Specialty Exam Research Articles

Academic and Nonacademic Predictors of BSN Student Success on the HESI Exit Exam.

First-time success rate on the NCLEX-RN examination has significant implications for BSN students, faculty, and schools of nursing. Many nursing programs utilize standardized examinations such as the HESI Exit Exam to quantify student success on knowledge of nursing concepts and to prepare students for success on the NCLEX-RN. Nursing faculty must be able to identify predictors of student success early in the nursing program in order to offer appropriate support and remediation. The purpose of this retrospective, correlational study was to determine predictive variables of BSN student success on the HESI Exit Exam in a southeastern university. Students who reported higher test anxiety scored significantly lower on the HESI Exit Exam. Higher medical-surgical I HESI examination scores, higher medical-surgical II HESI examination scores, higher obstetrics HESI examination scores, and higher final grade point average were significant predictors of students' HESI Exit Exam scores and accounted for 39% of the variance in the scores. Results from this study suggest implementing remediation based on HESI Specialty Exam scores and interventions aimed at reducing test anxiety.

Predicting students' admission to medical specialty courses based on academic performance and cognitive factors

Introduction: Nowadays, admission of students for medical specialty courses has faced some challenges. Due to the special importance of the duties and mission of physicians and the necessity of careful selection in their admission, the purpose of this study was to determine the contribution of academic performance and cognitive factors in students' admission to medical university. Methods: This was a descriptive cross-sectional study. The study population consisted of all the candidates of the specialty exams of Medical Sciences Universities in 2018, The members of these two groups were 1096 that score of them were analyzed in GPA, pre-internship score and cognitive test scores. The sample was selected by simple random sampling method. Research tools were California analytical thinking test, Watson Glazer critical thinking test, and reading comprehension test whose reliability by Cronbach's alpha coefficient came out as 0.79, 0.76, and 0.80, respectively. Data were analyzed using SPSS and R software and logistic regression, stepwise regression and independent t-test were used to answer the research questions. Result: The results showed that variables of GPA (t = 8.59, P = 0.0001), pre-internship test score (t = 7.45, P = 0.0001) and cognitive test score (t = 4.48, P = 0.0001) have a significant role in predicting candidates' performance in specialty entrance exam. Also, these variables could predict the status of admission or rejection of students in specialized courses (X2 = 630.63, P < 0.0001). The results of independent t-test showed that there was a significant difference between the performance of men and women in specialty entrance exam (t = 4.91, P = 0.0001), GPA (t = 4.67, P = 0.0001) and cognitive tests (t = -2.08, P = 0.038). Conclusion: Cognitive ability of medical university specialty candidates and their previous academic performance are the most important predictors of success in university entrance examination and admission. So it is necessary to accept students in specialized courses and universities based on essential competencies for medical students such as analytical thinking skills, logical thinking, problem solving and decision making, in addition to the entrance exams and performance of previous courses, in their assessments.

Career Preferences of Senior Students in Faculty of Medicine and Factors Affecting These Preferences

