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Learning Objective 1: Identify six instruments to measure variables important to test-taking outcomes.
Learning Objective 2: Explain how Gregorc’s Educational Framework guided the MAC Test Intervention.
Purpose: The purpose of this study was to pilot research methods (RCT) to explore if test-taking strategies introduced early in a BSN program influence self-efficacy, anxiety, sleep, physical activity, nutrition, and NCLEX-RN style test results.
Methods: An early intervention program, MAC Test, was implemented using Gregorc’s Educational Framework. Gregorc’s framework suggests that providing information to learners about unfamiliar material enhances logic. Descriptive statistics identified the characteristics of a convenience sample (N=22) comprised of sophomore level traditional students. A researcher designed survey was used to determine an assortment of social situations, study habits, academic markers, test taking skills and relaxation habits. Six instruments were used: General Self-Efficacy Scale; Pittsburgh Sleep Quality Index; Myplate.gov (physical activity and nutrition tracker); State-Trait Anxiety Inventory; and, a mock NCLEX-RN exam. MAC Test provided test-taking strategies to the intervention group (n=11). A control group (n=11) was used for comparison.
Results: Data were analyzed using repeated measures ANOVA. This Institutional Review Board approved research study found no statistically significant results between groups.
Global Implications: Understanding strategies to improve test-taking for students/nurses may be relevant to a variety of high-impact test-taking situations e.g. NCLEX-RN, certification exams, etc.
Conclusions: Recommendations are to complete a power analysis and replicate methods using a larger sample. Because intervention dosage may influence results, a second intervention group receiving an increased dose is being considered.