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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.
Abstract:
Multiple-choice examinations (MCEs) are commonly used to evaluate nursing students. Nurse educators require support to develop questions and engage in postexam analysis to ensure reliable assessment of student learning. We surveyed nurse educators and conducted focus groups to investigate current writing practices associated with MCEs. Using appreciative inquiry, participants proposed ideals to strengthen MCE practice: guidelines and expectations for faculty, faculty-developed test banks, team development, and an assessment blueprint at the curriculum level. Faculty supports are necessary to strengthen current MCE practices and best utilize the skills of educators.