Nurse Educator Vol. 39, No. 1, pp. 4-5 Copyright * 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins
Nurse Educator
Teaching Tools
Use of Collaborative Testing to Promote Nursing Student Success June A. Eastridge, MSN, RN, CNE
June A. Eastridge
A
lthough nearly one-third of the US population is composed of minority groups, only 16.8% of registered nurses (RNs) are minority.1 An increase in underrepresented minorities in the nursing workforce has the potential to improve healthcare delivery by RNs.2 However, there are many challenges that minority nursing students face, including lack of financial support, family demands, poor academic preparation and study skills, language barriers, and feelings of differentness.3 Classroom group activities can address these barriers in several ways, such as facilitating peer support and increasing socialization.4 The latter leads to increased retention as feelings of loneliness and isolation decrease for students.4 In addition, capitalizing on making friends among their student colleagues allows students to practice language skills, explore cultural differences within a peer group, and experience critical thinking from another person’s point of view. New friendships lead to increased use of study groups with peer encouragement and motivation to persist.5 Collaborative testing (CT) is 1 group activity that is a learning strategy, but whether it increases student success and serves as a retention strategy has had minimal study.6 Collaborative testing may enhance learning in ways that have been recommended to promote success of minority students by increased learning of content, critical thinking skills, communication, socialization, and group process.4
Use of CT A Gallup, New Mexico, university campus serves a diverse student population that is 90% minority, encompassing tribes and pueblos of American Indians as well as Hispanic, Asian, Arab, and other students for whom English is a 2nd language. To enhance learning for this diverse group in the nursing program, group learning activities, including CT, are being
Author Affiliation: Associate Professor, Nursing, University of New Mexico, Gallup. The author declares no conflicts of interest. Correspondence: Ms Eastridge, Nursing, University of New Mexico, 705 Gurley Ave, Gallup, NM 87301 ([email protected]). DOI: 10.1097/01.NNE.0000437366.96218.f1
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Volume 39 & Number 1 & January/February 2014
used in the classroom. Initially, faculty worried about grade inflation, inability of weaker students to pass a course independently, and time required to administer tests to both individuals and groups. Faculty also recognized that traditional educational approaches were not effective with all students. They decided to 1st try CT as a pilot; 2 instructors participated with 2 classes (n = 30) and agreed to maintain 2 grade books for comparison. One grade book tracked student scores using only individual test grades and the 2nd incorporated grading points for CT. This allowed identification of students who passed a course due to CT points who otherwise would have failed. All students were tracked through the end of the program to determine NCLEX-RN success. To begin, students who will take the test collaboratively are assigned to groups of 4 to 5. Their names are placed on blank group answer sheets to be used later. Next, each student takes the computerized course examination. Answers are submitted electronically and they receive their raw test score. After completing the examination, they return to the classroom for the group test, which is identical to the individual test but taken collaboratively using paper and pencil. Group composition varies, with both higher and lower achieving students from different cultural backgrounds. New groups are formed for every test to decrease the chance that a particular group may skew the group grade. This also promotes broader socialization among the class and the potential for new friendships. Faculty provide verbal instructions about the CT process and its purpose. Within each group, students organize their approach. Most assign a reader and a recorder, whereas some groups have members take turns reading questions. Active discussion is encouraged, but discussion among groups is not permitted. Students are not allowed to have any outside resources, cellphones, or notes during the examination. There is no time limit, but group tests typically take one-third to one-half the time needed for the individual examination. Group answer sheets are hand scored by faculty. To receive group test points, students must pass their individual test with a minimum of 75%. For a group score of 100%, each Nurse Educator
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
member has 5 points added to their individual test score. For a group score of 90% to 99%, 2 points are added, whereas groups scoring below 90% receive no points. After the group tests have been scored, students review incorrect items with the instructor and ask questions.
Student Evaluation Student response to CT has been positive. Evaluative data indicate that they appreciate the opportunity to work with classmates to answer test questions. They believe that they learn course content more thoroughly and become better test takers. Collaborative testing gives them the opportunity to ‘‘bounce ideas off of one another’’ without the pressure of having to be right; the group shares that pressure. Students believe that clinical reasoning is enhanced and that the class experiences improved interaction. The group test is viewed as ‘‘a study group after the test.’’ The opportunity to improve course grades is seen as an added benefit that keeps students enthusiastic. The few negative comments related to highly vocal students sometimes dominating the group tests and participation from failing students were decreased.
Students Facing Failure Students may find CT difficult, especially if they are distracted by low individual test scores or have trouble assertively expressing themselves to others. For this reason, faculty members are attentive and prepared to intervene when a group has reached an impasse. Teachable moments arise related to group process and decision making. Students often become each other’s best support and encourage their classmates to persevere.
