Implications of multiple-choice testing in nursing education.
Nurse Educ Today
; 32(6): e40-4, 2012 Aug.
Article
en En
| MEDLINE
| ID: mdl-22071272
ABSTRACT
The evaluation of knowledge/competence is understood as an essential component of nursing education and practice. As such, nurse educators have a plethora of existing evaluation strategies from which to choose. A common written evaluative format used across all higher education settings is multiple-choice testing. This evaluation approach is accepted as a 'user-friendly' strategy to assess knowledge. Researchers from the disciplines of psychology and education have long been concerned with the consequences of multiple-choice testing on learning outcomes, a discussion that is essentially absent from the nursing literature. The purpose of this paper is to address the professional implications of multiple-choice testing in nursing. The potential knowledge consequences for nurse-learners, and by extension the provision of care to healthcare recipients, resultant from use of this testing modality are addressed within the context of the implementation of best practice guidelines in a long-term care home in a mid-sized rural and northern Canadian community with both regulated and non-regulated care providers.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Conducta de Elección
/
Educación en Enfermería
/
Evaluación Educacional
Tipo de estudio:
Guideline
/
Qualitative_research
Límite:
Humans
Idioma:
En
Revista:
Nurse Educ Today
Asunto de la revista:
EDUCACAO
/
ENFERMAGEM
Año:
2012
Tipo del documento:
Article
País de afiliación:
Canadá