Title : Using exam wrappers to improve metacognition and content understanding in pathophysiology in a baccalaureate nursing program
Abstract:
Metacognition is the process by which learners use knowledge of current tasks, knowledge of learning strategies, and knowledge of themselves. This requires self-reflection and accountability to plan their learning, monitor and reflect on their progress, and then evaluate the outcome. This is important so that students can be more effective in their learning. Competency-based assessment and evaluation is the current recommendation by the American Academy for Colleges of Nursing. Competency Based Evaluation (CBE) encourages students to have accountability for their learning and allows the student to demonstrate their learning and understanding in ways in addition to examinations. When being evaluated through an exam, students focus on memorization and can have difficulty applying information to a specific question style, even if they have Competency in the topic. Exam wrappers, also known as remediation activities, allow students the opportunity to reflect on their own study habits and what concepts were difficult for them, but also give them the opportunity to demonstrate competency through alternative methods. This study examined student perceptions of the effectiveness of exam wrappers after 2 exams in an undergraduate pathophysiology course. This will be done through a yes/no questionnaire, as well as qualitative data in a free-text section of the questionnaire. Data collection was done over 2 semesters in 2025. Data analysis is in progress now but will be completed prior to the conference.
