The Effect of Test-taking Strategy Education on Kaplan Integrated Exam Scores

2.50
Hdl Handle:
http://hdl.handle.net/10755/621155
Category:
Full-text
Format:
Text-based Document
Type:
Thesis or Other Graduate Paper
Level of Evidence:
Quasi-Experimental Study, Other
Research Approach:
Pilot/Exploratory Study
Title:
The Effect of Test-taking Strategy Education on Kaplan Integrated Exam Scores
Author(s):
Frank, Nancy
Lead Author STTI Affiliation:
Lambda Kappa
Advisors:
Woods, Anne B.
Author Details:
Nancy Frank, MSN, RN, CMSRN, email: njfrank@messiah.edu
Abstract:

Achieving minimum NCLEX-RN® pass rates is problematic for many nursing programs.  Much research focuses on determining predictors of NCLEX-RN® success and preventing failure.  Schools implement standardized content assessments to provide computerized test taking practice and identify at risk students.  Using standardized content assessments as predictors allows for early remediation.  Although many studies demonstrate a reactionary, multifaceted approach, proactive remediation potentially prevents a problem.  However, current research provides poor indication of effective, generalizable techniques.  Test-taking strategies typically combined with other interventions, show potential benefit, but limited research is available on effective methods.  Cognitive behavioral test taking techniques and Mayfield’s Four Questions© (M4Q) strategy appear promising.  However, stronger evidence on effective test taking strategy education is necessary.  This pilot study examined the effect of M4Q© test-taking strategy education on Kaplan Medical-Surgical 1 integrated exam results by comparing non-equivocal groups.  Students enrolled a junior level Medical-Surgical nursing course during the 2016 spring semester received the opportunity to participate in an educational intervention.  The participants’ de-identified exam scores were compared to de-identified outcomes from the previous spring semester.  Preliminary data analysis demonstrated no potential confounders to consider.  An independent samples t test revealed no statistically significant difference in the group means for raw scores and percentile ranking.  However, anecdotal comments from students indicated potential benefit.  Therefore, additional research to evaluate the M4Q© and other test-taking strategies is needed.  Tests are an integral aspect of nursing education and proactive remediation techniques, such as test-taking strategies, should be evidence-based.

Keywords:
nclex-rn; Evaluation; education - nursing; education strategies
CINAHL Headings:
Educational Measurement; Education, Nursing; NCLEX Examination
Repository Posting Date:
17-Nov-2016
Date of Publication:
17-Nov-2016
Note:
This work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.; This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10133111; ProQuest document ID: 1810435055. Copyright is held by the author.
Grantor:
Messiah College
Degree:
Master's
Degree Year:
2016

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeThesis or Other Graduate Paperen
dc.evidence.levelQuasi-Experimental Study, Otheren
dc.research.approachPilot/Exploratory Studyen
dc.titleThe Effect of Test-taking Strategy Education on Kaplan Integrated Exam Scoresen_US
dc.contributor.authorFrank, Nancyen
dc.contributor.departmentLambda Kappaen
dc.contributor.advisorWoods, Anne B.en
dc.author.detailsNancy Frank, MSN, RN, CMSRN, email: njfrank@messiah.eduen
dc.identifier.urihttp://hdl.handle.net/10755/621155-
dc.description.abstract<p>Achieving minimum NCLEX-RN<sup>®</sup> pass rates is problematic for many nursing programs.  Much research focuses on determining predictors of NCLEX-RN<sup>®</sup> success and preventing failure.  Schools implement standardized content assessments to provide computerized test taking practice and identify at risk students.  Using standardized content assessments as predictors allows for early remediation.  Although many studies demonstrate a reactionary, multifaceted approach, proactive remediation potentially prevents a problem.  However, current research provides poor indication of effective, generalizable techniques.  Test-taking strategies typically combined with other interventions, show potential benefit, but limited research is available on effective methods.  Cognitive behavioral test taking techniques and Mayfield’s Four Questions<sup>©</sup> (M4Q) strategy appear promising.  However, stronger evidence on effective test taking strategy education is necessary.  This pilot study examined the effect of M4Q<sup>©</sup> test-taking strategy education on Kaplan Medical-Surgical 1 integrated exam results by comparing non-equivocal groups.  Students enrolled a junior level Medical-Surgical nursing course during the 2016 spring semester received the opportunity to participate in an educational intervention.  The participants’ de-identified exam scores were compared to de-identified outcomes from the previous spring semester.  Preliminary data analysis demonstrated no potential confounders to consider.  An independent samples <em>t </em>test revealed no statistically significant difference in the group means for raw scores and percentile ranking.  However, anecdotal comments from students indicated potential benefit.  Therefore, additional research to evaluate the M4Q<sup>©</sup> and other test-taking strategies is needed.  Tests are an integral aspect of nursing education and proactive remediation techniques, such as test-taking strategies, should be evidence-based.</p>en
dc.subjectnclex-rnen
dc.subjectEvaluationen
dc.subjecteducation - nursingen
dc.subjecteducation strategiesen
dc.subject.cinahlEducational Measurementen
dc.subject.cinahlEducation, Nursingen
dc.subject.cinahlNCLEX Examinationen
dc.date.available2016-11-17T22:06:44Z-
dc.date.issued2016-11-17-
dc.date.accessioned2016-11-17T22:06:44Z-
dc.identifier.isbn9781339916033-
dc.description.noteThis work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
dc.description.noteThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10133111; ProQuest document ID: 1810435055. Copyright is held by the author.en
thesis.degree.grantorMessiah Collegeen
thesis.degree.levelMaster'sen
thesis.degree.year2016-
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