Kariyer, genel anlamıyla seçilen bir iş hattında ilerlemek ve bunun sonucunda sorumluluk üstlenmek, statü kazanmak ve saygınlık elde etmek anlamını taşımaktadır. Bir kişinin iş yaşantısındaki aktivite, sorumluluk, tutum ve davranışlarının gelişimidir. Tıp fakültesi öğrencilerini mezuniyet sonrası temel, dâhili ve cerrahi bilimler alanlarında farklı düzey ve statüde kariyer olanakları beklemektedir. Bu çalışmada Tıp Fakültesi son sınıf öğrencilerinin kariyer tercihlerinin ne olduğu ve bu tercihlerini etkileyen faktörlerin belirlenmesi amaçlanmaktadır. Çalışmada karma araştırma yöntemi ve tamamlayıcılık deseni kullanılmıştır. Nicel ve nitel veriler eş zamanlı toplanmış ve bir yöntemden elde edilen bulguların detaylandırılması, sunulması, artırılması ve açıklığa kavuşturulmasında diğer yöntemin sonuçları kullanılmıştır. Veri toplama aracı olarak odak grup görüşmeleri ve kariyer tercih anketi kullanılmıştır. Yapılan odak grup görüşmeleri içerik çözümlemesi ile analiz edilmiştir. Transkriptleri çıkarıldıktan sonra kodlanıp, kategorize edilmiştir. Veri analizinde tanımlayıcı istatistikler ve Fisher’s Exact Test kullanılmıştır. Çalışmaya katılanların %60.9’u (n=28) kadın, genel yaş ortalaması 24.4 (±1.9) idi. Öğrencilerin %66.7’si (n=30) mezuniyet sonrasında dâhili, %28.9’u (n=13) cerrahi tıp bilimleri, %4.4’ü (n=2) temel bilimleri seçmeyi planlıyordu. Hiçbir öğrenci meslek hayatına pratisyen hekim olarak devam etmek istemiyordu. Öğrencilerin %84.8’i mezuniyet sonrasında “kamu hastanelerinde” çalışmak istediklerini ifade etti. “Yaşam tarzı esnekliği” ve “Kabul edilebilir çalışma saatleri” kariyer tercihini en çok etkilediği ifade edilen faktörlerdendi. Kariyer tercihini en az etkilediği tespit edilen faktörler ise “aile isteği” ve “sürekli mesleki gelişim için zaman ve para harcama zorunluluğu” ile “toplum tarafından algılanan statü” idi. Odak grup görüşmelerinden “ilgi, yetenek, para, saygınlık statü, kabul edilebilir ve yönetilebilir çalışma koşulları, dar ve odaklanmış ve genel uygulama alanı, TUS’dan alınan puan, mesleki tatmin, hastalar ve hasta yakınları ile ilişkiler, etik ilişkiler, yurtdışı olanaklar ve kariyer danışmanlığı” etkileyen faktörler olarak belirlenmiştir. Öğrencilerin kariyer planlamalarını yetenek ve ilgi alanlarına göre yapabilmelerini desteklemek ve sağlık alanında dengeli bir hizmet dağılımı sağlamak için, çalışma koşullarının düzenlenmesi yanında, mezuniyet öncesi eğitimde olumlu rol modellerinin varlığı ve kariyer danışmanlığı önem kazanmaktadır.

The Impact of Clinical to Simulation Hour Ratios on Nursing Student Learning

Simulation is utilized in nursing education worldwide as an adjunctive experiential method of learning, either in replace of, or addition to, traditional clinical instruction. While every state in the nation incorporates simulation in their nursing curriculum, there is remarkable variation among state authorizing agencies as to which clinical to simulation hour ratio is ideal. The purpose of this quantitative, non-experimental, retrospective cohort project was to determine the impact of a 2:1 clinical to simulation hours ratio (whereby two hours of clinical are fulfilled by one hour of high-fidelity simulation [HFS]) on baccalaureate prelicensure nursing student learning in a medical-surgical course by examining Health Education Systems Incorporated (HESI) medical-surgical specialty exam scores amongst two independent groups. The research institution transitioned from a 1:1 to a 2:1 ratio at a 20% substitution rate pursuant to the Colorado State Board of Nursing (BON) rules that state if the school is nationally accredited and follows the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice, the nursing program may replace two hours of traditional clinical with one hour of simulation. An independent sample t-test compared the HESI medical-surgical specialty exam scores for the 1:1 (Group A) and the 2:1 (Group B) clinical to simulation hours ratio groups. There were no significant differences in scores for Group A (M = 927.13, SD = 136.18) and Group B (M = 956.09, SD = 144.24; t (331) = -1.88, p = .06, two-tailed). The magnitude of the differences in the means (mean difference = -28.95, 95% CI: -59.22 to 1.31) was small according to Cohen’s (1988) convention (d = 0.21). The results of this project suggest that a 2:1 ratio may be implemented without negatively affecting standardized examination scores. More research is needed to explore the impact that higher ratios have in other courses, at other institutions, and among associate degree students.

