Choosing a theoretical framework to guide HESI Exit Examination research

Ainslie T. Nibert, Carolyn Adamson, Anne Young, Kathryn A. Lauchner, Robin B. Britt, Mary Newman Hinds

Research output: Contribution to journalReview articlepeer-review

10 Scopus citations


This article responds to issues raised in 2004 by Spurlock and Hanks, who interpreted data that were presented in four published studies describing the validity of the Health Education Systems, Inc. (HESI) Exit Examination. The argument for using classical testing theory as the preferred theoretical framework to a clinical disease detection model is advanced. While the Spurlock and Hanks article promotes a philosophical bias against the establishment of progression policies within schools of nursing, this article offers another assessment of the merits of detecting at-risk students so timely remediation can occur prior to administration of the National Council Licensure Examination for Registered Nurses (NCLEX-RN). From data presented in the four validity studies, the HESI Exit Examination was reported to be 96.36% to 98.30% accurate in predicting NCLEX-RN success, and those original findings are reaffirmed.

Original languageEnglish (US)
Pages (from-to)303-307
Number of pages5
JournalJournal of Nursing Education
Issue number8
StatePublished - Aug 2006
Externally publishedYes

ASJC Scopus subject areas

  • General Nursing
  • Education


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