Lessons Learned Analysis of grade books revealed that CT points allowed 1 to 3 students in each class to pass a course they would have otherwise failed. This was initially disturbing to the faculty, but the decision was made to continue CT while tracking students’ end-of-program success on the NCLEX-RN. Among students who passed courses because of the extra points from CT, all passed the NCLEX-RN on their 1st attempt. Collaborative testing is now used in all nursing courses.
Nurse Educator
Conclusion Collaborative testing incorporates approaches that have been recommended to increase the success of minority students. Group process allows students to interact and get to know each other as individuals. Peer support is provided as students who have a good grasp of content or are good test takers share with the group their thoughts and critical thinking approaches. Practice in language use, especially incorporating nursing terminology, is beneficial for nonnative English speakers. Exploring test questions in light of cultural differences allows students to think beyond their normal boundaries. Because CT points can have a positive impact on final grades, there is an incentive for the group to do well. Discussions are active as students state their rationales and correctly reason answers. Faculty have found that test review has been eliminated—after discussion of test questions within the groups, there is little lingering confusion or debate with the instructor over correct answers. Nursing is a demanding profession, and students face challenges as they learn to think critically. To reach the goal of making the nursing profession better reflect the general population, it is necessary to explore creative approaches to meet the needs of a diverse student population. Collaborative testing is 1 approach to learning that can be easily added to the curriculum and has the potential to increase student confidence and prepare them for success on the NCLEX-RN.
References 1. US Department of Health and Human Services. The Registered Nurse Population: Findings from the 2008 National Sample Survey of Registered Nurses. Washington, DC: US Department of Health and Human Services; 2010. 2. Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press; 2010 3. Jeffreys MR. Nontraditional students’ perceptions of variables influencing retention: a multisite study. Nurse Educ. 2007;4:161-167. 4. Sandahl S. Collaborative testing as a learning strategy in nursing education. Nurs Educ Perspect. 2010;31:142-147. 5. Hansen E, Beaver S. Faculty support for ESL nursing students: action plan for success. Nurs Educ Perspect. 2012;33:246-250. 6. Molsbee CP. Collaborative testing and mixed results. Teach Learn Nurs. 2013;8:22-25.
Volume 39 & Number 1 & January/February 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
5
Nurse Educator
Teaching Tools
Use of Collaborative Testing to Promote Nursing Student Success June A. Eastridge, MSN, RN, CNE
June A. Eastridge
A
lthough nearly one-third of the US population is composed of minority groups, only 16.8% of registered nurses (RNs) are minority.1 An increase in underrepresented minorities in the nursing workforce has the potential to improve healthcare delivery by RNs.2 However, there are many challenges that minority nursing students face, including lack of financial support, family demands, poor academic preparation and study skills, language barriers, and feelings of differentness.3 Classroom group activities can address these barriers in several ways, such as facilitating peer support and increasing socialization.4 The latter leads to increased retention as feelings of loneliness and isolation decrease for students.4 In addition, capitalizing on making friends among their student colleagues allows students to practice language skills, explore cultural differences within a peer group, and experience critical thinking from another person’s point of view. New friendships lead to increased use of study groups with peer encouragement and motivation to persist.5 Collaborative testing (CT) is 1 group activity that is a learning strategy, but whether it increases student success and serves as a retention strategy has had minimal study.6 Collaborative testing may enhance learning in ways that have been recommended to promote success of minority students by increased learning of content, critical thinking skills, communication, socialization, and group process.4
Use of CT A Gallup, New Mexico, university campus serves a diverse student population that is 90% minority, encompassing tribes and pueblos of American Indians as well as Hispanic, Asian, Arab, and other students for whom English is a 2nd language. To enhance learning for this diverse group in the nursing program, group learning activities, including CT, are being
Author Affiliation: Associate Professor, Nursing, University of New Mexico, Gallup. The author declares no conflicts of interest. Correspondence: Ms Eastridge, Nursing, University of New Mexico, 705 Gurley Ave, Gallup, NM 87301 ([email protected]). DOI: 10.1097/01.NNE.0000437366.96218.f1
4
Volume 39 & Number 1 & January/February 2014
