Achieving Success in the MEN Program: Focus on Objective Examinations Anne E. Belcher, PhD, RN, ANEF, FAAN Linda Gerson, PhD, RN
Rationale for using multiple choice questions on objective examinations Preparation for the NCLEX and certification examinations Emphasis on application of content to specific patient/client/group/community situtations
Learn to think about the content and wonder: Why is it important for me to know this? How might this content be put into a test question?
Memorization is NOT enough You have to be able to move from memorizing information to applying it using the steps of the nursing process: Assessment Diagnosis Planning Implementation Evaluation
Managing test anxiety Exercise Relaxation Nutrition Use of previously successful coping strategies
Sharing What are your previously successful strategies for managing test anxiety?
Advice from the experts Keep pre-study rituals to 5 minutes or less I am going to study after I (a) watch one TV show, (b) go for a run, (c) clean my study room Others you use?
Preparing for a test Think about and plan ahead for a scheduled exam Note exam dates in your calendar Schedule individual or group study sessions Use short, frequent study sessions with small rewards each time you complete one
More preparing for a test Develop a realistic plan Determine what information you want to spend the most time reviewing, i.e. what content or skills are most challenging? Use practice questions to prepare for each test (see resources in your textbook and other online and published resources)
An evidence-based suggestion for test preparation Use a small study group to: Think out loud Help each other correct erroneous thinking Move thinking from knowledge to application
Test taking strategies What are they asking me? Try to put the question in your own words
Test taking strategies Eliminate options you immediately know are wrong
Test taking strategies Don t what if don t read into the question. Don t add extra information to the situation you are given.
Test taking strategies Identify priorities what should the nurse do first? Always keep the scope of nursing practice in mind
Test taking strategies Do not answer questions based on policies at your clinical site. Answer based on textbook and class notes
Test taking strategies Answer objectively. Do not react to the question emotionally, like thinking this makes no sense.
Test taking strategies Identify elements in the stem: Key words such as signs and symptoms, preop vs postop, initial action, on day of admission, after several days Client such as patient, family member, health care provider Issue such as drug ordered, toxic effect, diagnosis, procedure
Test taking strategies Identify elements in the options: Consider each option Eliminate options with new information Eliminate options with assumptions about the client, i.e., age, gender, ethnicity
Sample stem and options In preparing to give a patient a bed bath, the nurse would: Place the bed in the lowest position Expose the top side of the body, washing and drying quickly, then doing the same on the posterior side Gather all articles necessary and place them where they will be within easy reach Use firm, scrubbing strokes to remove dirt and bacteria
Sample stem and options One of the most important nursing actions in the care of the elderly is: Avoid drying agents when providing skin care Encourage the client to perform as many activities of daily living as possible Gently apply moisturizing lotions to pressure areas Apply power to moist folds in the skin
Change in perspective* There is evidence that students gain more than they lose when they review their initial answers and change them based on that review *Mueller and Wasser (1977)
DO: Preview, read through and review for each class Take notes to clarify Focus on rationales and nursing priorities Use the nursing process Ask questions Prepare a written study schedule Answer practice test questions Best Study Tips
RESOURCES Hoefler, P. (2007). Test-taking strategies for beginning nursing students (5 th Ed.). Laurel, MD: Meds Publishing. Mueller, D. & Wasser, V. (1977). Implications of changing answers on objective test items. Journal of Educational Measurement, 14 (1), 9-13. Poorman, S., Mastorovich, M., & Molcan, K. (2007). A good thinking approach to the NCLEX and other nursing exams (2 nd Ed.). USA. Poorman, S., Mastorovich, M., Webb, C., & Molcan, K. (2003). Good thinking: Test taking and study skills for nursing students (2 nd Ed.). USA Svinivki, S & McKeachie, W. (2011). McKeachie s teaching tips: Strategies, research, and theory for college and university teachers. (3 th Ed.). USA