{"title":"Outcomes of post-exam reviews for nursing and health sciences students: An integrative review","authors":"Amanda E. Cornine","doi":"10.1016/j.profnurs.2025.02.009","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Post-exam reviews allow students to analyze their exams and receive faculty feedback on their performance. Feedback may help avoid attrition in nursing programs, which is important to address in the face of national nursing shortages and because attrition disproportionally affects students from several underrepresented groups.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review was to synthesize evidence about outcomes of post-exam reviews for nursing and health science students based on <span><span>Knowles' (1978)</span></span> theory of adult learning.</div></div><div><h3>Methods</h3><div>An integrative review of the literature as described by <span><span>Whittemore and Knafl (2005)</span></span> was undertaken. Multiple databases were searched in June 2024; ancestry searching was also used. Data were analyzed using the constant comparison method.</div></div><div><h3>Results</h3><div>Nine studies met inclusion criteria. Four themes emerged from the data: looking back, looking in, looking forward, and general satisfaction. Most outcomes were positive (such as increased grades), although some potentially negative outcomes (such as incivility) were identified.</div></div><div><h3>Conclusions</h3><div>Nursing faculty should seriously consider implementing post-exam reviews in their courses, structuring the reviews to avoid potentially negative outcomes such as incivility.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 1-9"},"PeriodicalIF":2.8000,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Professional Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S8755722325000353","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Post-exam reviews allow students to analyze their exams and receive faculty feedback on their performance. Feedback may help avoid attrition in nursing programs, which is important to address in the face of national nursing shortages and because attrition disproportionally affects students from several underrepresented groups.
Purpose
The purpose of this integrative review was to synthesize evidence about outcomes of post-exam reviews for nursing and health science students based on Knowles' (1978) theory of adult learning.
Methods
An integrative review of the literature as described by Whittemore and Knafl (2005) was undertaken. Multiple databases were searched in June 2024; ancestry searching was also used. Data were analyzed using the constant comparison method.
Results
Nine studies met inclusion criteria. Four themes emerged from the data: looking back, looking in, looking forward, and general satisfaction. Most outcomes were positive (such as increased grades), although some potentially negative outcomes (such as incivility) were identified.
Conclusions
Nursing faculty should seriously consider implementing post-exam reviews in their courses, structuring the reviews to avoid potentially negative outcomes such as incivility.
期刊介绍：
The Journal will accept articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