used in the classroom. Initially, faculty worried about grade inflation, inability of weaker students to pass a course independently, and time required to administer tests to both individuals and groups. Faculty also recognized that traditional educational approaches were not effective with all students. They decided to 1st try CT as a pilot; 2 instructors participated with 2 classes (n = 30) and agreed to maintain 2 grade books for comparison. One grade book tracked student scores using only individual test grades and the 2nd incorporated grading points for CT. This allowed identification of students who passed a course due to CT points who otherwise would have failed. All students were tracked through the end of the program to determine NCLEX-RN success. To begin, students who will take the test collaboratively are assigned to groups of 4 to 5. Their names are placed on blank group answer sheets to be used later. Next, each student takes the computerized course examination. Answers are submitted electronically and they receive their raw test score. After completing the examination, they return to the classroom for the group test, which is identical to the individual test but taken collaboratively using paper and pencil. Group composition varies, with both higher and lower achieving students from different cultural backgrounds. New groups are formed for every test to decrease the chance that a particular group may skew the group grade. This also promotes broader socialization among the class and the potential for new friendships. Faculty provide verbal instructions about the CT process and its purpose. Within each group, students organize their approach. Most assign a reader and a recorder, whereas some groups have members take turns reading questions. Active discussion is encouraged, but discussion among groups is not permitted. Students are not allowed to have any outside resources, cellphones, or notes during the examination. There is no time limit, but group tests typically take one-third to one-half the time needed for the individual examination. Group answer sheets are hand scored by faculty. To receive group test points, students must pass their individual test with a minimum of 75%. For a group score of 100%, each Nurse Educator
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
member has 5 points added to their individual test score. For a group score of 90% to 99%, 2 points are added, whereas groups scoring below 90% receive no points. After the group tests have been scored, students review incorrect items with the instructor and ask questions.
Student Evaluation Student response to CT has been positive. Evaluative data indicate that they appreciate the opportunity to work with classmates to answer test questions. They believe that they learn course content more thoroughly and become better test takers. Collaborative testing gives them the opportunity to ‘‘bounce ideas off of one another’’ without the pressure of having to be right; the group shares that pressure. Students believe that clinical reasoning is enhanced and that the class experiences improved interaction. The group test is viewed as ‘‘a study group after the test.’’ The opportunity to improve course grades is seen as an added benefit that keeps students enthusiastic. The few negative comments related to highly vocal students sometimes dominating the group tests and participation from failing students were decreased.
Students Facing Failure Students may find CT difficult, especially if they are distracted by low individual test scores or have trouble assertively expressing themselves to others. For this reason, faculty members are attentive and prepared to intervene when a group has reached an impasse. Teachable moments arise related to group process and decision making. Students often become each other’s best support and encourage their classmates to persevere.
Lessons Learned Analysis of grade books revealed that CT points allowed 1 to 3 students in each class to pass a course they would have otherwise failed. This was initially disturbing to the faculty, but the decision was made to continue CT while tracking students’ end-of-program success on the NCLEX-RN. Among students who passed courses because of the extra points from CT, all passed the NCLEX-RN on their 1st attempt. Collaborative testing is now used in all nursing courses.
Nurse Educator
Conclusion Collaborative testing incorporates approaches that have been recommended to increase the success of minority students. Group process allows students to interact and get to know each other as individuals. Peer support is provided as students who have a good grasp of content or are good test takers share with the group their thoughts and critical thinking approaches. Practice in language use, especially incorporating nursing terminology, is beneficial for nonnative English speakers. Exploring test questions in light of cultural differences allows students to think beyond their normal boundaries. Because CT points can have a positive impact on final grades, there is an incentive for the group to do well. Discussions are active as students state their rationales and correctly reason answers. Faculty have found that test review has been eliminated—after discussion of test questions within the groups, there is little lingering confusion or debate with the instructor over correct answers. Nursing is a demanding profession, and students face challenges as they learn to think critically. To reach the goal of making the nursing profession better reflect the general population, it is necessary to explore creative approaches to meet the needs of a diverse student population. Collaborative testing is 1 approach to learning that can be easily added to the curriculum and has the potential to increase student confidence and prepare them for success on the NCLEX-RN.
References 1. US Department of Health and Human Services. The Registered Nurse Population: Findings from the 2008 National Sample Survey of Registered Nurses. Washington, DC: US Department of Health and Human Services; 2010. 2. Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press; 2010 3. Jeffreys MR. Nontraditional students’ perceptions of variables influencing retention: a multisite study. Nurse Educ. 2007;4:161-167. 4. Sandahl S. Collaborative testing as a learning strategy in nursing education. Nurs Educ Perspect. 2010;31:142-147. 5. Hansen E, Beaver S. Faculty support for ESL nursing students: action plan for success. Nurs Educ Perspect. 2012;33:246-250. 6. Molsbee CP. Collaborative testing and mixed results. Teach Learn Nurs. 2013;8:22-25.
Volume 39 & Number 1 & January/February 2014
Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
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