Standardized Nursing Examination Remediation: A Program Evaluation

Background: Nurse educators at a public university expanded their standardized examination program in Spring 2020 to include more specialty examinations, required remediation, and retesting for students who did not attain benchmark scores. This study conducted a remediation-focused program evaluatio...

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Published in:The Journal of nursing education 2023-09, Vol.62 (9), p.519-522
Main Authors: Olsen, Jeanette M, Mota, Dalete, Wildenberg, Catherine, Donahue, Rita J, Thomas, Regan, Willmus, Nicole
Format: Article
Language:English
Subjects:
Academic Achievement
At Risk Students
Barriers
Case Studies
Curricula
Data Analysis
Departments
Evaluation
Exit Examinations
Group Activities
Literature Reviews
Measurement Techniques
Methods
Mixed methods research
Nursing education
Outcome Measures
Professional examinations
Program Evaluation
Remedial Instruction
Standardized tests
Statistical Analysis
Students
Testing Programs
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Summary:Background: Nurse educators at a public university expanded their standardized examination program in Spring 2020 to include more specialty examinations, required remediation, and retesting for students who did not attain benchmark scores. This study conducted a remediation-focused program evaluation. Method: A mixed-methods design was used. Aggregated deidentified Health Education Systems, Inc. (HESI) specialty examination scores (n = 907) were analyzed. Feedback from nursing students and recent alumni (n = 70) was collected using a Qualtrics survey. Results: For students scoring under benchmark, higher remediation time requirements led to greater increases in second-attempt specialty examination scores. More alumni than current students reported remediation was helpful (p =.029). Participants' perspectives regarding remediation barriers, helpful strategies, and motivating policies were identified. Five themes emerged from open-ended survey comments, adding depth to the quantitative findings. Conclusion: Recommendations for standardized examination remediation strategies and policies are offered. [J Nurs Educ. 2023;62(9):519-522.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20230712-09