School of Nursing, Laurentian University, Sudbury, Ontario, Canada.
Nurse Educ Today. 2012 Aug;32(6):e40-4. doi: 10.1016/j.nedt.2011.09.011. Epub 2011 Nov 8.
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.
知识/能力的评估被理解为护理教育和实践的重要组成部分。因此，护理教育者有很多现有的评估策略可供选择。在所有高等教育环境中都使用的一种常见的书面评估形式是多项选择测试。这种评估方法被认为是评估知识的“用户友好”策略。心理学和教育学领域的研究人员长期以来一直关注多项选择测试对学习成果的影响，而这一讨论在护理文献中基本不存在。本文的目的是探讨护理中多项选择测试的专业意义。在加拿大一个中等规模的农村和北部社区的长期护理院，在实施最佳实践指南的背景下，讨论了这种测试模式对护士学习者的潜在知识后果，以及对医疗保健接受者护理的影响，该社区既有受监管的护理提供者，也有不受监管的护理提供者。
