Efficacy of progression testing in predicting nursing student academic success

Objective: The aim of this review is to study the accuracy of commercially available progression examinations in predicting student success to determine if there are significant differences in scores for those who are academically successful and to discuss the implications of the findings in relation to the use of progression policies. Methods: Research papers published between January 2001 and November 2011 were identified in CINAHL, MEDLINE and Health Source: Academic databases. The search was performed using standardized systematic search methods with the following terms: student success, progression testing, standardized testing, midcurricular, ATI® and HESI®. Results: Two studies met the inclusion criteria of reporting quantitative relationships between computerized assessment measures and academic success. Both reported that MC-HESI® scores positively correlated with academic success and scores attained in capstone nursing courses and that there were significant differences in scores between those who were and were not successful academically. Conclusions: The MC-HESI® may be a useful instrument for identifying students who are at risk for not successfully completing the nursing program. The use of information obtained from this test, and other progression testing, can enable faculty to identify at-risk students at an earlier point within the curriculum and assist them by developing a remediation plan for student success through the remainder of their nursing education.