| Recall that Mina was born in Afghanistan and, due to war, had her schooling disrupted when she was 8. She fled with her family to Russia. She immigrated to Québec with her family when she was 16. She was accepted into the Nursing program as a mature student at age 21. We met Mina in the second year of the Nursing program, when she was 22 years old. |
Step-by-Step Procedure
Step 1 – Analyze and Interpret the SPAG
Here are Mina’s SPAG from Test 2 in Semester 3.
As you can see, Mina received a passing grade (64%) on her second test. Although this is not a high mark, she has improved her grade by 10% since Test 1.
Let us analyze the SPAG.
Class Content
Test 2
To interpret the data, let us separate the theory classes from the labs. As with her first test, Mina should be congratulated for her strong performance on the lab portion of the test (67%–100%). However, this accounts for only 20% of the total test.
In looking at Mina’s performance on theory, we see that she has passed five of the eight topics, whereas on Test 1 she passed only one topic. In addition, her range of marks is 30% to 80%, as compared to 30% to 60% on Test 1. We see that she has received a passing grade on all topics that involve pathophysiology; these are areas where Mina previously had difficulty. Mina is to be congratulated for her improvement.
However, it must be noted that Mina has received a failing grade in what might be called the human sciences: Anxiety (30%) and Ethical Dilemmas (50%). Mina’s language difficulties and life experience could be factors in her poor performance on these topics. This should be explored with her.
Lastly, Mina obtained a grade of 40% on Priority Setting. This is not surprising given her difficulty with more complex-level questions. We will continue to work with Mina on developing her ability to apply her knowledge to clinical case situations.
Professional Component
Test 2
Mina performed best on Not Applicable-type questions (75%). While this is a relatively strong performance, remember that this variable is a catch-all grouping of questions that do not relate directly to nursing activities. What is more significant is that Mina has passed both the Assessment-type (66%) and Intervention-type (63%) questions, which we know are the focus of the OIIQ professional exam.
Functional Component
Test 2
As always, we will start with the Scientific Field of Knowledge because this is the foundation of nursing practice. Mina received a mark of 64%, which is congruent with her performance on the pathophysiology topics in Content (60%–80%) and nursing assessment and interventions in the Professional Component (63%–66%).
Mina’s performance on the Organizational and Operational Fields of Knowledge should be acknowledged even though these did not make up a significant portion of the test. On the other hand, she failed the Communication and Moral & Professional Ethics Fields of Knowledge. This is not surprising given her language difficulties and, as a third-semester student, Mina still has time to work on these areas.
Bloom’s Taxonomy
Test 2
Mina has passed three of the four levels of questions in Bloom’s Taxonomy, which is a very positive outcome. Taking a closer look, we see that she is still struggling with Apply-level questions (62%), which made up over half of the test. Since the final test in Semester 3 will be largely Apply-level questions, this will be the focus of Mina’s Action Plan.
Mina received a mark of 33% on Analyze-level questions, but there are only three of these on the test. Mina needs to learn how to answer Apply-level questions before progressing to the skills needed to answer Analyze-level questions. Therefore, this is not a concern at the moment.
Comparison: First Half versus Second Half of the Test
Test 2
Although her performance on the first half of the test was 8% stronger, it is important to note that Mina passed both halves. We need to explore this finding with Mina: What was she experiencing during the test? Did she find the content on the second half of the test harder than the first half? Did she run out of time?
Step 2 – Analyze and Interpret the Comparison Graphs (Test 1 and Test 2)
Here are Mina’s Comparison Graphs for Test 1 and Test 2. Remember, we can make comparisons only when the variables within the category remain the same. For the purpose of showing you how to interpret the Comparison Graphs, we have used three categories: Professional Component, Bloom’s Taxonomy and First Half versus Second Half of the Test.
Professional Component
As mentioned, in our experience students appreciate the visual impact of the graphs. It is very easy for Mina to see that she has made a 22% improvement on Intervention-type questions. Since there were strategies for improving performance on Intervention-type questions in Mina’s Action Plan, this improvement should be especially rewarding for her. Recall our concern that Mina was learning by memorizing rather than making links between the pathophysiology of the disease process and signs and symptoms and/or interventions. Her Action Plan included strategies for preparing for Intervention-type questions and these seem to have helped. However, there is still work to be done to improve her performance on Intervention-type questions.
Although the improvement on Assessment-type questions is minimal, what is important is that her performance has not weakened. This is especially significant considering that Mina had several study strategies to implement within a short period. We think that, given her improved performance to date and with continued effort, she will most likely improve.
Although there is an improvement on Continuity of Care-type questions, she again received a failing grade. However, it is only a small percentage of the test and therefore of less concern. As we said after Test 1, it is our experience that when students improve in Assessment- and Intervention-type questions, improvement in Continuity of Care-type questions usually follows.
Bloom’s Taxonomy
We see that Mina has made improvements at all four levels and has achieved a passing grade on three of the four levels. Although this is not a strong performance, we are especially pleased with the 16% improvement she has made on Apply-level questions, since there were strategies in her Action Plan to help her apply theory.
