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Student-Authored Multiple-Choice Questions: An Innovative Response to Competency-Based Education.
The Journal of Nursing Education
|December 9, 2024
Summary
Nurse practitioner students created multiple-choice questions (MCQs) to build and assess competency. This method enhanced knowledge and identified content gaps, proving effective for developing "knows how" skills in nursing education.
Area of Science:
- Nursing Education
- Competency-Based Education
- Medical Education
Background:
- The transition to competency-based education necessitates evaluating assessment tools like multiple-choice questions (MCQs).
- Student-authored MCQs have shown promise in other disciplines for deepening knowledge.
- A specific need exists to explore this approach within nurse practitioner programs.
Purpose of the Study:
- To investigate the efficacy of using student-authored MCQs for developing and assessing competency in nurse practitioner education.
- To evaluate the impact of this methodology on student knowledge and identification of learning gaps.
Main Methods:
- Nurse practitioner students generated MCQs aligned with course objectives.
- Faculty provided feedback on MCQ accuracy, which students used for revisions.
- Validated MCQs were compiled into a question bank for exam preparation.
Main Results:
- A question bank of 112 MCQs across 32 topics was created.
- Students showed improved performance on these MCQs in subsequent assessments.
- MCQs effectively highlighted areas of student misunderstanding, enabling targeted faculty intervention.
- Student feedback indicated a desire for integrating this assignment into all courses.
Conclusions:
- Student-authored MCQs represent an innovative strategy for cultivating "knows how" competencies in nursing.
- The assignment evolved into a group project with a competency-based rubric aligned with professional nursing standards.
- This approach offers a valuable tool for enhancing both learning and assessment in nurse practitioner training.
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