BACKGROUND: Scant evidence is found in the literature regarding the unit-level Health Education Systems, Inc. (HESI) examinations. This study aims to (a) compare student Psych HESI examination scores between cohorts after increasing grade allocation from 5% to 15%, and (b) examine student perceptions of the impact of increasing the percentage of course grade allocation. METHOD: An ex post facto research design analyzed differences in Psych HESI examination scores. HESI examination mean score differences between groups were analyzed using ANOVA. Narrative responses were analyzed using content analysis. RESULTS: Psych HESI examination means increased from 836 in spring 2015 (5% of course grade) to 905 in fall 2015 (15% of course grade). Narrative response themes included (a) Validated Learning; (b) Compelled Participants to Study More; (c) Incongruent With Class Content and Preparation Books; and (d) Stress-Producing. CONCLUSION: HESI examination scores improved with increasing course grade percentage allocated to the HESI score. Students indicated positive and negative perceptions of the increased grade allocation. [J Nurs Educ. 2018;57(10):604-608.]. Copyright 2018, SLACK Incorporated.
BACKGROUND: Scant evidence is found in the literature regarding the unit-level Health Education Systems, Inc. (HESI) examinations. This study aims to (a) compare student Psych HESI examination scores between cohorts after increasing grade allocation from 5% to 15%, and (b) examine student perceptions of the impact of increasing the percentage of course grade allocation. METHOD: An ex post facto research design analyzed differences in Psych HESI examination scores. HESI examination mean score differences between groups were analyzed using ANOVA. Narrative responses were analyzed using content analysis. RESULTS: Psych HESI examination means increased from 836 in spring 2015 (5% of course grade) to 905 in fall 2015 (15% of course grade). Narrative response themes included (a) Validated Learning; (b) Compelled Participants to Study More; (c) Incongruent With Class Content and Preparation Books; and (d) Stress-Producing. CONCLUSION: HESI examination scores improved with increasing course grade percentage allocated to the HESI score. Students indicated positive and negative perceptions of the increased grade allocation. [J Nurs Educ. 2018;57(10):604-608.]. Copyright 2018, SLACK Incorporated.