Test Blueprint for Nurses education lesson

Learning Test Type of tests Number of The question List of the

objectives amount to be used in questions to level of questions

dedicated to measuring cover each cognition that would

the specific the objectives objectives be used in

objective each

objective.
Objective 1 20% Multiple 1 Knowledge 1

choice
Objective 2 20% Multiple 1 Knowledge 2

choice
Objective 3 20% Multiple 1 Knowledge 3

choice
Objective 4 20% Multiple 1 Knowledge 4

choice
Objective 5 20% Multiple 1 Knowledge 5

choice
Assessment questions

1. Which is the most common reason a patient gets a pressure ulcer?

(a) Patient is a smoker

(b) Patient is very thin

(c) Patient is incontinent

(d) Patient does not move

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2. What factors would you not consider for determining patient prone for pressure ulcer?

(a) Patient level of consciousness

(b) health status of the patient

(c) development of specific feature of concern

(d) Whether the patient is a awake/oriented or confused

3. Name at least one evidence-based patient approach that improves outcome?

(a) Identify pt’s who are at risk of developing pressure ulcers

(b) patient economic status

(c) Patient’s addiction

(d) Previous hospitalization

4. What additional measures would you consider in order to determine nurse’s knowledge?

(a) Able to describe the physiology of the skin

(b) Determining the clan of the specific patient

(c) Determining whether the patient is a government official

(d) Whether the patient male or female

5. Name at least two challenges that are likely to be encountered?

(a) Using the appropriate scale for skin assessment

(b) Evidence based initiatives

(c) Socioeconomically status and the name family history of the patient

(d) Health status and the social consideration of the patient

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Domain of knowledge Each Question

The first question in this case is set to assess the understanding of the learner about the

pt’s who are prone for pressure ulcer (Oermann, 2018). On the other hand, the second question is

set to assess the ability of the learners to think critically about the special needs for vulnerable

patients. The third question is focused to gather for the evidence-based approaches that could be

implemented in assessing so as to improve the outcome. In order to test the level of

understanding about the prevention of ulcers, the fourth question seeks to address this domain.

The last question is targeted at assessing the understanding of the challenges that the learners are

likely to experience when they are providing care.

Rationale for the Strategies for Developing Test Blueprint and Multi-choice quiz

The structure of the blueprint indicates that the numbers of questions that are used for

each objective are uniform. The point distribution for each of the objectives is also uniform and

this has contributed largely to the development of specific features of concern (Tolson, & CI,

2019). The rationale for using these features is to ensure that the learners attach equal importance

to each of the lesson objectives. This would also ensure that the learners are able to develop the

understanding of each of the topics uniformly. Knowledge category of questions is used for all

the objective questions so as to trigger critical thinking among the learners. The use of multi-

choice questions is also a specific strategy that would widen the thinking of the learners to focus

on the development of specific features of concern. This is considering that the learner will have

to read through all the choices.

Test Blueprint Guide of the Assessment Based on Objectives

The development of the blueprint has been of great significance in the development of

specific consideration. The blueprint ensured that the assessment was carried out with the
 TEST BLUEPRINT AND SUMMATIVE ASSESSMENT

consideration of all the course objectives. The blueprint also informed the type of questions that

would be utilized in the process of assessing the learners (von Bergmann, & Childs, 2018). The

blueprint also guided the spread of questions considering each of the objectives in this case one

question was set for every objective as directed by the blueprint. The blueprint also provided the

guideline on whether the specific question would be open-ended or multi-choice. This indicates

therefore that the development of a blueprint prior the actual development of the assessment

tools would help to ensure that effective test is developed.

References

Eweda, G., Bukhary, Z. A., & Hamed, O. (2020). Quality assurance of test blueprinting. Journal

of Professional Nursing.

https://www.sciencedirect.com/science/article/abs/pii/S8755722319301486

https://doi.org/10.1016/j.profnurs.2019.09.001
 TEST BLUEPRINT AND SUMMATIVE ASSESSMENT

Oermann, M. H. (2018). End-of-Course Examinations: 10 Tips for Preparing Your Tests. Nurse

educator, 43(2), 55-56. doi: 10.1097/NNE.0000000000000511.

https://journals.lww.com/nurseeducatoronline/Citation/2018/03000/End_of_Course_Examinati

ons__10_Tips_for_Preparing.1.aspx

Tolson, D., & CI, M. (2019). Test Reviews in Nursing Education: A Nurse Educator’s

Guide. International Journal of Caring Sciences, 12(2), 1305.

von Bergmann, H., & Childs, R. A. (2018). Creating a test blueprint for a progress testing

program: A paired-comparisons approach. Medical teacher, 40(3), 267-274.