Open AccessObjective: The aim of this review is to study the accuracy of commercially available progression examinations inpredicting student success to determine if there are significant differences in scores for those who are academicallysuccessful 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, MEDLINEand Health Source: Academic databases. The search was performed using standardized systematic search methods withthe 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 assessmentmeasures and academic success. Both reported that MC-HESI® scores positively correlated with academic success andscores attained in capstone nursing courses and that there were significant differences in scores between those who wereand were not successful academically.
Conclusions: The MC-HESI® may be a useful instrument for identifying students who are at risk for not successfullycompleting the nursing program. The use of information obtained from this test, and other progression testing, can enablefaculty to identify at-risk students at an earlier point within the curriculum and assist them by developing a remediationplan for student success through the remainder of their nursing education.