Three heads are better than one: a mixed methods study examining collaborative versus traditional test-taking with...

Area of Science:

• Nursing Education
• Medical Education
• Collaborative Learning

Background:

• Effective patient care relies on teamwork, necessitating teamwork skill development in nursing programs.
• Collaborative testing (CT) is a pedagogical approach gaining traction in higher education, including nursing.

Purpose of the Study:

• To compare collaborative testing (CT) with traditional test-taking in undergraduate nursing students.
• To explore nursing students' experiences regarding learning, content retention, and teamwork skills.

Main Methods:

• A mixed-methods study employing a cross-over design with 70 undergraduate nursing students.
• Data collection through surveys and focus groups to capture student experiences.
• Quantitative analysis of test scores and qualitative exploration of perceived benefits.

Main Results:

• CT scores were significantly higher, averaging 7.99 points more than traditional test scores (out of 100).
• Minimal impact on overall course grades, with an average increase of 1.2 points.
• Students reported improved understanding of material and enhanced communication skills through CT.

Conclusions:

• Collaborative testing offers a valuable pedagogical tool for nursing education, enhancing learning and skill development.
• Further research is recommended to optimize CT implementation and assess long-term impacts on practice readiness.