In order to determine the prevalence and patterns of answer-changing behavior, a meta-analysis of 61 studies was conducted. The findings of the individual primary studies were supported, which increased confidence in the conclusion that most students will change answers and this behavior will likely improve test scores. Moreover, neither age, gender, academic ability, personality traits, beliefs about answer changing, nor item characteristics systematically influenced answer-changing behavior. Practitioners of continuing nursing education need to know the effect of answer changing on test scores so that they may appropriately advise nurses who are preparing for objective tests.