Examining a HESI exit exam remediation chart: A secondary data analysis

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI:10.1016/j.teln.2024.11.012

Alison Carmona PhD, RN

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引用次数: 0

Abstract

Background

While many nurse educators use a similar HESI remediation chart after the HESI V1 Exit Exam, no research has been completed to examine the effectiveness of the remediation chart on student success.

Purpose

The purpose of the study is to examine the effectiveness of one common, tiered intervention chart used for HESI Exit Exam remediation.

Methods

Secondary data utilized from a previous study examining HESI V1, HESI V2, and NCLEX-RN results for final semester nursing students, was analyzed to compare results before and after the remediation was instituted.

Results

The after-remediation group had significantly higher HESI V2 scores and greater HESI gains from V1 to V2 for students in the 800-849 score range. The NCLEX-RN pass rate was higher for the before-remediation group for those in the below 700 score range. No other group differences in HESI V2 or NCLEX-RN were significant.

Conclusion

Results indicate the tiered remediation system is not performing as intended. Educators should examine the types of remediation being used for low-scoring students to determine why the remediation chart isn't effective.

查看原文本刊更多论文

检查HESI退出考试补救图表：二次数据分析

虽然许多护士教育工作者在HESI V1毕业考试后使用类似的HESI补习表，但没有研究完成来检验补习表对学生成功的有效性。目的：本研究的目的是检验一种通用的分层干预表用于HESI毕业考试补救的有效性。方法利用先前研究的辅助数据，对期末护理学生的HESI V1、HESI V2和NCLEX-RN结果进行分析，比较实施补救前后的结果。结果补课组HESI V2得分显著高于补课组，800-849分区间学生的HESI从V1到V2的提升幅度更大。对于分数在700分以下的学生，补习前的NCLEX-RN通过率更高。其他各组HESI V2或NCLEX-RN无显著差异。结论分级修复系统效果不理想。教育工作者应该检查用于低分学生的补习类型，以确定为什么补习表无效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty