The integration of a collaborative testing modality in graduate nurse practitioner education

Collaborative testing (CT) and its implementation into nurse practitioner (NP) programs is not well understood. Given the adoption of competency-based learning in nursing curricula, a pilot of CT in an NP program was implemented at a large, urban university. Over two years, CT was applied in three NP courses using integrated testing software. Students from two family NP cohorts (N2023 = 36 and N2024 = 34) who participated in the CT modality were evaluated for their feedback. The aim was to evaluate examination score outcomes and the student experience with the CT modality. Reported findings include examination scores from two NP courses and cross-sectional survey results with quantitative and qualitative findings. The mean examination score change from individual to weighted total was 6.3% in the 2023 cohort and 2.69% in the 2024 cohort. Students were surveyed with a questionnaire on their experience with CT at the completion of three courses. A means analysis shows high scores of student experience with CT and a paired t-test indicates a difference between the cohorts (p < .0001). An analysis of one qualitative question through thematic analysis is presented, and findings show students have a positive experience in relation to knowledge retention, decreased test anxiety, and peer collaboration. Minimal barriers were identified in the execution or delivery of CT. Our findings indicate that CT may be efficiently implemented into NP courses, improve student outcomes and experience, and support competency based education.