The effect of test-taking strategy education on Kaplan integrated exam scores

Abstract

<p>Achieving minimum NCLEX-RN^&reg; pass rates is problematic for many nursing programs.&nbsp; Much research focuses on determining predictors of NCLEX-RN^&reg; success and preventing failure.&nbsp; Schools implement standardized content assessments to provide computerized test taking practice and identify at risk students.&nbsp; Using standardized content assessments as predictors allows for early remediation.&nbsp; Although many studies demonstrate a reactionary, multifaceted approach, proactive remediation potentially prevents a problem.&nbsp; However, current research provides poor indication of effective, generalizable techniques.&nbsp; Test-taking strategies typically combined with other interventions, show potential benefit, but limited research is available on effective methods.&nbsp; Cognitive behavioral test taking techniques and Mayfield&rsquo;s Four Questions^&copy; (M4Q) strategy appear promising.&nbsp; However, stronger evidence on effective test taking strategy education is necessary.&nbsp; This pilot study examined the effect of M4Q^&copy; test-taking strategy education on Kaplan Medical-Surgical 1 integrated exam results by comparing non-equivocal groups.&nbsp; Students enrolled a junior level Medical-Surgical nursing course during the 2016 spring semester received the opportunity to participate in an educational intervention.&nbsp; The participants&rsquo; de-identified exam scores were compared to de-identified outcomes from the previous spring semester.&nbsp; Preliminary data analysis demonstrated no potential confounders to consider.&nbsp; An independent samples <em>t </em>test revealed no statistically significant difference in the group means for raw scores and percentile ranking.&nbsp; However, anecdotal comments from students indicated potential benefit.&nbsp; Therefore, additional research to evaluate the M4Q^&copy; and other test-taking strategies is needed.&nbsp; Tests are an integral aspect of nursing education and proactive remediation techniques, such as test-taking strategies, should be evidence-based.</p>