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Nursing students collaborating to develop multiple-choice exam revision questions: A student engagement study
Judy A Craft1, Martin Christensen1, Natasha Shaw2
1Faculty of Health, Queensland University of Technology, Australia.
Nurse Education Today
|September 13, 2017
Summary
Nursing students improved bioscience understanding and exam confidence by collaboratively creating multiple-choice questions. This active learning approach fostered deeper engagement with scientific content.
Area of Science:
- Nursing Education
- Biosciences
- Student Engagement
Background:
- Bioscience subjects present significant challenges for nursing students.
- Exam anxiety and a surface-level approach to learning are common concerns.
- Effective learning strategies are needed to enhance bioscience comprehension in nursing programs.
Purpose of the Study:
- To enhance collective understanding of bioscience among nursing students.
- To boost student confidence in preparation for final examinations.
- To foster a deeper, more active engagement with bioscience content.
Main Methods:
- A collaborative, small-group project where nursing students developed multiple-choice questions and answers.
- In-class workshops facilitated group collaboration for question writing.
- An online feedback survey (79 respondents) using Likert scales gathered student perspectives.
Main Results:
- The majority of respondents utilized the collaboratively generated questions for exam preparation.
- Strong agreement indicated improved confidence for the final exam.
- Nearly two-thirds reported enhanced content understanding and active reflection.
Conclusions:
- Collaborative question writing effectively promotes bioscience understanding and confidence in nursing students.
- This active learning strategy may lead to improved long-term retention of bioscience knowledge.
- Enhanced bioscience knowledge is crucial for nursing practice and patient outcomes.
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