Abstract
Objective:
To identify the performance and perception of nursing students on the progression test, and to verify the existence of a relationship between performance and the current series, and between the performance and the degree of difficulty of the test.
Methods:
This was a descriptive study with a quantitative approach. An instrument was administered with socio-demographic information, classification of the degree of the test difficulty, and two questions about the advantages and disadvantages of the progression test.
Results:
The population consisted of 78 students. The mean age was 24.4 years, with a predominance of females (89.7%). The students, who classified the test as easy, showed higher performance (p = 0.036), the second-year students stood out in relation to the first-one (p = 0.014). The advantage stated was, test content 32.0%, progression and performance 25.7%, multiple choice questions 23.1%, and preparation for competitive entrance examinations 7.7%. The disadvantages were: 39.7% were very extensive, 26.9% lack of knowledge, 15.3% stated inadequate thematic content and structure, and insufficient time to complete the test for 6.4%.
Conclusion:
The progression test evaluates, longitudinally, the student's performance, identifies curricular strengths and weaknesses, and evaluates the institution. As one of the assessment instruments in use of active teaching methodologies, its applicability should be encouraged in undergraduate courses.
Keywords
Education, nursing, baccalaureate; Educational measurement; Problem-based learning; Competency-based education; Educational technology