Repeat testing with the HESI exit exam-sixth validity study.

Since 1996, the accuracy of the HESI Exit Exam, or E(2) in predicting NCLEX success has been scientifically investigated. Five previously conducted studies determined that the E(2) was between 96.36% and 98.30% accurate in predicting NCLEX-RN success (N = 27037). However, all five of these studies examined the accuracy of the E(2) in predicting NCLEX success based on the first administration of the E(2).This study (N = 10147), which examined the predictive accuracy of parallel versions of the E(2), found that there was no significant difference in predictive accuracy between the first (96.44%) and second (92.94%) versions of the E(2), but the third (82.50%) version was significantly less accurate in predicting NCLEX-RN success than were the first two Eversions. The authors conjectured that students taking the E(2) for the third time were at greater risk for NCLEX-RN failure than were those who successfully met the school's designated benchmark score the first or second time they took the E(2).

Predicting NCLEX success with the HESI Exit Exam: fourth annual validity study.

The fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam was designed to examine not only the accuracy of the examination in predicting NCLEX success but also the degree of risk for failure of the licensure examination associated with specific scoring intervals. A descriptive comparative design was used to examine the data provided by schools of nursing regarding students' NCLEX outcomes in the 1999-2000 academic year. As in the 3 previous studies, the examination was found to be a highly accurate predictor of NCLEX success (98.46%). Each scoring interval was significantly different from each of the other scoring intervals (P = .001). In fact, for the combined group of registered nurse and practical nurse students, the percentage of students who failed the NCLEX more than doubled with each successively lower scoring interval. These findings provide the information faculties needed to make evidence-based decisions regarding students' risks for NCLEX failure. Additionally, frequency data were obtained from this survey regarding the use of the examination as a benchmark for progression and remediation, and these findings may also be useful to faculties that are considering establishing such programs.

HESI Exams: an overview of reliability and validity.

Schools of nursing are increasingly administering computerized exams developed by Health Education Systems, Inc (HESI) to evaluate student and program outcomes and provide evidence-based rationale for curriculum development and modification. This article describes the methods used to establish the reliability and validity of HESI specialty exams and HESI exit exams. Discussion of current reliability and validity findings and recommendations for future research to enhance the quantification of validity data for HESI exams are presented.

Use of the HESI Admission Assessment to predict student success.

This study examined the value of the HESI Admission Assessment in predicting student success. Associate degree (N = 68) and baccalaureate (N = 69) nursing students took the HESI Admission Assessment after acceptance into the nursing programs for the purpose of identifying their academic weaknesses and focusing their remediation efforts. Findings indicated that the HESI Admission Assessment was a valid predictor of students' academic ability to succeed in the nursing programs. In the associate degree nursing program, HESI Admission Assessment scores were significantly positively correlated with 88.89% of all nursing course grades in the program and 100% of the beginning-level course grades. In the baccalaureate nursing program, HESI Admission Assessment scores were significantly positively correlated with 50.00% of all nursing course grades in the program and 80.00% of beginning-level course grades. Furthermore, associate degree nursing students who completed the program had significantly higher HESI Admission Assessment scores than those who did not complete the program.

Decrease new graduate nurse orientation costs by using HESI Exit Exam scores.

Predicting workplace success is becoming increasingly important because the cost of orienting new nurse graduates is increasing at such an alarming rate. This study assessed the effectiveness of the HESI Exit Exam in measuring entry-level competencies of novice nurses. Findings indicate that the HESI Exit Exam was an effective predictor of workplace competency for new graduates (N = 108) assigned to acute care and critical care units in a large, tertiary care hospital.

Use of the HESI Admission Assessment to predict student success.

This study examined the value of the HESI Admission Assessment in predicting student success. Associate degree (N = 68) and baccalaureate (N = 69) nursing students took the HESI Admission Assessment after acceptance into the nursing programs for the purpose of identifying their academic weaknesses and focusing their remediation efforts. Findings indicated that the HESI Admission Assessment was a valid predictor of students' academic ability to succeed in the nursing programs. In the associate degree nursing program, HESI Admission Assessment scores were significantly positively correlated with 88.89% of all nursing course grades in the program and 100% of the beginning-level course grades. In the baccalaureate nursing program, HESI Admission Assessment scores were significantly positively correlated with 50.00% of all nursing course grades in the program and 80.00% of beginning-level course grades. Furthermore, associate degree nursing students who completed the program had significantly higher HESI Admission Assessment scores than those who did not complete the program.