Educational Revolution: Integrating Concept-Based Curriculum and Active Learning for Mental Health Nursing Students.

OBJECTIVE: To disseminate knowledge to mental health nurse educators regarding a course that is successfully preparing registered nurse (RN) students to pass the psychosocial integrity portion of the National Council Licensing Exam for Registered Nurses (NCLEX-RN). METHOD: Following the implementation of a new concept-based nursing program curricular design, faculty teaching in a psychiatric mental health nursing course embarked on converting lecture-based, content-saturated teaching strategies into active learning strategies. In this article, the overall conceptual framework for the course and specific examples of active learning teaching strategies related to nursing concepts in mental health are described. Information on objectives, clinical placements, testing, class organization, and curricular content are provided. Outcomes are shared revealing success in helping students pass the psychosocial integrity section of the NCLEX-RN. RESULTS: Predictive scores on the HESI RN Psychiatric Mental Health Specialty Exam have been consistently higher than the national average for the United States, and the NCLEX-RN pass rate for the cohort of 90 students was 97%. The majority of student evaluations of the course were positive. CONCLUSIONS: Results suggest that the integration of conceptual and active learning in a psychiatric mental health nursing course may increase the likelihood of student success.

Viewpoint: How many more?

Back in April a colleague and friend of mine took their final specialty exam and then went missing. No one had seen or heard from them, although their car and phone were located. After 4 distressing weeks of ifs, buts, and maybes, their body was found. As a group of trainees, this is beyond devastating. Someone who we have sat with in lectures on how to look for danger signs of burnout, low mood, and suicide prevention is now possibly one of those statistics. The sense of individual collective responsibility is horrendous. How did we not see? How did we not act? Aren’t we being trained to try to protect those in our care from this? The disconnect starts in medical school. Success is everything and failure is a dirty word. We …

Training for pediatric surgeons through the keyhole

Minimally invasive techniques are gaining popularity in pediatric surgery, confident knowledge in endoscopies is one of the main purposes of the training. This survey analyzed the laparoscopic training for pediatric surgeons. We sent questionnaires to all trainees and pediatric surgeons specialized after 2012 by e-mail. The questionnaire focused on their opportunities for laparoscopy during the training and their subjective opinions. 34 questionnaires were sent by email. 17 trainees and 11 specialists responded (82%). The rate of endoscopic surgeries is 15% in the clinical centers without trauma surgery, and 2-10% in other training centers. Routine laparoscopies are performed in all centers, and in 40-60% of the centers, advanced endoscopies are also applied. Half of the surgeons performed laparoscopy in the first 2 years of training. An average of 20 laparoscopies were carried out by trainees in the 3-6th year. 50% of the trainees had the opportunity to use pelvitrainer, however, video-watching (100%) is the most common preparation before endoscopies. The surgeons' subjective opinion about having enough laparoscopic experience by the time of the specialty exam was yes: n = 6 (21%), sufficient: n = 12 (43%) and no: n = 10 (36%). The training could be more effective with more equipment, free courses on pelvitrainers or animal models, and with more patient and dedicated attitude of the instructors. Laparoscopy is in everyday practice in major centers, however, trainees do not have enough experience in terms of its confident use. Endoscopic training could be better with the regular use of pelvitrainers and more surgical practice. Revision of the operation list and the rise in the number of laparoscopies are necessary. Orv Hetil. 2018; 159(43): 1747-1753.

