High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure senior baccalaureate nursing students enrolled in their final semester of the nursing program. A descriptive qualitative design, using the framework of phenomenography, captured the various ways a group of prelicensure BSN students described their experiences with multiple high-stakes to progress throughout the nursing program towards graduation. Phenomenography is designed to examine the various ways in which a group individuals experience or perceive the same phenomenon. Analysis revealed five major categories of descriptions, including values, stress, inconsistency, high demand/expectations, and transfer of learning. Each category included various sub-categories. The findings provided a rich understanding of the student's point of view of high-stakes tests that is lacking in the nursing education literature. In addition, the results were used to develop a structure of learning model as a useful tool to guide nursing faculty in developing program-specific strategies that promote student success with high-stakes testing throughout nursing curricula.
|Advisor:||Cumbie, Sharon A.|
|Commitee:||Byrne, Michelle, Mahmoud, Rita|
|School:||University of West Georgia|
|School Location:||United States -- Georgia|
|Source:||DAI-B 77/10(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education, Higher education|
|Keywords:||High-stakes testing, Nursing education, Student experiences|
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