Development of qualified items for nursing education assessment: The progress testing experience

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2024-11-01 DOI:10.1016/j.nepr.2024.104199

Bruna Moreno Dias , Lúcia Marta Giunta da Silva , Pedro Tadao Hamamoto Filho , Valdes Roberto Bollela , Carmen Silvia Gabriel

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引用次数: 0

Abstract

Aim

To analyze the psychometric characteristics of items in the nursing inter-institutional progress testing for the years 2019, 2021, 2022 and 2023.

Background

Progress testing is a validated method for evaluating professional undergraduate education, aimed at identifying knowledge gain in a continuous and progressive manner, with potential benefits for nursing education. However, for its results to be useful, the evaluation items used in the test must have good psychometric performance.

Design

A cross-sectional study.

Methods

A sample of 377 items (multiple-choice questions) was applied to 4678 students in four years of progress testing. The difficulty and discrimination indexes were analyzed using descriptive statistics, ANOVA and simple linear regression.

Results

The average difficulty index of the test items ranged between 0.39 and 0.46. The areas of child and adolescent health, women's health and adult health had the most difficult items, while the areas of management, mental health and public health had the least difficult items. Discrimination index ranged from 0.35 to 0.43. There was a difference between discrimination index between the years of application (p < 0.001), with a significant increase in the discrimination index (p < 0.001) in the trend analysis. Students in the final years showed lower levels of difficulty and discrimination when compared with students in the initial years, demonstrating that the test is easier and there is less dispersion of performance among students in the final years.

Conclusions

The items are not difficult and have good discrimination. A gradual annual increase in the discrimination index of the items was observed. This study provides useful information for the psychometric analysis and quality assurance of knowledge assessment items, both for the implementation of similar PT experiences and in the use of multiple-choice questions for other knowledge assessment purposes.

查看原文本刊更多论文

开发合格的护理教育评估项目：进度测试经验。

目的：分析 2019 年、2021 年、2022 年和 2023 年护理院校间进度测试项目的心理测量特征：进度测试是评价专业本科教育的一种有效方法，旨在以持续和渐进的方式确定知识的获得情况，对护理教育具有潜在的益处。然而，要使其结果有用，测试中使用的评价项目必须具有良好的心理测量性能：设计：横断面研究：方法：在四年的进展测试中，对 4678 名学生进行了 377 个项目（多项选择题）的抽样测试。采用描述性统计、方差分析和简单线性回归分析了难度和区分度指数：测试项目的平均难度指数介于 0.39 和 0.46 之间。儿童与青少年健康、妇女健康和成人健康领域的项目难度最大，而管理、心理健康和公共卫生领域的项目难度最小。歧视指数在 0.35 至 0.43 之间。在趋势分析中，不同申请年级之间的歧视指数存在差异（p < 0.001），歧视指数显著上升（p < 0.001）。与最初几年的学生相比，最后几年的学生显示出较低的难度和区分度，这表明测试较为简单，最后几年学生之间的成绩分散程度较小：结论：题目不难，区分度较好。结论：测验项目不难，区分度高，测验项目的区分度指数呈逐年上升趋势。这项研究为知识测评项目的心理测量分析和质量保证提供了有用的信息，既有助于类似的教学经验的实施，也有助于将选择题用于其他知识测评目的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.