Mode matters!: Undergraduate nursing students’ perceptions of test-preparation and test-taking strategies for computer based testing

Background: Until recently, computer-based testing (CBT) has not been widely used in Canadian nursing programs and traditional paper-based testing has been the predominant testing modality. However, since the COVID-19 pandemic, many nursing schools very quickly adapted to remote evaluation strategies including rapid CBT implementation. There is limited literature surrounding how nursing students prepare for and what test-taking strategies are used when completing CBTs as opposed to traditional paper-based exams. Purpose: The purpose of this study was to gain an understanding of undergraduate nursing students’ perceptions of test-preparation and test-taking strategies specific to CBT. Sharing this knowledge may contribute to the body of literature and serve as a foundation for further research. Method: Through purposive sampling, this qualitative study was implemented, and data collected using online surveys and semi-structured focus groups. Data was analyzed by thematic analysis. Results: Three themes were generated: double duty, test-taking tribulations, and repeat exposure. Findings including test-preparation learnings, test-taking challenges, and recommendations for CBT are discussed. Conclusion: CBT poses both challenges and learning opportunities for students. Exposing students to CBT may increase their awareness of effective test-preparation and test-taking strategies which may positively contribute to how they prepare for future computerized exams.