Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Jeffery Savage

Keywords

HESI exit exam, GSE tool, prelicensure nursing students, self-efficacy

Disciplines

Education

Abstract

The purpose of this quantitative, nonexperimental, correlational study was to determine if a passing score on the standardized Health Education Systems Incorporated (HESI) exit examination for prelicensure nursing students can be predicted from the number of working hours and self-efficacy scores for those same students. This study is important because of high attrition and low retention rates among prelicensure nursing students, preventing more nurses from providing care to society at a time when the demand for nurses is high. The study included 79 prelicensure nursing students in rural Maine and Ohio. Two measurement instruments were included in this study: the general self-efficacy tool and the HESI exit exam. To collect data, Microsoft Forms and the Evolve.Elsevier HESI exit exam technologies were utilized. A logistic regression analysis evaluated the results. The results show no statistical significance or predictive relationship between the HESI exit exam, the number of hours prelicensure nursing students work, and self-efficacy, χ2(6) = 7.952, p = .242. Even though this study’s data did not result in statistical significance or predictive correlation, there is evidence to support how assessing student success through standardized testing could result in different data results compared to previous research. Recommendations for future research include increasing the number of participants to include more diversity, conducting qualitative research to gain a deeper understanding of what other barriers prelicensure nursing students endure outside of coursework, replicating this study with other variables found from previous research, and using an alternative self-efficacy tool specifically created for nursing students.

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