Background: Assessment in nursing education combines continuous assessment scores (CAS) and examination scores (EXS) to evaluate student competence. While continuous assessment (CA) is intended to promote consistent learning and predict summative outcomes, limited evidence exists in Zambia on its impact on the final examination scores (FES). Objective: The general objective of the study was to examine the impact of continuous assessment scores on the final examination scores for student nurses examined between 2022 and 2024 at Eden University, Lusaka, Zambia, using a retrospective analysis of the July 2022 intake. Methods and Materials: A study employed a retrospective quantitative correlational study design in which a total of 15 courses were analysed by assessing the performance of students in each course and semester for the period of three years. This study used a semi-structured questionnaire in which a total population sampling technique was employed for the courses that were undertaken by the July 2022 intake for a period of three years. Data Analysis: Data was analysed using Statistical Package for Social Sciences (SPSS) version 26. The Pearson's correlation coefficient formula was used to calculate the correlation coefficient between dependent and independent variables. Conclusion: The analysis of continuous assessment scores (CAS) and final examination scores (FES) for student nurses at Eden University revealed a strong positive correlation between CAS and FES across most courses, indicating that students performing well in CAS tend to excel in FES. Overall, the study has shown that CAS is a good predictor of FES performance, emphasizing the importance of continuous assessments in identifying students who need support. Therefore, the study has revealed that CAS has a significant impact on FES for student nurses at Eden University in the School of Nursing and Midwifery Sciences (SoN & Mid Sc). It is against this study that there is a need to provide additio