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Evaluating the Effect of Pre-Exam Adaptive Quizzing on Nursing Student Exam Scores. | LitMetric
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Evaluating the Effect of Pre-Exam Adaptive Quizzing on Nursing Student Exam Scores.

Hillary Parcell Kelly Morton Dana Froble Crystal Sheaves

Nurs Educ Perspect

About the Authors The authors are faculty at West Virginia University School of Nursing, Beckley Campus, Beckley, West Virginia. Hillary Parcell, MSN, RN, is an assistant professor and chairperson of the Beckley Division of the School of Nursing. Kelly Morton, MSN, RN, is an assistant professor and academic advisor for the Beckley Division of the School of Nursing. Dana Froble, MSN, RN, APRN, FNP-BC, is an instructor in the BSN program of the Beckley Division of the School of Nursing. Crystal Sheaves, PhD, RN, APRN, FNP-BC, is an assistant professor and director of clinical placements across all the school's programs/divisions. For more information, contact Hillary Parcell at .

Published: November 2022

Adaptive quizzing as a course requirement is presumed to proactively engage students to learn effectively while also promoting the mastery of course content. This study evaluates the strength of correlation between adaptive quizzing as a pre-exam course requirement and course exam success. Results showed a positive correlation between the number of adaptive quizzes completed and mastery level attained on course exam scores in the adaptive quizzing program.

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 Source
http://dx.doi.org/10.1097/01.NEP.0000000000000988DOI Listing

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