A model, by making common task force out of scientific organisation, the academic sector and governmental institute, was realised in Hungary to support the specific family physician training and to implement research and development projects in the primary healthcare. Part I

It is internationally recognized that the best method for practicing general medical care is family medicine, based on the correct relationship between the physician and the patients/families, where the principles of disease prevention and patient care meet, and the cost-benefit rates are better. In Hungary, a major part of the health reform had been the advancement of a primary care system by the international standards of modern family medicine. The Scientific Association of the Hungarian General Practitioners (SAHGP), founded in 1967, has adviced - from its onset - to introduce a new, independent medical specialty named 'general practice' which was finally realised in 1974. That was followed, according to the Welfare Ministry Order No. 6/1993, by the specific training program for general practice which prescribed, also for the in-service GP-s, to complete an individual postgraduate training, to be ended by a state specialty exam in family practice, under conduction of the regional medical schools. Furthermore, for strengthening the primary healthcare, in 1998 the government established - uniquely in Europe - the National Institute of Primary Healthcare (NIPHC). So a unique task force has gained shape which included the academic sector, the professional NGO and the governmental background institution in order to manage: 1) human resource supply in PHC, 2) to implement statewide professional and public health goals as well as 3) to manage research and development projects. This paper takes a look back at the early events of this process as well as tries to offer an insight into the results and conclusions of the performed research projects, highlighting those which can be potentially usable in further professional development of the Hungarian PHC. Orv Hetil. 2018; 159(32): 1310-1316.

Three years of experience with a workshop for medical specialty examiners in South Baden: A project report and initial evaluation results.

Introduction: An oral exam (30-60 minutes) is administered at the end of every post-graduate medical specialty program or is required to attain additional specialized qualifications. In both undergraduate and post-graduate medical education oral exams are not considered to be very objective or reliable. To improve the quality of exams in medical specialties, the Regional Medical Association for South Baden (Bezirksärztekammer Südbaden) decided in 2013 to offer a training program for head examiners and others responsible for administering exams in medical specialties.Project Description: Following a survey of examiners and examinees conducted from January through June, 2013, on the difficulty level of examination questions, satisfaction with the test, and the need for training in administering exams, the first workshop of its kind was designed. Since 2013, six workshops with a total of 93 participants have been held and evaluated.Results: The evaluations (response rate: 86%) showed a high level of acceptance for the concept behind the training. A large number of participants felt the need to define minimum standards for exams, to standardize the required level of difficulty and the assessment criteria in each subject, and to give examiners the appropriate tools needed to improve the validity and reliability of the exams.Conclusion: Offering a training program for those responsible for administering medical specialty exams appears to be both meaningful and necessary in order to meet the existing need for increased validity and reliability. In light of the initial experiences with this workshop and the differing percentages of failed exam attempts nationwide, the implementation of examiner training is to be recommended in other regions in Germany. In other European countries examiners conducting medical specialty exams undergo appropriate training before administering their first exam.

Using Simulation and Case Studies Combined to Improve Student Knowledge: A Retrospective Study.

The aim of the study was to examine effects of high-fidelity simulation and computerized case studies in an advanced medical-surgical course. The challenges of coordinating clinical education and desire to utilize innovative methods of teaching were the impetus for course design. A retrospective review compared HESITM specialty exam scores for groups of the newer and former course design. In the newly configured course, students alternated weekly between simulation and computer-assisted case studies and traditional clinical experiences. Quantitative methods were utilized to analyze data; HESI specialty exam scores were determined to be statistically significantly higher for the groups of the newer design model. Incorporating case studies and high-fidelity simulation on a biweekly basis may be the reason for improved performance.

Foot and ankle history and clinical examination: A guide to everyday practice.

This review summarises the key points in taking a history and performing a comprehensive clinical examination for patients with foot and/or ankle problems. It is a useful guide for residents who are preparing for their specialty exams, as well as family doctors and any other doctor who has to deal with foot and ankle problems in adults.

