Attitudes of Faculty and Students toward Open-book Examination as a Teaching Strategy in Nursing Education at Hawler Medical University

  • Dlzar Sedeeq Anwer Department of Nursing, College of Nursing, Hawler Medical University, Erbil, Iraq.
  • Asma Mamhusseini Civil Engineering Department College of Engineering/ Tishk International University, Erbil, Iraq.
  • Yousif Bakr Omar Department of Nursing, College of Nursing, Hawler Medical University, Erbil, Iraq.
  • Murad Sherzad Othman Department of Nursing, College of Nursing, Hawler Medical University, Erbil, Iraq.
Keywords: open-book examination, nursing education, teaching strategy, critical thinking, faculty

Abstract

Background and objectives: Open-book examinations (OBEs) is a non-traditional teaching strategy increasingly offered today in nursing education programs. Open-book examination is one in which students are allowed to use their notes, textbooks, and other approved material (preferably not electronic) while answering examination questions. The purpose of this study was to evaluate the attitudes of faculty and students towards open-book examinations as a teaching strategy in nursing education.
Methods: A descriptive study was carried out at College of Nursing in Hawler Medical University. A self-administered questionnaire was used to collected data. The validity of the questionnaire was confirmed because it produced accurate results of the study. Also, the questionnaire was reliable because it gave a consistent result throughout the study. Total of 100 nursing students and 35 teaching staff were participated in the study. Data were analyzed by using frequency and percentage for students and teachers.
Results: The majority of the students (45%) and faculties (45.7%) agreed that OBEs facilitate thinking at higher cognitive levels. Most of the students (61%) and teachers (51.4%) agreed that OBEs decreases students’ test anxiety. Also, teachers (48.6%) and students (41%) agreed that OBEs promote critical thinking regarding the contents of the course. Teachers and students agreed that OBEs encourage self-directed learning, decrease memorizing contents, promote student-centred approach to education, encourage students to read textbooks and articles more, and help students to be long-life learners.
Conclusion: This study confirmed that open-book examinations when used as a teaching strategy in nursing education programs played an important role in improving nursing curriculum. To decrease students’ anxiety regarding examinations, this study pointed out that OBEs can minimize the students’ anxiety during examinations.

References

[1] Doghonadze N, Demir H. Critical analysis of open-book exams for university students.2018. International Black Sea University.
[2] Chan MY. The use of open-book examinations to motivate students: a case study from Hong Kong. World Transactions on Engineering and Technology Education 2004; 3(1): 111-114.
[3] Gujral S, Gupta M. A study of attitude of teachers and students towards open book and closedbook assessment. International Journal of Scientific Research and Manage-ment 2015; 5(7): 6034-6038.
[4] Brightwell R, Daniel J, Stewart A. Evaluation: is an open book examination easier. Bioscience Education e-Journal 2004; 3.
[5] Rakes GC. Open book testing in online learning environments. Journal of Interactive Online Learning 2008; 7(1): 1541-4914.
[6] Dale VH, Wieland B, Pirkelbauer B, Nevel A.Value and benefits of open-book examinations as assessment for deep learning in a post-graduate animal health course. Journal of Veterinary Medical Education 2009; 36(4): 403-410.
[7] Abdul Jalal MF, Ain Fadhil SS, Hasini H. Stu-dents, assessment through open-book concept for final exam. International Journal of Asian Social Science 2014; 2(1): 217-225.
[8] Linda DH, Snyder J. Authentic assessment of teaching in context. Teaching and Teacher Education 2000; 16: 523-545.
[9] Green SG, Ferrante Cj, Heppard KA. Using open-book exams to enhance student learning, performance, and motivation. The Journal of Effective Teaching 2016; 16(1): 19-35.
[10] Myyry L, Joutsenvirta T. Open-book, open-web online examinations: Developing examination practices to support university students’ learning and self-efficacy 2015; Active Learning in Higher Education 2015; 16(2): 119-132.
[11] Loi SL, Chuah JC. The Impact of Open Book Examinations on Student Learning 1999. Nanyang Technological University.
[12] Theophilides C, Koutselini M. Study behaviour in the closed-book and the open-book examination: a comparative analysis. Educational Research and Evaluation 2010; 6(4):379-393.
Published
2020-11-30
How to Cite
Anwer, D., Mamhusseini, A., Omar, Y., & Othman, M. (2020). Attitudes of Faculty and Students toward Open-book Examination as a Teaching Strategy in Nursing Education at Hawler Medical University. Erbil Journal of Nursing and Midwifery, 3(2), 136 - 142. https://doi.org/10.15218/ejnm.2020.16
Section
Original Articles