Impact of Double Testing on Student Knowledge in a Professional Issues Course

    Authors

    S. Heglund;D. Wink

    Comments

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    Abbreviated Journal Title

    J. Nurs. Educ.

    Keywords

    Nursing

    Abstract

    Collaborative testing, allowing students to work together on the completion of an examination, is used in a wide variety of disciplines. This study examines the impact of this testing technique on knowledge of students in an undergraduate Health Care Issues, Policy and Economics course. Results indicate that although this approach does not increase student knowledge to a statistically significant level, it does increase individual student scores. This increase in examination scores may be of significance to the learner.

    Journal Title

    Journal of Nursing Education

    Volume

    50

    Issue/Number

    5

    Publication Date

    1-1-2011

    Document Type

    Article

    Language

    English

    First Page

    278

    Last Page

    280

    WOS Identifier

    WOS:000294253800008

    ISSN

    0148-4834

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