Teaching Students Concept Mapping to Enhance Critical Thinking in a Mental Health Nursing Course

Aim: The purpose of this study was to explore the level of critical thinking of millennial nursing students enrolled in a mental health nursing course by using a constructivist approach and utilizing concept mapping as a teaching and learning tool. Background: Nursing education should keep in pace with the advances in technology and changes in healthcare. Faculty should consider the diverse learning needs of their students when planning courses and clinical experiences. As evidence-based practice guides health care, so should it guide nursing educators when selecting teaching and learning activities. Educators might be wise to consider strategies which are proven to adequately prepare students to be safe and effective entry-level nurses. Method: Critical thinking of students will be measured using a pre and post-HESI specialty exam, which is designed to measure the critical thinking ability of students. Results of learning outcomes: The students exceeded the national average in 23/30 (73%) in 30 categories of critical thinking and achieved acceptable or recommended levels in 5/5 areas of critical thinking in an HESI Critical Thinking exam. Conclusion: The outcome of the HESI critical thinking exams demonstrated that students were successful developing critical thinking, synthesis of data to guide clinical decisions and demonstrate contextualized judgment and reasoning.

Ethnic minority and non-UK doctors are more likely to fail exams, GMC data show

Black and minority ethnic (BME) doctors and international medical graduates (IMGs) are less likely to pass specialty exams than their white UK counterparts, data from the General Medical Council show. On Thursday 21 July the GMC published research and data on the progression of doctors from different ethnicities and backgrounds through exams and recruitment. The findings showed that white UK medical graduates remained more likely to pass specialty exams than their BME UK counterparts. IMG doctors whose primary qualification was gained outside the UK or European Economic Area (EEA) were even less likely to do well in exams or recruitment, …

Surgical Training and the Early Specialization Program: Analysis of a National Program

The Early Specialization Program (ESP) in surgery was designed by the American Board of Surgery, the American Board of Thoracic Surgery, and the Residency Review Committees for Surgery and Thoracic Surgery to allow surgical trainees dual certification in general surgery (GS) and either vascular surgery (VS) or cardiothoracic surgery (CTS) after 6 to 7 years of training. After more than 10 years' experience, this analysis was undertaken to evaluate efficacy. American Board of Surgery and American Board of Thoracic Surgery records of VS and CTS ESP trainees were queried to evaluate qualifying exam and certifying exam performance. Case logs were examined and compared with contemporaneous non-ESP trainees. Opinions of programs directors of GS, VS, and CTS and ESP participants were solicited via survey. Twenty-six CTS ESP residents have completed training at 10 programs and 16 VS ESP at 6 programs. First-time pass rates on American Board of Surgery qualifying and certifying exams were superior to time-matched peers; greater success in specialty specific examinations was also found. Trainees met required case minimums for GS despite shortened time in GS. By survey, 85% of programs directors endorsed satisfaction with ESP, and 90% endorsed graduate readiness for independent practice. Early Specialization Program participants report increased mentorship and independence, greater competence for practice, and overall satisfaction with ESP. Individuals in ESP programs in VS and CTS were successful in passing GS and specialty exams and achieving required operative cases, despite an accelerated training track. Programs directors and participants report satisfaction with the training and confidence that ESP graduates are prepared for independent practice. This documented success supports ESP training in any surgical subspecialty, including comprehensive GS.

How much study time will I get as a junior doctor?

Dear Caroline How much study time will I get when I start foundation training—and how should I go about preparing for it? Zak Tait, second year medical student, University of Oxford, UK Caroline replies . . . When the foundation programme was first devised, the initial intention was that trainees wouldn’t start immediately, sitting postgraduate specialty exams during their foundation years. Although this remains the case with certain specialties—for example, general practice—many trainees who have set their sights on one of the medical or surgical specialties, …

Preparation for a Postgraduate Specialty Examination by Medical Students in Turkey: Processes and Sources of Anxiety

