分析传统与加速护理专业学生考试答案更改行为：一项回顾性研究。
Analyzing traditional and accelerated nursing student exam answer changing behaviors: A retrospective study.
作者信息
Miller Jennifer, Ruppel Kelly, Kane Christy, Schloemer Britt, Power Pam, Owens Heather
机构信息
Bellarmine University School of Nursing, United States of America.
Bellarmine University School of Nursing, United States of America.
出版信息
Nurse Educ Today. 2023 Jan;120:105602. doi: 10.1016/j.nedt.2022.105602. Epub 2022 Oct 12.
OBJECTIVE
This study examined differences in exam answer changing behavior among baccalaureate students based on program pace, semester in the program, exam scores, and grade point average.
DESIGN
The study is a retrospective review of quantitative data.
SETTING
The data was collected using standardized testing results taken by students at a private, liberal arts university in the midwestern United States.
PARTICIPANTS
774 normed standardized nursing exams were reviewed retrospectively for number and type of answer changes and analyzed between traditional and accelerated baccalaureate students early, middle, and late in the curriculum.
RESULTS
Most answer changes (50%) were beneficial to grades. Answer changing decreased late in the program. Students scoring higher changed fewer answers. Program pace and grade point average did not influence answer changing.
CONCLUSION
Answer changing should not be generally discouraged. Promoting adequate preparation and test taking skills may benefit nursing students, especially early in programs.
目的
本研究基于课程进度、在课程中的学期、考试成绩和平均绩点，考察了本科学生在考试答案更改行为上的差异。
设计
本研究是对定量数据的回顾性分析。
背景
数据收集自美国中西部一所私立文理大学学生的标准化测试结果。
参与者
回顾性审查了774份标准化护理考试，以了解答案更改的数量和类型，并对传统和加速本科课程的学生在课程早期、中期和后期进行了分析。
结果
大多数答案更改（50%）对成绩有益。在课程后期，答案更改减少。得分较高的学生更改的答案较少。课程进度和平均绩点不影响答案更改。
结论
一般不应劝阻答案更改。提高充分准备和应试技巧可能对护理专业学生有益，尤其是在课程早期。
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