Running Head: MULTIPLE CHOICE EXAMS 1

Assessment-Multiple Choice Exams

Learning Activity Module III
Presented to
Dr. Eva Stephens
Dr. Regina P. Lederman
THE UNIVERSITY OF TEXAS
MEDICAL BRANCH at GALVESTON

In Partial Fulfillment
Of the Requirements for the Course
GNRS 5311: Program Evaluation
By
Kimberly Abraham, RN MSN, Annie Bandela RN BSN, Debra Mulkey Mott RN BSN,
Caroline Wesonga RN BSN
July 13th 2014

MULTIPLE CHOICE EXAMS 2

Assessment -Multiple Choice Questions
Introduction:
Assessment of student learning through an organized and well-developed examination
plays a vital role in the validation of student learning and achievement. This learning activity for
our group is aimed at achieving experience in the development of a test blueprint and an exam
construction. Our group has selected undergraduate nursing learning module Critical thinking
and the Nursing process to aid us in this process. This module with its learning objectives has
been identified against Finks learning Taxonomies and a test blue print has been developed.
Then we systematically developed multiple choice questions to reflect the blue print.

Learning Objectives for Module Critical Thinking and Nursing Process
Upon completion of this class and its related activities, the student will:
I. Define critical thinking and its use in the nursing process. (Foundational Knowledge).
II. Discuss Therapeutic Communication skills. (Human Dimension)
III. Describe the nursing process and the five steps.(Foundational Knowledge)
IV. Define concept mapping and its use in the development of a plan of nursing care.
(Integration)
V. Describe the assessment process and documentation of assessment data.
(Application/Integration)
VI. Illustrate the ability to identify, develop, and prioritize nursing diagnoses. (Application)
VII. Illustrate the ability to develop measurable, realistic, and patient centered
outcomes/goals. (Application)
MULTIPLE CHOICE EXAMS 3

VIII. Develop clear and concise nursing interventions/orders. (Foundational
Knowledge/Application)
IX. Describe the nursing skills required to clearly document nursing implementation.
(Foundational Knowledge/Application/Integration)
X. Discuss the ability to evaluate the patients outcomes/goals (Integration/Application).
XI. Discuss Delegation skills. (Application).

Table: I- Test Blue Print for Module Critical Thinking and the Nursing Process

Objective Content Finks Taxonomy Questions Percentage
I Critical thinking (definitions
and usage)
Fundamental Knowledge 2 9.09%
II Therapeutic Communication Human Dimension 2 9.09%
III Nursing Process Fundamental Knowledge 2 9.09%
IV Concept Mapping
(definitions and design)
Integration 2 9.09%
V Assessment (process and
recording of findings)
Application
Integration
2 9.09%
VI Nursing Diagnoses Application 2 9.09%
VII Patient Outcomes/Nursing
Goals
Application 2 9.09%
VIII Nursing Interventions/Orders Fundamental Knowledge
Application
2 9.09%
MULTIPLE CHOICE EXAMS 4

Objective Content Finks Taxonomy Questions Percentage
IX Nursing Skills/
Documentation Skills
Fundamental Knowledge
Application
Integration
2 9.09%
X Nursing Evaluation of Patient
Outcomes
Integration
Application
2 9.09%
XI Delegation Application 2 9.09%
Total 22 100%


Module III- Critical Thinking and the Nursing Process
Test I - Multiple choice Questions parallel to learning objectives
I. Define critical thinking and its use in the nursing process (Foundational knowledge)
1. The use of critical thinking is particularly essential to nursing students to
A. get along with classmates and colleagues
B. develop clinical judgment needed for safe practice
C. gather sufficient assessment data
D. learn to effectively interact with other people
2. Describe the significance of developing critical thinking abilities in order to practice safe,
effective and professional nursing care (Select all that apply)
MULTIPLE CHOICE EXAMS 5

