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Related Experiment Videos

An Appreciative Inquiry Into Nurse Educators' Exam Practices.

Amanda O'Rae1, Tammy Hnatyshyn, Amy J Beck

  • 1About the Authors The authors are with the University of Calgary Faculty of Nursing, Calgary, Alberta, Canada. Amanda O'Rae, MPH, BScN, is a senior instructor. Tammy Hnatyshyn, MN, RN, is a senior instructor. Amy J. Beck, MN, BN, RN, CCHN(C), is a doctoral candidate. Cynthia Mannion, PhD, MScA(N), RN, is an associate professor. Shruti Patel, BScN, RN, is a graduate research assistant. Funding for this study was generously provided by the Taylor Institute for Teaching and Learning as part of a University of Calgary Teaching and Learning Grant. The authors acknowledge Dr. Gayle Rutherford for her support in the design and implementation of this study; her expertise and mentorship with the facilitation of the focus groups were greatly appreciated. For more information, contact Amanda O'Rae at aorae@ucalgary.ca.

Nursing Education Perspectives
|November 9, 2018
PubMed
Summary

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Nurse educators need better support for creating multiple-choice examinations (MCEs) and analyzing results. Implementing faculty guidelines, test banks, and curriculum blueprints can enhance nursing student assessment.

Area of Science:

  • Nursing Education
  • Educational Assessment
  • Health Professions Education

Background:

  • Multiple-choice examinations (MCEs) are a standard method for evaluating nursing student knowledge.
  • Nurse educators often lack adequate support in developing high-quality MCE questions and conducting effective post-examination analyses.
  • Reliable assessment of student learning is crucial for ensuring competent nursing practice.

Purpose of the Study:

  • To investigate current practices and challenges faced by nurse educators in developing and analyzing MCEs.
  • To identify ideal strategies for improving the quality and reliability of MCEs in nursing education.
  • To explore faculty perspectives on necessary supports for strengthening assessment practices.

Main Methods:

  • A mixed-methods approach was employed, including surveys of nurse educators.

Related Experiment Videos

  • Focus groups were conducted to gather in-depth qualitative data on MCE writing practices.
  • Appreciative inquiry was utilized to foster collaborative ideal-setting for assessment improvement.

    • Main Results:

    • Nurse educators identified a need for clearer guidelines and expectations regarding MCE development.
    • Participants proposed the creation of faculty-developed test banks to ensure question quality and consistency.
    • The development of an assessment blueprint at the curriculum level was suggested to align MCEs with learning objectives.
    • Team development among faculty for question writing and review was highlighted as beneficial.

    Conclusions:

    • Strengthening faculty support is essential for improving current multiple-choice examination practices in nursing education.
    • Implementing structured approaches like faculty guidelines, collaborative test development, and curriculum-level assessment blueprints can enhance the reliability of student evaluations.
    • Leveraging the expertise of educators through dedicated support systems is key to optimizing assessment strategies and ensuring effective student learning outcomes.