Cognitive and affective consequences of formative evaluation in graduate nursing students

To test the effect of formative evaluations on cognitive learning and affective behaviors, 57 graduate nursing students were placed in experimental (E) and control (C) groups. Two hypotheses were stated: that E students learn and demonstrate affective behaviors significantly more than C group students. The 25 E group subjects were taught by means of formative evaluations. The 32 C group subjects were taught by lecture-discussion. The content taught dealt with conditions of learning and instruction in nursing. Pre- and posttests measured cognitive learning. Demographic data and affective measures were obtained only at the posttest. Results showed: The E group learned and demonstrated affective behaviors significantly more than the C group. Both groups learned significantly. Subjects preferred the formative evaluation technique significantly more than the LD. Significant positive correlation was found between amount of learning and affective behaviors. Implications were made for education of patients, students, and stall.