A. problems can be skillfully solved, and good decisions made a majority of the time
B. reliable observation regarding health status and sound conclusion can be made from
the data obtained
C. improved outcomes of the problem solving process
D. develop sound clinical judgment needed for unsafe practice
II Discuss Therapeutic Communication skills (Human Dimension).
3. The nurse is communicating with a well-oriented older adult client in a long term care setting.
Which statement best reflects respectful and caring communication?
A. "Are we ready for our shower?"
B. "It's time to go to the dining room, honey."
C. "Are you comfortable, Mrs. Smith?"
D. "You would rather wear the slacks, wouldn't you?"
4. The nurse is communicating with a primary care provider about medical intervention
prescribed for a client. Which of the following statements is most representative of a
collaborative nurse-physician relationship?
A. "That new medication you prescribed for Mr. Black is ineffective."
B. "I am worried about Mr. Black's blood pressure. It is not decreasing even with the
new antihypertensive medication."
C. "Can we talk about Mr. Black?"
MULTIPLE CHOICE EXAMS 6

D. "Excuse me doctor. I think we need to talk about Mr. Black's blood pressure."
III Describe the nursing process and the five steps (Foundational Knowledge).
5. What are the phases of the nursing process?
A. collecting, organizing, validating, diagnosis and evaluating
B. assessing, diagnosis, planning, implementing and evaluating
C. assessing, organizing, planning, implementing and evaluating
D. assessing, validating, planning, implementing and recording data
6. What are the major characteristics of the nursing process?
A. Cyclic and dynamic nature, client centeredness, focus on problem solving, and
universal application and use of critical thinking.
B. It is a systematic rational method of planning and providing care
C. A systematic and continuous collection, organization, validation and documentation
of data
D. History taking, physical assessment, diagnostic testing
E. Effective writing concerns, thoughts coherently and evaluating steps to improve skills
IV Define concept mapping and its use in the development of a plan of nursing care.
(Integration)
7. A concept map is:
MULTIPLE CHOICE EXAMS 7

A. An organized graph of abstract ideas used by professors to teach nursing process.
B. A diagram of mathematical proofs used in calculating medication drips
C. A diagram that depicts suggested relationships between concepts, facts, knowledge
and ideas
D. A diagram used to depict hypothetical ideas used for concrete thinking
8. In using a concept map to develop a plan of nursing care, which of the following might be
included?
A. Nursing diagnosis
B. Subjective/Objective data ONLY
C. Nursing interventions
D. All of the above
V Describe the assessment process and documentation of assessment data.
(Application/Integration)
9. Assessment data is broken down into 2 types, objective and subjective data. Which of the
following is an example of subjective data?
A. Your patient states My head is killing me
B. You observe your patient grimace as he walks
C. Your patients foot is cold and mottled in appearance
D. Your patients vital signs are HR 120, BP 155/72, RR 24, temp 99.6
10. In the assessment process, a nurse
A. Uses preconceived notions to medically diagnose each patients chief complaint
MULTIPLE CHOICE EXAMS 8

B. Uses physiological, psychological, sociological and spiritual factors to analyze the
patients chief complaint.
C. Does not include a patients personal statements in diagnosing core issues due to
possibility of personal bias.
D. Allows family members to illustrate what kind of person the patient truly is
VI Illustrate the ability to identify, develop, and prioritize nursing diagnoses.
(Application)
11. An 85 year-old male admitted to the hospital unit with confusion and severe visual
impairment. Additional data includes that Mr. S. has an enlarged prostate causing urinary
retention and frequent nocturnal urination. His gait is unsteady and he uses a walker. What is
the priority nursing diagnosis for Mr. S?
A. Risk for constipation
B. Risk for disuse syndrome
C. Risk for falls
D. Imbalanced nutrition: less that body requirements
12. Which of the following nursing diagnosis has the highest priority?
A. Self-care deficit related to impaired neurological status
B. Pain related to surgical incision
C. Risk for aspiration related to impaired neurological status
D. Knowledge deficit related to purpose of medication
VII Illustrate the ability to develop measurable, realistic, and patient centered
outcomes/goals. (Application)
MULTIPLE CHOICE EXAMS 9

