Dissertation/Thesis Abstract

Nursing Faculty Perceptions Related to Collaborative Testing
by Lycette, Lisa L., Ph.D., William Carey University, 2018, 104; 10845852
Abstract (Summary)

This qualitative study examines nursing faculty perceptions related to the use of collaborative testing in nursing education. Collaborative testing, also called group testing or team testing provides opportunities for cooperative learning as students work in groups discussing test questions and choosing answers. Research identifies increased student learning, enhanced communication skills, and improved critical thinking with collaborative testing. However nursing education has been resistant to the use of collaborative testing.

Nursing faculty participants describe perceptions of collaborative testing by means of an anonymous electronic questionnaire with open-ended questions. Nursing faculty perceptions of collaborative testing include: communication, student progression, NCLEX-RNĀ® performance, and limited use. Faculty perceive advantages of collaborative testing use include: low-performer advantage and learning. Faculty identify two disadvantages with collaborative testing: grade inflation and nonparticipation.

Nursing faculty views of collaborative testing could promote understanding of low collaborative testing use in nursing education. The nursing faculty perceptions of collaborative testing revealed in this study present an initial look into nursing faculty views of collaborative testing. The identified nursing faculty perceptions provide a stepping-stone for future research into collaborative testing use in nursing education.

Indexing (document details)
Advisor: Lundstrom, Alicia
Commitee: Markey, Linda, Roberts, Jalynn, Sicard, Karen
School: William Carey University
Department: School of Nursing
School Location: United States -- Mississippi
Source: DAI-B 80/02(E), Dissertation Abstracts International
Subjects: Education, Nursing, Higher education
Keywords: Group testing, Nursing education, Social interdependence theory, Student success, Teaching-learning strategies, Team testing
Publication Number: 10845852
ISBN: 978-0-438-40667-4
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