Phenomenon: Interns in Turkey must endeavor to study for a specialty exam during their internship. The preparation process for the specialty exam and the effect of this process on the students’ anxiety has not been studied comprehensively. The purpose of this study was to evaluate the interns’ preparation time for the specialty exam, their perception of how the preparation process affects their training, and which factors are related to their test anxiety. Approach: A cross-sectional study was conducted with 6th-year students (interns). A questionnaire asked participants to report health status, academic achievement, exam-related anxiety, and trait anxiety. Two open-ended questions asked about views regarding the specialty exam. Multiple linear regression was used to identify the significant predictors of anxiety level due to the exam. Findings: The average duration of exam preparations of participating interns (n = 214) was 16.8 months and 14.3 hours/week. Participating interns’ health status, economic level, perception of academic achievement, time allocated to study for the exam, time remaining until the exam, and trait anxiety level demonstrated a relationship with anxiety level due to the exam (R =.35, R2 =.13, p <.001). In the open-ended questions, the most frequent opinion regarding the importance of the Examination for Specialty in Medicine was “Value attributed to specialization” (43%). The most frequent response regarding the contribution of studying for the specialty exam to their general professional skills was “Rehearsal/recall.” Insights: Participating interns spent an appreciable amount of time preparing for the specialty exam. Although participating interns value this exam, they appear to believe that preparing for it will contribute only moderately to their professional competencies, while increasing their anxiety level. The internship curriculum, requirements, and timing of the specialty exam should be reconsidered.

BPS certifications continue to expand rapidly

The Board of Pharmacy Specialties (BPS) recently reported that a total of 3,247 pharmacists successfully passed the 2013BPS specialty certification and recertification examinations. There are now 19,109BPS board-certified pharmacists, representing an increase of almost 21% from 2012.

PET and PET/CT Study Guide: A Review for Passing the PET Specialty Exam

A. Moniuszko and A. Sciuk New York, NY: Springer, 2013, 240 pages, $39.95 PET and PET/CT Study Guide will appeal to an audience of physicians, residents, educators, technologists, and students wishing to acquire basic and advanced knowledge of PET and PET/CT in preparation for certifying boards

