Collaborative Testing as NCLEX Enrichment

Hanna, Kimberly; Roberts, T. Grady; Hurley, Shelia

doi:10.1097/nne.0000000000000241

Cited by 16 publications

(7 citation statements)

References 12 publications

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“…In contrast, because there was an increase in content retention with the CT group, student comprehension of course material seems to have increased through the process of discussing the test content with their peers in the collaborative groups. This finding is consistent with the findings of Green et al (2018), who also found CT increased content retention, and Hanna et al (2016), who found students who took tests collaboratively scored significantly higher than students who took tests individually.…”

Section: Discussionsupporting

confidence: 91%

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

et al. 2021

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Nursing faculty look for ways to promote the retention of content so that students can build on that content and apply it to nursing practice. A study was designed to determine differences in content retention between testing collaboratively, which involves students taking an exam collectively within a small group, using an individual notecard, and including written rationale for test answers during collaborative testing. Students who tested collaboratively had significantly higher long-term content retention than students who tested with the other methods.

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Section: Discussionsupporting

confidence: 91%

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

et al. 2021

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“…The use of collaborative testing as an active learning strategy and not just an assessment of knowledge, provides multiple opportunities for students to cultivate skills that will benefit them as they enter professional nursing practice. [12] Other studies have also shown that students found collaborative testing to be a non-threatening approach to learning and that exchanges with their fellow student(s) facilitated both their understanding of concepts and strengthened their confidence in their ability to answer questions correctly. However, while students perceived collaborative testing to be both more helpful and less stressful than traditional testing, the absence of improved content retention in prior studies suggests that collaborative testing may not be a robust method for improving student learning.…”

Section: Discussionmentioning

confidence: 99%

Nursing student perception and performance with collaborative testing

Rogers

Gaffney²,

Caulfield³

2021

JNEP

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Background and objective: Collaboration is an important and necessary skill to function effectively within the practice of nursing and inter-professional teams. The purpose of this pilot study was to examine the impact of collaborative testing on nursing student content retention and student perception of the collaborative testing process.Methods: A convenience sample of nursing students (n = 95) were grouped in random pairs and permitted to collaborate on exam 3 (of 5) in an entry level medical surgical nursing course. Students were surveyed with the 13-item survey, Student Evaluation of Collaborative Testing, after the collaborative exam.Results and conclusions: There was a strong, positive correlation between students’ exam 3 grades and the number of correct responses to exam 3 content items on the final exam, r = .511, p < .001. For every one-point increase on exam 3 grades, the number of correct responses on exam 3 content on the final exam increased by .511. As such, students who scored higher on exam 3 also had more correct responses to exam 3 content on the final exam. There was a strong, positive correlation between students’ exam 3 and final exam scores, r = .536, p < .001. It may (or may not) be the case that students’ who perceived collaborative learning more positively were more impacted by the collaborative learning experience, resulting in higher scores on the final exam.

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“…Collaborative testing has been identified as an effective learning strategy in nursing education (Gilley & Clarkston, 2014; Hanna, et al, 2016). For this course, collaborative testing sessions take place after each unit exam.…”

Section: Components Of Udi Principlesmentioning

confidence: 99%

Using Universal Design Principles in a Fundamentals Course to Promote Student Transition to Nursing Education

Scheirer

2020

Nurs Educ Perspect

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The transition to "thinking like a nurse" can present challenges to contemporary student nurses. Nurse educators are called to provide meaningful learning experiences to students with diverse learning needs and promote critical thinking application. Multiple stakeholders encourage nursing faculty to innovate their teaching practices and reflect on the process to promote the life-long learning necessary in professional nursing. Universal design for instruction uses multiple pedagogies, resources, and technologies to create accessible learning environments for all students. This article highlights the evolution of a case exemplar course design in a fundamentals nursing course that utilizes universal design for instruction principles in nursing education.

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Collaborative Testing as NCLEX Enrichment

Cited by 16 publications

References 12 publications

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

A Comparison of Collaborative Testing and Alternative Test-Taking Methods on Content Retention in Baccalaureate Nursing Students

Nursing student perception and performance with collaborative testing

Using Universal Design Principles in a Fundamentals Course to Promote Student Transition to Nursing Education

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