Atalla Amal Diab Ghanem, Ramadan Atta Mohamed Hussein, Salem Ghattas Amina Hemida
Department of Nursing Administration, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Alexandria University, 9 Edmond Vermont Street, Alexandria, Smouha, Alexandria, Egypt.
BMC Nurs. 2025 May 26;24(1):595. doi: 10.1186/s12912-025-03237-z.
Nursing is both an art and a science, demanding specific qualities and competencies from students to succeed. These attributes are essential for effective practice and long-term professional growth. If not developed, they may negatively impact patient outcomes and safety, contributing to medical errors, higher mortality rates, and job dissatisfaction.
This study examines the impact of collaborative testing on students' retention of emergency nursing concepts and the development of soft skills.
A quasi-experimental research design was employed, adhering to the STROBE guidelines.
A total of 100 students enrolled in an emergency nursing course participated in the study. They were randomly assigned to either a control group (50 students) or an experimental group (50 students). Data was collected using the Emergency Nursing Academic Achievement Questionnaire and the Collaborative Testing Satisfaction Survey.
The findings revealed a significant improvement in the intervention group's post-lecture test scores for tests 2, 3, 4, and 5 (p < 0.001), while no significant difference was observed in the first post-lecture test between the two groups (p = 0.415). Additionally, the intervention group demonstrated significantly higher scores in both the mid-term and final written examinations, indicating enhanced retention of course material (p < 0.001). Furthermore, 84% of students reported high satisfaction, while 14% expressed moderate satisfaction with the collaborative testing experience. They also perceived an improvement in their soft skills, with an overall score of 95.64 ± 4.35.
The results of this study suggest that engaging students in collaborative testing significantly enhances their retention of emergency nursing concepts compared to individual testing. Moreover, most students found the collaborative experience highly satisfactory, reporting improvements in their comprehension of course material, critical thinking, problem-solving, communication, and engagement, key competencies for nursing professionals. Additionally, students recommended implementing this approach in other courses.
Incorporating collaborative testing into nursing curricula can promote deeper learning and long-term knowledge retention of critical emergency concepts. From a practical standpoint, this model simulates real-world nursing teamwork, allowing students to practice decision-making, communication, and mutual accountability. It can also help reduce test anxiety, encourage peer learning, and better prepare students for interdisciplinary collaboration and emergency response scenarios they will encounter in clinical practice. Nurse educators should consider adopting collaborative assessment strategies as part of a broader pedagogical shift toward active, team-based learning that mirrors the collaborative nature of modern healthcare settings.
Not applicable.
护理既是一门艺术，也是一门科学，要求学生具备特定的素质和能力才能取得成功。这些特质对于有效的实践和长期的职业发展至关重要。如果这些特质没有得到培养，可能会对患者的治疗结果和安全产生负面影响，导致医疗差错、更高的死亡率以及工作满意度下降。
本研究探讨合作测试对学生急诊护理概念记忆及软技能发展的影响。
采用准实验研究设计，遵循STROBE指南。
共有100名参加急诊护理课程的学生参与了本研究。他们被随机分为对照组（50名学生）和实验组（50名学生）。使用《急诊护理学业成绩问卷》和《合作测试满意度调查》收集数据。
研究结果显示，干预组在第2、3、4和5次课后测试中的成绩有显著提高（p < 0.001），而两组在第一次课后测试中未观察到显著差异（p = 0.415）。此外，干预组在中期和期末考试中的成绩显著更高，表明对课程材料的记忆增强（p < 0.001）。此外，84%的学生表示高度满意，14%的学生对合作测试体验表示中等满意。他们还认为自己的软技能有所提高，总分为95.64 ± 4.35。
本研究结果表明，与单独测试相比，让学生参与合作测试能显著提高他们对急诊护理概念的记忆。此外，大多数学生对合作体验非常满意，报告称他们对课程材料的理解、批判性思维、解决问题、沟通和参与度有所提高，这些都是护理专业人员的关键能力。此外，学生建议在其他课程中采用这种方法。
将合作测试纳入护理课程可以促进对关键急诊概念的深入学习和长期知识记忆。从实际角度来看，这种模式模拟了现实世界中的护理团队合作，让学生练习决策、沟通和相互问责。它还可以帮助减轻考试焦虑，鼓励同伴学习，并更好地让学生为临床实践中遇到的跨学科合作和应急情况做好准备。护士教育工作者应考虑采用合作评估策略，作为向积极的、基于团队的学习这一更广泛教学转变的一部分，这种学习反映了现代医疗环境的合作性质。
不适用。
