Abstract
Background:
An exam wrapper is a structured debriefing questionnaire designed to help students understand examination performance and develop improvement strategies. This mixed-methods pilot study sought to examine its impact on students' metacognitive skills in a fundamentals nursing class and to assess student perceptions of its usefulness.
Method:
Metacognition was assessed using the Metacognitive Inventory for Nursing Students. Quantitative data were analyzed using the nonparametric Friedman test. Qualitative data were taken from four focus groups.
Results:
Students who used the exam wrapper throughout the semester demonstrated significant improvement in metacognition over time (p = .014). Focus group data revealed that students did not find the exam wrapper to be helpful. The analysis revealed three themes: Reliance on Faculty, Overlap With Established Self-Regulated Learning Strategies, and Difficulty in Answering Exam Wrapper Questions.
Conclusion:
Although students may not perceive this tool as useful, those who repeatedly used it over time had increased metacognition. [J Nurs Educ. 2019;58(7):417–421.]
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