HESI Admission Assessment, HESI Radiography Exit Exam, and ARRT Outcomes.

PURPOSE: To analyze a radiography program's use of the Health Education Systems Incorporated Admission Assessment (HESI A2) and the HESI Exit Exam for preparing graduates to take the American Registry of Radiologic Technologists (ARRT) certification and registration exam for radiography. METHODS: The program collected exam scores from the HESI Exit Exam for radiography and the ARRT radiography certification and registration exam for a 10-year period. The study included scores of 171 students who graduated from the radiography education program. The program administered the HESI A2 exam during the last 4 years of the study period, which included 81 students. The authors analyzed the data using mean differences, correlations, and a receiver operating characteristic curve analysis. RESULTS: The correlation of HESI A2 scores with final HESI Exit Exam scores was 0.58 and with ARRT exam scores it was 0.64, which are extremely high correlations in an admissions context. The correlation of final HESI Exit Exam scores with ARRT exam scores was 0.73, which also is a strong correlation for predicting ARRT exam success. More than 94% of students who scored above the recommended performance level of 750 on the second HESI Exit Exam passed the ARRT exam on the first attempt. A receiver operating characteristic curve analysis indicated that the final HESI Exit Exam score was a strong predictor of pass or fail status on the ARRT exam. DISCUSSION: The HESI A2 and Exit Exam are effective measurement tools when used with cogent testing policies. Such policies include strong proctoring practices such as rigorous in-person testing or online proctoring with an attentive, live proctor. Having practice exam results count for a reasonable amount of a course grade (eg, less than 30%) also could be a good policy for the HESI Exit Exam. CONCLUSION: The HESI A2 and Exit Exam are effective tools for helping radiography educators select students for admission and measure student knowledge to help achieve positive certification outcomes.

Supporting student success on the practical nurse (PN) licensure exam: The Health Education Systems Incorporated (HESI) PN Exit Exam Study.

BACKGROUND: Practical Nurses or Vocational Nurses (PNs/VNs) complete a 12-month certificate program and must successfully complete the National Council Licensure Exam for Practical Nurses (NCLEX-PN) prior to practice. While the scope of their practice is more circumscribed than the Registered Nurse (RN), they contribute significantly to healthcare throughout the U.S.A. Current research to support their learning and success is needed. Elsevier's Health Education Systems Incorporated (HESI) PN Exit Exam (E2) has been used to determine students' NCLEX-PN readiness for over 20 years. Given regular updates to the NCLEX test plan, ongoing research is needed to assess the E2's continued predictive validity and examine E2 program policies to enhance PN/VN student success. OBJECTIVES: To examine the predictive validity of the E2 on NCLEX-PN first-time pass rates (NCLEX-PN FTPR) and determine which E2-related program policies are related to higher E2 scores and NCLEX-PN FTPR. METHOD: Sixteen PN/VN program directors participated in the study, providing E2 program policy information and NCLEX-FTPR outcomes for 1371 students who took the E2 between 2018 and 2021. RESULTS: Students passed the NCLEX-PN 96-98 % of the time when they scored 900 or higher on the E2 and passed 94 %-96 % of the time when they scored 850 or higher. Out of 16 programs, most required E2 test preparation (n = 13, 81.25 %) and allowed students more than one E2 attempt (n = 11; 68.75 %). Requiring minimum E2 scores and specific E2 test preparation were associated with higher NCLEX-PN pass rates, in each case mediated by higher E2 scores. Requiring remediation for students with low initial E2 scores led to higher E2 scores but not higher NCLEX-PN pass rates. CONCLUSIONS: This study provides evidence for program policies and educational resources to support students' NCLEX-PN success. Setting an expected performance benchmark and requiring PN students to engage in E2 preparation prior to their first attempt are recommended strategies emerging from this study.

Evaluating college student interest in pet therapy.

UNLABELLED: The first year of college can be extremely stressful, especially for students residing on campus. OBJECTIVE: The authors obtained information from college freshmen about their relationships with pets and investigated interest in a pet therapy program as social support for transient stressful periods. PARTICIPANTS: As part of a university orientation program, 246 college freshman attended 1 of 5 health issues sessions offered during the 2006-2007 academic year. Approximately 50 freshmen attended each session. METHOD: Participants completed a questionnaire at the beginning of the session, followed by a 20-minute presentation about pet therapy that ended with pet therapy visitation. RESULTS: Students identified that visits with certified pet therapy dogs could be beneficial to college freshman during their first year away from home. CONCLUSIONS: These students indicated that a pet therapy program could temporarily fill the absence of previous support systems and be a catalyst for establishing new social relationships.

Low-income HIV-infected women and the process of engaging in healthy behavior.

This cross-sectional multimethod study sought to examine the process of engaging in healthy behaviors, particularly related to stress management, in HIV-infected women with low incomes. Recruited from northeast Ohio, 42 women completed standardized research measures to assess healthy behaviors (via the Health-Promoting Lifestyle Profile II) and the processes of change espoused by the Transtheoretical Model of Behavior Change; 8 of those women participated in individual semistructured interviews conducted at a later point in time to gain additional insight into the phenomenon. Participants were 25 to 60 years of age (mean 38.44 +/- 8.08) and most of the frequently reported healthy behaviors related to spiritual growth and interpersonal relations. Self-reevaluation was the process of change most frequently reported. Qualitative analysis revealed several processes women use to enhance the adoption and maintenance of healthy behaviors; some themes were adequately reflected by the Transtheoretical Model's Processes of Change, whereas a few emerged as processes not usually associated with the Transtheoretical Model. This study yielded useful preliminary information to further explore the adoption and maintenance of health-promoting behavior for HIV-infected women.

Fostering the scholarship of discovery and integration for advanced practice education.

Graduate faculty are challenged to foster the scholarship of discovery and integration in their students. Fostering this scholarship requires that faculty critically analyze their approach to teaching and learning with the ultimate goal of helping students grow exponentially in ways that will continue after completion of their course or class. This article describes a course activity designed to enhance students' abilities to read, critique, and apply literature from multiple scientific disciplines to a clinical realm while maintaining their focus on their health-related scientific discipline. Applied to a course in advanced pathophysiology, the course activity described is amenable for adoption to multiple graduate-level courses and encourages individual, collective, and practice-specific growth.

Stress and transtheoretical model indicators of stress management behaviors in HIV-positive women.

OBJECTIVE: Women are particularly prone to stress with respect to living with HIV. Stress management behaviors can mediate the stress response and improve health outcomes in HIV-positive individuals. The purpose of this descriptive cross-sectional study was to examine stress and Transtheoretical Model (TTM) indicators of stress management behaviors in HIV-positive women. METHODS: 126 HIV-positive women recruited from diverse HIV-care clinics in northeast Ohio completed standardized self-report research instruments to measure stress, stress management behaviors, stage of change, self-efficacy, and decisional balance (pros and cons). RESULTS: Women reported higher levels of stress in the later phase of HIV infection (P<.05). Highly stressed women in this study reported infrequently using stress management behaviors and a low level of perceived efficacy to manage stress although they perceived the pros of managing stress to be high (P<.01). Stress management behaviors were significantly related to stage of change (P<.01), self-efficacy (P<.01), and the cons of managing stress (P<.05). Graphed patterns of decisional balance examined by stage of change and stress management behavior were atypical in this sample. CONCLUSIONS: Clinicians and researchers can use the TTM to describe behavioral indicators of stress management in HIV+ women. However, further research is needed to more fully understand behavioral processes HIV+ women can use to adopt and maintain stress management behaviors.