Evidence-based strategies for standardized exam remediation in nursing: An integrative review

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.]

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Evidence-based strategies for standardized exam remediation in nursing: An integrative review

Cited by 2 publications

References 25 publications

Academic program enhancement supporting the success of undergraduate nursing students and graduates

Academic program enhancement supporting the success of undergraduate nursing students and graduates

Standardized Nursing Examination Remediation: A Program Evaluation

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