护理教育工作者对考试中更改答案的看法和经历

Beliefs and Experiences of Nurse Educators Regarding Changing Answers on Examinations.

作者信息

Blakeman John R, Laskowski Pamela S

机构信息

About the Authors John R. Blakeman, MSN, RN, PCCN-K, is an instructor, and Pamela S. Laskowski, PhD, RN, CNE, is an assistant professor, School of Nursing, Millikin University, Decatur, Illinois. Mr. Blakeman is a PhD candidate at Mennonite College of Nursing, Illinois State University, Normal, Illinois. The authors are grateful to Hannah Donoho, MSN, RN, for her assistance, MyoungJin Kim, PhD, for his statistical knowledge and suggestions, and Elizabeth A. Simpson and Sheryl J. Samuelson, PhD, RN, for their review of this manuscript. For more information, contact Mr. Blakeman at

出版信息

Nurs Educ Perspect. 2020 Mar/Apr;41(2):97-102. doi: 10.1097/01.NEP.0000000000000497.

DOI:10.1097/01.NEP.0000000000000497

PMID:31107811

Abstract

AIM

The purpose of this study was to explore nurse educators' beliefs and experiences regarding students changing answers on multiple-choice examinations.

BACKGROUND

Studies suggest that answer-changing behavior does not negatively affect academic performance and may actually have a positive impact, but published studies reporting nurse educators' beliefs and experiences on this topic are limited.

METHOD

A mixed-methods approach, QUAN + Qual, was employed. A survey with closed- and open-ended questions was emailed to nurse educators in Illinois.

RESULTS

Of the 125 nurse educators who completed the survey, a majority held negative views of answer-changing behavior; many noted that their experiences with students had shaped their views.

CONCLUSION

Nurse educators in this sample held an overall negative view of this behavior, contrary to the overall body of evidence suggesting there is possible benefit in changing answers. Several reasons exist to explain the inconsistency observed.

摘要