base on the implementation of online adaptive study tools to help support teaching and learning and improve student retention.