Evaluating Student Learning Through Collaborative Testing in a Psychiatric Mental Health Course.

Abstract

The Institute of Medicine calls for collaboration and encourages nursing education programs to provide opportunities for students to engage in collaborative efforts with members of the healthcare team to improve the practice environment and patient outcomes. Nurse educators strive to provide meaningful learning experiences that garner competence, decision-making, clinical reasoning, and problem-solving. The purpose of this study was to examine the effect of collaborative testing on student learning of mental health concepts and to evaluate student perceptions of this learning strategy. A mixed method research approach was used with students enrolled in a psychiatric mental health class in a baccalaureate nursing program. The quantitative research revealed collaborative testing improved student exam scores and the qualitative research revealed the majority of students had a positive perception of collaborative testing. The research findings support the idea that collaborative testing is an active teaching strategy that fosters higher academic success. Collaborative testing can introduce the nursing student to the process of teamwork, critical thinking, and problem-solving. The development of these attributes will facilitate the student's ability to work collaboratively as a member of the interprofessional healthcare team.