BACKGROUND: The purpose of this quality improvement project was to examine the association between regular cumulative quizzes and knowledge retention in nursing doctorate students. METHOD: Sixteen students in a large midwestern university enrolled in a hybrid nursing research course were assessed with weekly online cumulative quizzes. RESULTS: The mean score of the cumulative weekly quizzes was 94% (SD = 3%). The mean score on the cumulative final was 97% (SD = 3%). Fifteen students who completed an average of 12 of 14 (86%) cumulative weekly quizzes as scheduled passed the course. CONCLUSION: The cumulative final scores were higher than the cumulative weekly quizzes. Completing more of the cumulative weekly quizzes as scheduled was associated with higher cumulative final scores and passing the course, suggesting improved knowledge retention and ability to use that knowledge for other assignments throughout the course. [J Nurs Educ. 2019;58(4):243-246.]. Copyright 2019, SLACK Incorporated.
BACKGROUND: The purpose of this quality improvement project was to examine the association between regular cumulative quizzes and knowledge retention in nursing doctorate students. METHOD: Sixteen students in a large midwestern university enrolled in a hybrid nursing research course were assessed with weekly online cumulative quizzes. RESULTS: The mean score of the cumulative weekly quizzes was 94% (SD = 3%). The mean score on the cumulative final was 97% (SD = 3%). Fifteen students who completed an average of 12 of 14 (86%) cumulative weekly quizzes as scheduled passed the course. CONCLUSION: The cumulative final scores were higher than the cumulative weekly quizzes. Completing more of the cumulative weekly quizzes as scheduled was associated with higher cumulative final scores and passing the course, suggesting improved knowledge retention and ability to use that knowledge for other assignments throughout the course. [J Nurs Educ. 2019;58(4):243-246.]. Copyright 2019, SLACK Incorporated.
Authors: Wouter Kerdijk; Janke Cohen-Schotanus; B Florentine Mulder; Friso L H Muntinghe; René A Tio Journal: Med Educ Date: 2015-07 Impact factor: 6.251