title: Using metacognitive strategies to help students learn in pretest and posttest review.
abstract: The authors discuss the use of several metacognitive strategies that can help turn test reviews into an active learning experience. With these strategies, test reviews can provide students with valuable tools to enhance their thinking and help them better prepare for the high-level thinking test questions that are seen on nursing examinations.
authors.affiliation: Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana, PA 15701, USA. SGPKLM@aol.com
authors.forename: Susan G
authors.initials: SG
authors.lastname: Poorman
authors.forename: Melissa L
authors.initials: ML
authors.lastname: Mastorovich
mesh_terms: D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005181:Faculty, Nursing / Q000458:organization & administration; D007722:Health Knowledge, Attitudes, Practice; D006379:Helping Behavior; D006801:Humans; D007858:Learning; D017145:Models, Educational; D011588:Psychology, Educational; D012649:Self Concept; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D014705:Verbal Behavior