In addition, she has shown some improvement in Remember- and Understand-level questions. This suggests that the strategies for developing a strong knowledge base, which were included in the Action Plan, are helping.
Finally, although Mina has a failing grade on Analyze-level questions, this is only a small part of the test. The focus is still on improving performance on Apply-level questions before working on the skills needed to answer higher-level questions.
Comparison: First Half versus Second Half of the Test
Test 2
The most important finding is that Mina has passed both halves of Test 2. Mina’s result of 48% on the second half of Test 1 was partially due to the fact that she did not finish the test. Her Action Plan included strategies to improve test-taking skills and it appears that these strategies are helping.
Reviewing the student’s completed test booklet
Although we cannot show you Mina’s completed test booklet, this is the additional information that we gathered:
- In comparison to Test 1, Mina finished Test 2
- Still lost some marks for unclear answers
- Answers are linked more closely to the cases
Step 3 – Update the Action Plan: Test 2
This is our Analysis of Data for Mina:
| Areas improved | Areas needing improvement | Areas to explore with Mina |
|---|---|---|
|
Assessment-type questions: Test 1 64%, Test 2 66% (↑ 2%) Intervention-type questions: Test 1 41%, Test 2 63% (↑ 22%) Remember-type questions: Test 1 69%, Test 2 75% (↑ 6%) Understand-type questions: Test 1 67%, Test 2 70% (↑ 3%) Apply-level questions: Test 1 46%, Test 2 62% (↑ 16%) Application of knowledge re: pathophysiology Passing grade on both halves of test; finished Test 2 Answers are linked more closely to the cases Using a peer tutor |
Application of knowledge:
Assessment type questions Intervention-type questions Apply-level questions |
“What strategies have you used that are working well for you?” Communication and language skills: still lost marks for unclear answers |
Focus Points for your Action Plan
- Seeking help
- Improving English-language skills
- Developing a more varied approach to studying
- Improving test-taking skills
ACTION PLAN
1. Seeking help
Continue working with your peer tutor
Have you considered joining a study group since the last time we met?
2. Improving English-language skills
Do you have an English peer tutor?
3. Developing a more varied approach to studying
What strategies have you used that are working well for you?
We suggest that you look for additional application exercises.
- Answer case studies in your text
- Search for more cases online
4. Improving test-taking skills
Write a rough draft of your answer.
- When composing a complicated answer, use the blank back of the test page. We did not suggest this earlier because you had difficulty completing Test 1. Since you completed Test 2, this strategy might be worth considering.
Step 4 – Meet the Student
While validating our analysis with Mina, we learned that she:
- had been working with a peer tutor in Nursing and on her English-language skills
- still does not feel ready to join a study group
- found the following strategies effective:
- taking time to review notes
- making links between disease and related treatments
- managing her time during the test
- moving on from a question that she could not answer
This information will be used to finalize the Action Plan.
Step 5 – Send the finalized Action Plan to Student
| Areas improved | Areas needing improvement | Areas to explore with Mina |
|---|---|---|
|
Assessment-type questions: Test 1 64%, Test 2 66% (↑ 2%) Intervention-type questions: Test 1 41%, Test 2 63% (↑ 22%) Remember-type questions: Test 1 69%, Test 2 75% (↑ 6%) Understand-type questions: Test 1 67%, Test 2 70% (↑ 3%) Apply-level questions: Test 1 46%, Test 2 62% (↑ 16%) Application of knowledge re: pathophysiology Passing grade on both halves of test; finished Test 2 Answers are linked more closely to the cases Using a peer tutor |
Application of knowledge:
Assessment type questions Intervention-type questions Apply-level questions |
“What strategies have you used that are working well for you?” Communication and language skills: still lost marks for unclear answers |
Revisions are written in red
Focus Points for your Action Plan
- Seeking help
- Improving English-language skills
- Developing a more varied approach to studying
- Improving test-taking skills
ACTION PLAN
1. Seeking help
Continue working with your peer tutor.
You have said that you are still not ready to join a study group. Given the short time to the final test, we support this decision. However, we suggest that you consider joining a study group early next semester, if you feel ready. We believe this is a strategy that really works in helping to apply theory. Discussing the content with your peers helps you use the terminology, organize your thoughts and describe concepts in a coherent manner.
2. Improving English-language skills
You have said that you are working with an English peer tutor and this is helping you.
3. Developing a more varied approach to studying
You have found that the following strategies work well for you:
- taking time to review notes
- making links between disease and related treatments
- managing your time during the test
- moving on from a question that you could not answer
In addition to the above strategies, we think you are ready to use another strategy for applying theory.
Look for additional application exercises.
- Answer case studies in your text
- Search for more cases online
4. Improving test-taking skills
Write a rough draft of your answer.
- When composing a complicated answer, use the blank back of the test page. We did not suggest this earlier because you had difficulty completing Test 1. Since you completed Test 2, this strategy might be worth considering.
Congratulations! You have achieved a 10% improvement over Test 1 and you passed Test 2. You also improved by 22% on Intervention-type questions. This is remarkable progress. Continue what you are doing and try to implement these new strategies. Good luck on the final test.