13. Which desired outcome written by the nurse is correctly written and measurable?
A. Client will have a normal bowel pattern by April 2
B. The client will lose 4 lbs. within next 2 weeks
C. The nurse will provide skin care at least 3 times each day
D. The client will breathe better after resting for 10 minutes
14. Which of these is a correctly stated outcome goal written by the nurse?
A. The client will walk 2 miles daily by March 19
B. The client will understand how to give insulin by discharge
C. The client will regain their former state of health by April 1
D. The client achieve desired mobility by May 7
VIII Develop clear and concise nursing interventions/orders. (Foundational
Knowledge/Application)
15. The client reports nausea and constipation. Which of the following would be the
priority nursing action/intervention?
A. Collect a stool sample
B. Complete an abdominal assessment
C. Administer an anti-nausea medication
D. Notify the physician
16. For a morbidly obese patient, which intervention should the nurse choose to counteract
the pressure created by the skin folds?
A. Cover the mattress with a sheepskin.
B. Keep the linens wrinkle free.
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C. Separate the skin folds with towels.
D. Apply petrolatum barrier creams.

IX Describe the nursing skills required to clearly document nursing implementation.
(Foundational knowledge/Application/Integration)
17. In documenting nursing implementation, a nurse must
A. Use specifically colorful words to clearly describe interactions with each patient
B. Allow personal feelings about each patient to influence what is charted
C. Objectively state the facts of even the worst interactions with patients
D. Delete any information that does not support the medical diagnosis
18. To be able to clearly document nursing implementation, a nurse must:
A. Have a solid foundational knowledge of the nursing process and nursing language
B. Have solid computer skills, including knowledge of the internet searching and the
ability to type
C. Have a firm grasp on the language of the country in which they work
D. Be able to differentiate between personal and professional interpretations of situations
X Discuss the ability to evaluate the patients outcomes/goals
(Integration/Application).
19. A nurse taking care of a patient, collects data in the evaluation step of the nursing process to
determine which of the following?
A. Health problems of the patient
B. Assessment of the underlying health problems of the patient
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C. Solutions for the health problems using goal achievement.
D. Medical diagnosis and its effect on the outcomes.
20. Which one of the statements below reflects quality improvement accurately?
A. Quality improvement is always externally driven.
B. Quality improvement follows through an organizational structure rather than patient
care.
C. Quality improvement focuses on patients/persons rather than processes.
D. Quality improvement has no defined endpoints
XI Discuss Delegation skills (Application).
21. While transferring patient assignment or delegation from one RN to another, both RNs must
document:
A. The transfer and acceptance of the delegation and supervision responsibility.
B. The reason for which the transfer took place.
C. The effective date of the transfer.
D. All of the above.
22. A charge nurse working on patient assignment should consider which of the following rights
of delegation?
A. Right task
B. Right person
C. Right circumstance
D. Right direction/communication
E. All of the above.


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Conclusion:
Assessment of the Student Learning and validating the learning through exams is a
complex process involving multiple considerations. This assignment has given our group a
learning experience to learning objectives with Finks taxonomies, develop a test blue print and
construct a multiple choice questionnaire based on learning objectives.


















MULTIPLE CHOICE EXAMS 13

References:
Fink, D. (2003). A Self Directed Guide to Designing Courses for Significant Learning. San
Francisco: Jossey-Bass. Retrieved on July 7 2014, from
http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
Kozier, B., Erb, G., Bermann, A. & Snyder, S. (2008). Fundamentals of nursing: Concepts,
process and practice (8th Ed.). Prentice Hall, Upper Saddle River: NJ.
Taylor, C., Lillis, C., Le Mone, P., & Lynn, P. (2011). Fundamentals of nursing: The art and

Science of nursing care (7
th
edition.). New York: Lippincott Williams and Wilkins,

Chapters 11,

12, 13, 14, 15, & 16 pg. 186 - 322. Chapter 21 pp. 434-466.

Taylor, C., Lillis, C., LeMone, P., Lynn, P. & LeBon, M. (2011). Study guide for Fundamentals

-of nursing: The art and science of nursing care (7
th
edition.). New York: Lippincott

Williams Wilkins.