2.50
Hdl Handle:
http://hdl.handle.net/10755/157482
Type:
Presentation
Title:
RETROSPECTIVE VERSUS TRADITIONAL PRE-TEST ADMINISTRATION
Abstract:
RETROSPECTIVE VERSUS TRADITIONAL PRE-TEST ADMINISTRATION
Conference Sponsor:Western Institute of Nursing
Conference Year:2010
Author:dela Cruz, Felicitas, RN, DNSc, FAANP
P.I. Institution Name:Azusa Pacific University
Title:Professor
Contact Address:901 E. Alosta Ave., Azusa, CA, 91702, USA
Co-Authors:Marilyn Klakovich
PURPOSES/AIMS: This paper reports on a comparison of retrospective to traditional pre-test administration for the Interpersonal Communication Assessment Scale (ICAS), the Pre-Professional Clinical Competency Scale (PPCCS), and the Cultural Self Efficacy Scale (CSES) in a cohort of students completing the prelicensure phase of an accelerated master's entry into nursing program.
BACKGROUND: Formative program evaluation is critical to the successful implementation of a new program. However, due to rapid cycle program development and approval, insufficient lead time was available to select or develop instruments for administration of the pre-test during the first semester. Research with medical students has demonstrated valid results when administering the pre-test retrospectively, in conjunction with the post-test. Thus, for the first two admitted cohorts, pre-tests were administered retrospectively. However, limited research is available describing this technique with nursing students in general, and master's entry second career students in particular.
METHODS: For our fourth cohort of students (N= 24), using a retrospective pre/post survey design combined with a traditional pre/post survey design, the ICAS, PPCCS, and CSES were administered during the first semester and final semester of the pre-licensure phase of the program. For the retrospective administration, students were instructed to rate themselves based on where they were when they started the program.
RESULTS: Paired t-tests revealed no significant differences between the retrospective and traditional pre-test administrations for the ICAS (t=0.54, p=0.59) and PPCCS (t=1.3, p=0.22) and CSES (t=1.3, p=0.19). Furthermore, paired t-tests demonstrated significant gains from pre to post test on all measures with both administration methods.
IMPLICATIONS: Results should be interpreted with caution due to the small sample and administration in one cohort of second career master's entry students. Further testing is recommended with larger samples and in other nursing student populations. Preliminary findings suggest that retrospective pre-test administration yields comparable results to traditionally administered pre-tests while decreasing the scheduling burden for students. Furthermore, increased familiarity with terminology may indeed increase the validity of the results.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleRETROSPECTIVE VERSUS TRADITIONAL PRE-TEST ADMINISTRATIONen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157482-
dc.description.abstract<table><tr><td colspan="2" class="item-title">RETROSPECTIVE VERSUS TRADITIONAL PRE-TEST ADMINISTRATION</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">dela Cruz, Felicitas, RN, DNSc, FAANP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Azusa Pacific University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">901 E. Alosta Ave., Azusa, CA, 91702, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">fdelacruz@apu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Marilyn Klakovich</td></tr><tr><td colspan="2" class="item-abstract">PURPOSES/AIMS: This paper reports on a comparison of retrospective to traditional pre-test administration for the Interpersonal Communication Assessment Scale (ICAS), the Pre-Professional Clinical Competency Scale (PPCCS), and the Cultural Self Efficacy Scale (CSES) in a cohort of students completing the prelicensure phase of an accelerated master's entry into nursing program. <br/> BACKGROUND: Formative program evaluation is critical to the successful implementation of a new program. However, due to rapid cycle program development and approval, insufficient lead time was available to select or develop instruments for administration of the pre-test during the first semester. Research with medical students has demonstrated valid results when administering the pre-test retrospectively, in conjunction with the post-test. Thus, for the first two admitted cohorts, pre-tests were administered retrospectively. However, limited research is available describing this technique with nursing students in general, and master's entry second career students in particular. <br/> METHODS: For our fourth cohort of students (N= 24), using a retrospective pre/post survey design combined with a traditional pre/post survey design, the ICAS, PPCCS, and CSES were administered during the first semester and final semester of the pre-licensure phase of the program. For the retrospective administration, students were instructed to rate themselves based on where they were when they started the program. <br/> RESULTS: Paired t-tests revealed no significant differences between the retrospective and traditional pre-test administrations for the ICAS (t=0.54, p=0.59) and PPCCS (t=1.3, p=0.22) and CSES (t=1.3, p=0.19). Furthermore, paired t-tests demonstrated significant gains from pre to post test on all measures with both administration methods. <br/> IMPLICATIONS: Results should be interpreted with caution due to the small sample and administration in one cohort of second career master's entry students. Further testing is recommended with larger samples and in other nursing student populations. Preliminary findings suggest that retrospective pre-test administration yields comparable results to traditionally administered pre-tests while decreasing the scheduling burden for students. Furthermore, increased familiarity with terminology may indeed increase the validity of the results. <br/></td></tr></table>en_GB
dc.date.available2011-10-26T19:54:44Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:54:44Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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