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academic performance, active learning, collaborative testing, examination, nursing education



  1. Riley, Elizabeth DNP, RNC-NIC, CNE
  2. McCormack, Leslie MSN, RN, APRN, CNM
  3. Ward, Nicole PhD, RN, APRN, WHNP-BC
  4. Renteria, Fermin DNP, MNSc, RN, APRN, CPNP-PC, CNE
  5. Steele, Taylor MNSc, RN, CPN


Background: The results remain mixed regarding improved student academic performance and satisfaction when 2-stage collaborative testing (CT) is used in nursing education.


Purpose: The purpose of this study was to evaluate student academic performance and perceived satisfaction after a CT experience and to compare academic performance between a CT and non-CT cohort.


Methods: A quantitative design was used to evaluate the effect of CT on academic performance by comparing examination scores and item difficulty values (IDVs) within a CT cohort (n = 111) and between the CT cohort and non-CT retrospective cohort (n = 105). A faculty-created survey was used to measure student-perceived satisfaction in the CT cohort.


Results: Student examination scores increased after the CT experience on a duplicate unit examination. The IDVs on 8 content-specific duplicate final examination items 1 month after the CT experience were significantly increased. There were no significant differences in the IDVs on the 8 content-specific items between a CT and non-CT retrospective cohort.


Conclusions: Collaborative testing is an active learning modality that can be used in nursing programs to aid students in their learning of specific nursing concepts.