2.50
Hdl Handle:
http://hdl.handle.net/10755/157700
Type:
Presentation
Title:
Evaluation of the Exam Analysis
Abstract:
Evaluation of the Exam Analysis
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Condon, Vaneta M., PhD, RN
P.I. Institution Name:Loma Linda University, School of Nursing
Title:Associate Professor
Contact Address:Room 1143 West Hall, 11262 Campus St., Loma Linda, CA, 92350, USA
Contact Telephone:909-558-1000 ext 83826
Co-Authors:Earline W. Miller, PhD, RN, Research Associate
Purposes/Aims: This study focused on evaluating the usefulness of The Exam Analysis process in helping students improve their success on nursing examinations. Rationale/Conceptual Basis/Background: The Exam Analysis process is a diagnostic and prescriptive program in which a student and an instructor identify the reason(s) why the student failed to answer specific questions correctly on an exam. Problems related to incorrect answers are categorized into five problem areas and specific interventions are suggested to resolve the identified problems. Methods: Pre and post Exam Analysis scores were compared. The frequency of presenting problems and the level of significance in the pre and post scores were analyzed using the SSPS statistical package. Feedback from the students, regarding the usefulness of The Exam Analysis and the prescribed interventions, were obtained using a descriptive survey. Results: Paired exams for eighty-five students were included in the study. Scores were compared on the initial examinations before having an Exam Analysis, with scores on the final examination, in the same course, following an Exam Analysis. There was a significant increase in average performance from the initial exam (77.4%) to the final exam (80.6%) t (106) = 3.63, p < .0001. In comparing the percentage of problems contributing to poor grades, in five categories, it was found that lack of knowledge and poor exam taking skills were significantly more important than were English language skills, exam anxiety, math skills or other problems. Participants ranked increased knowledge related to improved study skills, improved exam taking strategies and decreased exam anxiety as the most important outcomes of The Exam Analysis. Implications: 1. Nursing student exam performance can be improved with The Exam Analysis process. 2. Repeating the study with a larger sample would provide further basis for generalization. 3. Individualized faculty-student interaction promotes student learning & validation.
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.titleEvaluation of the Exam Analysisen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157700-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evaluation of the Exam Analysis</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">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Condon, Vaneta M., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Loma Linda University, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Room 1143 West Hall, 11262 Campus St., Loma Linda, CA, 92350, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">909-558-1000 ext 83826</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">vcondon@llu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Earline W. Miller, PhD, RN, Research Associate</td></tr><tr><td colspan="2" class="item-abstract">Purposes/Aims: This study focused on evaluating the usefulness of The Exam Analysis process in helping students improve their success on nursing examinations. Rationale/Conceptual Basis/Background: The Exam Analysis process is a diagnostic and prescriptive program in which a student and an instructor identify the reason(s) why the student failed to answer specific questions correctly on an exam. Problems related to incorrect answers are categorized into five problem areas and specific interventions are suggested to resolve the identified problems. Methods: Pre and post Exam Analysis scores were compared. The frequency of presenting problems and the level of significance in the pre and post scores were analyzed using the SSPS statistical package. Feedback from the students, regarding the usefulness of The Exam Analysis and the prescribed interventions, were obtained using a descriptive survey. Results: Paired exams for eighty-five students were included in the study. Scores were compared on the initial examinations before having an Exam Analysis, with scores on the final examination, in the same course, following an Exam Analysis. There was a significant increase in average performance from the initial exam (77.4%) to the final exam (80.6%) t (106) = 3.63, p &lt; .0001. In comparing the percentage of problems contributing to poor grades, in five categories, it was found that lack of knowledge and poor exam taking skills were significantly more important than were English language skills, exam anxiety, math skills or other problems. Participants ranked increased knowledge related to improved study skills, improved exam taking strategies and decreased exam anxiety as the most important outcomes of The Exam Analysis. Implications: 1. Nursing student exam performance can be improved with The Exam Analysis process. 2. Repeating the study with a larger sample would provide further basis for generalization. 3. Individualized faculty-student interaction promotes student learning &amp; validation.</td></tr></table>en_GB
dc.date.available2011-10-26T20:07:17Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:07:17Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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