Collaborative Exams and Reflections as Learning Strategies in Undergraduate Nursing Pharmacology

Background: Although collaborative exams have long existed, they often are overlooked in nursing programs due to the belief that individual testing best prepares students for NCLEX success. This article challenges that notion by (1) reviewing literature on collaborative exams as a tool to enhance engagement and retention in nursing education; and (2) presenting insights from two nursing faculty who implemented this method in undergraduate pharmacology. Method: Over a 16-week semester, faculty replaced some traditional high-stakes exams with collaborative testing and structured postexam reflection. Results: Student feedback was overwhelmingly positive, and faculty also noted improved classroom engagement and critical thinking. Conclusion: Collaborative exams support decision making in complex, team-based clinical scenarios. Incorporating them—along with exam wrappers—into nursing curricula fosters group learning, deepens understanding, and better equips students for real-world practice.