Decrease new graduate nurse orientation costs by using HESI exit exam scores.

Predicting workplace success is becoming increasingly important because the cost of orienting new nurse graduates is increasing at such an alarming rate. This study assessed the effectiveness of the HESI Exit Exam in measuring entry-level competencies of novice nurses. Findings indicate that the HESI Exit Exam was an effective predictor of workplace competency for new graduates (N = 108) assigned to acute care and critical care units in a large, tertiary care hospital.

Choosing a theoretical framework to guide HESI exit examination research.

This article responds to issues raised in 2004 by Spurlock and Hanks, who interpreted data that were presented in four published studies describing the validity of the Health Education Systems, Inc. (HESI) Exit Examination. The argument for using classical testing theory as the preferred theoretical framework to a clinical disease detection model is advanced. While the Spurlock and Hanks article promotes a philosophical bias against the establishment of progression policies within schools of nursing, this article offers another assessment of the merits of detecting at-risk students so timely remediation can occur prior to administration of the National Council Licensure Examination for Registered Nurses (NCLEX-RN). From data presented in the four validity studies, the HESI Exit Examination was reported to be 96.36% to 98.30% accurate in predicting NCLEX-RN success, and those original findings are reaffirmed.

Predicting NCLEX success with the HESI Exit Exam: Fourth annual validity study.

The fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam was designed to examine not only the accuracy of the examination in predicting NCLEX success but also the degree of risk for failure of the licensure examination associated with specific scoring intervals. A descriptive comparative design was used to examine the data provided by schools of nursing regarding students' NCLEX outcomes in the 1999-2000 academic year. As in the 3 previous studies, the examination was found to be a highly accurate predictor of NCLEX success (98.46%). Each scoring interval was significantly different from each of the other scoring intervals (P = .001). In fact, for the combined group of registered nurse and practical nurse students, the percentage of students who failed the NCLEX more than doubled with each successively lower scoring interval. These findings provide the information faculties needed to make evidence-based decisions regarding students' risks for NCLEX failure. Additionally, frequency data were obtained from this survey regarding the use of the examination as a benchmark for progression and remediation, and these findings may also be useful to faculties that are considering establishing such programs.

HESI exams: an overview of reliability and validity.

Schools of nursing are increasingly administering computerized exams developed by Health Education Systems, Inc (HESI) to evaluate student and program outcomes and provide evidence-based rationale for curriculum development and modification. This article describes the methods used to establish the reliability and validity of HESI specialty exams and HESI exit exams. Discussion of current reliability and validity findings and recommendations for future research to enhance the quantification of validity data for HESI exams are presented.

HESI exams: an overview of reliability and validity.

Schools of nursing are increasingly administering computerized exams developed by Health Education Systems, Inc (HESI) to evaluate student and program outcomes and provide evidence-based rationale for curriculum development and modification. This article describes the methods used to establish the reliability and validity of HESI specialty exams and HESI exit exams. Discussion of current reliability and validity findings and recommendations for future research to enhance the quantification of validity data for HESI exams are presented.

Predicting NCLEX success with the HESI Exit Exam: fourth annual validity study.

The fourth annual validity study of the Health Education Systems, Inc. (HESI) Exit Exam was designed to examine not only the accuracy of the examination in predicting NCLEX success but also the degree of risk for failure of the licensure examination associated with specific scoring intervals. A descriptive comparative design was used to examine the data provided by schools of nursing regarding students' NCLEX outcomes in the 1999-2000 academic year. As in the 3 previous studies, the examination was found to be a highly accurate predictor of NCLEX success (98.46%). Each scoring interval was significantly different from each of the other scoring intervals ( =.001). In fact, for the combined group of registered nurse and practical nurse students, the percentage of students who failed the NCLEX more than doubled with each successively lower scoring interval. These findings provide the information faculties needed to make evidence-based decisions regarding students' risks for NCLEX failure. Additionally, frequency data were obtained from this survey regarding the use of the examination as a benchmark for progression and remediation, and these findings may also be useful to faculties that are considering establishing such programs.