Biography
Biography: Amal Al-Alawi
Abstract
Purpose and Background
A systematic literature review of the existing published research related to collaborative testing used in nursing education was conducted to examine the extent and effectiveness of collaborative testing implementation and its impact on various learning outcomes. The purpose for which is to provide evidence to support or refute the strategy of collaborative testing in nursing education in order to decide on ways to implement it and ultimately recommend for further scientific research.
A primary goal of nursing education is to prepare nurses to work collaboratively as members of inter-professional health care teams to provide competent patient safe care. Collaborative testing is one assessment and learning strategy that could be used to achieve this goal. Where the strategy has been widely used in various educational levels and fields, the extent to which this strategy has been studied and used in nursing education is yet to be explored.
Method
Searches were made of the following data- bases: CINAHL, ERIC, MEDLINE, and PsycINFO. Twelve separate searches were conducted generating 68 articles. Papers were critically reviewed and relevant data were extracted and synthesized using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Twelve articles were finally reviewed based on relevance for this systematic literature review.
Results and Discussion
A table is presented of the twelve sources generated by the systematic search. Three themes were identified from the empirical evidence base: ‘Quality Strength and Limitation; Framework; and Impact on Learning Outcomes’. Evidence to support collaborative testing in nursing education is thin, lacks rigor, transferability and generalizability.