Computerized testing may be one solution to enhance performance on the curricular Health Education Systems Inc. (HESI) exam and the National Council Licensure Exam for Registered Nurses (NCLEX-RN). Due to the integration of improved technological processes and procedures in healthcare for computerized documentation and electronicmedical records, nursing schools must ensure that students are equipped to meet the dynamic clinical and workforce challenges in daily practice. The purpose of the project was to determine if associate degree nursing (ADN) students demonstrate greater retention of content using test bank computerized testing methods compared to paperand- pencil testing methods. A descriptive correlational design was utilized using an exploration of quantitative data. The Statistical Package for the Social Sciences (SPSS) was used to analyze the results. Licensure-style questions were retrieved to examine student knowledge using both paper-and-pencil and electronic exams. Both tests were compared for increased, equal, or decreased scores. Exam scores were compared on four course exams to identify supportive data. The guiding frameworks for this study included the population, intervention, comparison, outcomes, and timeframe (PICOT) model, the model of evidence based-practice change, Neuman's nursing model, and a blended learning model. Increased scores on comparative computerized tests did not indicate greater content retention over the paper-and-pencil testing methods. The results indicated that it would tend to be true that if students scored high on computerized exams, they will also score high on written exams. A strong positive correlation (0.655) at the 0.01 level of significance existed between the written and computerized exam scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]