Three heads are better than one: a mixed methods study examining collaborative versus traditional test-taking with nursing students.

Patient care requires a collaborative teamwork approach; therefore, nursing programs must provide students with ample opportunities to hone teamwork skills. Although collaborative testing (CT) has been utilized in higher education for decades, its uptake in nursing education has only recently surfaced. The purpose of this mixed methods study was to examine CT versus traditional test-taking with undergraduate nursing students in a Western Canadian university. Using a cross-over design, surveys, and focus groups, nursing students' experiences of learning, retention of course content, and teamwork were explored. A convenience sample of 70 students was recruited. In this paper, we present the results along with recommendations for future research. The treatment effect was highly significant with CT scores being an average of 7.99 units higher than traditional test-taking scores when the test was allocated a total score of 100. However, the two formative tests were weighted minimally resulting in participating students' overall grades being increased by an average of 1.2 out of 100. Of practical significance, students perceived that CT helped them understand the course material better and they appreciated the opportunity to practice effective communication within a group to prepare for future practice.