title: Collaborative testing as a learning strategy in nursing education.
abstract: A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.
authors.affiliation: College of St. Scholastica School of Nursing, Duluth, Minnesota, USA. ssandahl@css.edu
authors.forename: Sheryl S
authors.initials: SS
authors.lastname: Sandahl
mesh_terms: D000328:Adult; D018592:Cross-Over Studies; D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006126:Group Processes; D006801:Humans; D008297:Male; D015146:Midwestern United States; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods*