{"title":"Standardized Nursing Examination Remediation: A Program Evaluation.","authors":"Jeanette M Olsen, Dalete Mota, Catherine Wildenberg, Rita J Donahue, Regan Thomas, Nicole Willmus","doi":"10.3928/01484834-20230712-09","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>A mixed-methods design was used. Aggregated deidentified Health Education Systems, Inc. (HESI) specialty examination scores (<i>n</i> = 907) were analyzed. Feedback from nursing students and recent alumni (<i>n</i> = 70) was collected using a Qualtrics survey.</p><p><strong>Results: </strong>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 (<i>p</i> = .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.</p><p><strong>Conclusion: </strong>Recommendations for standardized examination remediation strategies and policies are offered. <b>[<i>J Nurs Educ</i>. 2023;62(9):519-522.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 9","pages":"519-522"},"PeriodicalIF":1.6000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/01484834-20230712-09","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
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Abstract
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.].
期刊介绍：
The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
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