Pediatric News

The Pediatric Pharmacy Advocacy Group presented the Lexi-Comp Best Practice Awards at the 22nd Annual PPAG Meeting and 2013 Pediatric Pharmacy Conference on May 4, 2013 in Indianapolis, Indiana. To be considered for the award, practitioners must submit a description of their program. Awards are evaluated based upon innovation, creativity, cost effectiveness, improvement in practice and leadership. All pediatric pharmacy practitioners are eligible and encouraged to apply.Shannon Manzi, PharmD, from Children’s Hospital Boston was recognized for her implementation of a pharmacist-led pharmacogenomics service. Shannon is currently the Director of the Clinical Pharmacogenomics Service at Children’s Hospital Boston. She is also the team leader for Emergency and Combined Services in the Department of Pharmacy. She graduated from the University of Rhode Island’s PharmD program in 1996. She has practiced pediatric pharmacy for over 15 years, and pediatric emergency pharmacy for 10 years. You can read more about this Best Practice here: http://www.ppag.org/22AM/Manzi_A.pdfJackie Magers, PharmD, BCPS, Kristen Gawronski, PharmD, and Lindsay Schray, PharmD received recognition for their work targeting higher Vancomycin Trough Concentrations in neonates. Jacqueline K. (Schneider) Magers graduated from Jamestown College, Jamestown, ND in 2001 with a BA in Biochemistry and Summa Cum Laude honors. She earned her Doctorate of Pharmacy from The Ohio State University in 2001 with Summa Cum Laude honors. She went on to complete a general practice pharmacy residency at The Nebraska Medical Center and a specialty residency in Neonatology and Women’s Health at The Ohio State University. Currently Jackie works at Nationwide Children’s Hospital in Columbus, Ohio as a NICU Clinical Pharmacy Specialist. Topics of interest include infectious disease, nutrition and pulmonary hypertension. To learn more, please click here: http://www.ppag.org/22AM/Magers.pdf“The Presidential Chairman's Citation' is chosen annually by the sitting president of the Pediatric Pharmacy Advocacy Group (PPAG) and is awarded to an individual that has made a significant and direct impact on the organization. This year’s president, Amy Potts, PharmD, selected Peter Johnson, PharmD an associate professor at the University of Oklahoma. Dr. Johnson received this accolade in recognition of his outstanding service as PPAG’s representative on the Taskforce that recognize Pediatric Pharmacy as a Pharmacy Specialty. The Taskforce was a joint effort of the American College of Clinical Pharmacy, American Society of Health-System Pharmacists and PPAG. Dr. Johnson received his doctor of pharmacy from the University of Mississippi School of Pharmacy in 2004 and completed a PGY1 and PGY2 residencies at the University of Kentucky Chandler Medical Center in Lexington, KY. He is currently an assistant professor in the College of Pharmacy and adjunct assistant professor in the Department of Pediatrics-Section of Critical Care at the University of Oklahoma. Dr. Johnsons is currently a Clinical Pharmacy Specialist-Pediatric Critical Care at the Children’s Hospital at Oklahoma University Medical Center. The Citation was presented on May 3, 2013 at the 22nd Annual PPAG Meeting in Indianapolis, Indiana.The American College of Clinical Pharmacy (ACCP), the American Pharmacists Association (APhA), the American Society of Health-System Pharmacists (ASHP), and the Pediatric Pharmacy Advocacy Group (PPAG) jointly submitted a petition to the Board of Pharmacy Specialties (BPS) requesting recognition of Pediatric Pharmacy Practice as a Specialty. In response to that petition the BPS Board of Directors has voted to recognize pediatric pharmacy as a BPS Specialty. Peter Johnson, PharmD from the University of Oklahoma represented PPAG on the joint task force. Others on the task force included Lea Eiland, PharmD (ASHP), Marcia Buck, PharmD (ACCP), and Chasity Shelton, PharmD (APhA).BPS issued a call for nominations to serve on the Pediatric Pharmacy Specialty Councils and will appoint a 9-member council, which will convene in the Fall of 2013. Examination item writing for the new specialty exam will begin between the fourth quarter of 2013 and the first quarter of 2014 with the first exam being administered in 2015.For more information from BPS, please direct your browser to: http://bpsweb.org/news/pr_041513.cfm.“The Spirit of PPAG Award” recognizes outstanding member contributions to the Association. The recipients of this Award embody and exemplify the values of PPAG and inspire action in others. The Award recognizes those “behind the scene” contributors that usually go unnoticed, but are not less important. Recipients are chosen by peers working on committees or on particular projects. Recipients are officially recognized at the “Town Hall Business Meeting” during the PPAG Annual Meeting each year. This year recipients are Drs. Crumby, Nichols and Whitmore.Ashley Crumby, PharmD, Assistant Clinical Professor at Purdue University, for her contributions to the Education Committee coordinating hospital tours of Riley Children’s Hospital. Kristen Nichols, PharmD, Assistant Professor at Butler University, for her contributions to the Education Committee coordinating hospital tours of Riley Children’s Hospital. Maria Whit-more, PharmD, Pediatric Critical Care Clinical Pharmacist at Peyton Manning Children’s Hospital, for her contributions to the Education Committee coordinating hospital tours of Peyton Manning Children’s Hospital at St. Vincent.

Impact of HESI Specialty Exams: The Ninth HESI Exit Exam Validity Study

Using an ex post facto, nonexperimental design, this, the ninth validity study of Elsevier's HESI Exit Exam (E(2)), reexamined the predictive accuracy of the E(2). The value of administering HESI Specialty Exams within the nursing curriculum in terms of E(2) scores was also investigated. The sample was composed of nursing students (N = 3,790) from 63 randomly selected schools-26 baccalaureate, 31 associate degree, and 6 diploma programs-throughout the United States who took the E(2) between September 2008 and August 2009. As in the previous 8 studies, the E(2) was found to be highly accurate (96.61%) in predicting success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Findings also indicated that students who took one or more HESI Specialty Exams during their nursing curriculum had a significantly higher mean E(2) score (P ≤ .0001) than students who did not take HESI Specialty Exams during their nursing curriculum. Of the 8 HESI Specialty Exams investigated, scores on the Critical Care, Pediatrics, and Medical-Surgical specialty exams were most predictive of NCLEX-RN success. Schools of nursing that used HESI Specialty Exams as course final exams had a significantly higher mean E(2) score (P < .01) than schools that used the exams for remediation and practice.