Blueprinting Feedback and Learning: To provide feedback to students about their strengths and weaknesses and to guide further learning.

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🩺 Introduction to MCQs in Nursing Education

1. Introduction

Nursing is a noble and dynamic profession that requires a strong foundation of knowledge, critical thinking, and clinical skills. To ensure the competence of nursing students, a variety of assessment methods are used in nursing education, among which the Multiple Choice Question (MCQ) format is one of the most effective and widely used. MCQs are objective test items that allow students to demonstrate their knowledge, comprehension, application, and analysis in a structured and measurable way. They are a vital part of nursing examinations conducted by universities, boards, and competitive authorities for academic evaluation, entrance tests, and licensing examinations.

The use of MCQs in nursing has grown significantly because they can cover a wide range of topics in a relatively short period, providing an efficient and fair means of assessing students’ cognitive skills. They test not only the recall of factual information but also the ability to apply theoretical knowledge to clinical situations, which is crucial in nursing practice.


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2. Definition and Meaning of MCQ

A Multiple Choice Question (MCQ) is an assessment item that presents a problem (called the stem) followed by several possible answers (called options), among which one is correct (the key), and the others are incorrect (distractors). The student must choose the correct or best possible answer.

In nursing education, MCQs are designed to test various domains of learning such as knowledge, comprehension, application, and analysis. They help in evaluating how well students understand nursing concepts, procedures, and principles that are applied in real-life clinical settings.


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3. Purpose of MCQs in Nursing

The primary purposes of MCQs in nursing are as follows:

1. Assessment of Knowledge: To evaluate students’ understanding of theoretical concepts in nursing science.


2. Testing Clinical Judgment: To assess the ability of students to apply theoretical knowledge to patient care situations.


3. Measuring Cognitive Skills: To evaluate higher-order thinking skills such as analysis, reasoning, and decision-making.


4. Standardization: To ensure uniformity and objectivity in the evaluation process.


5. Preparation for Competitive Exams: To help students prepare for entrance tests, staff nurse recruitment exams, and licensing examinations such as NCLEX, AIIMS, and DMER tests.


6. Feedback and Learning: To provide feedback to students about their strengths and weaknesses and to guide further learning.




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1. Blueprinting

2. Current Scenario of Assessment In
Medical Education:

3. All questions from
few systems only!
Too vague!
Not from
syllabus

4. Teachers perspective
Focus on outcome and content
Objectives T-L Methods Assessment
Students perspective
Assessment Learning

5. Session Objectives
Explain the need for having a blueprint
Describe the process of developing a
blueprint
Apply blueprinting to assessment design

6. What is a blueprint?
Derived from the domain of architecture
which means:
Detailed plan of action
A blueprint is a plan that explicitly
relates outcomes and assessment
strategies

7. Blueprint In Educational Assessment
Blueprint is a map and a specification for an
assessment program which ensures that all
aspects of curriculum and educational
domains are covered by assessment
programs over a specific period of time.

8. How does blueprint help?
Provides a template which helps in constructing
a test
Defines purpose and scope of assessment
Specifies weightage to be given to various
domains
Specifies content areas, domains of learning,
tools of assessment

9. PREPARATION OF BLUEPRINT

10. Step 1: Define the purpose and scope of
assessment
Step 2: Assigning weights to
Contents
Domain of learning
Methods of assessment
Step 3: Decide total weightage & number of
items to be included in assessment
Step 4: Prepare a “Table of Specifications”

11. Step 1: Define the purpose and scope of
assessment
•The first step in any blueprinting construction is
to identify its purpose and scope of assessment.
•The following questions should be addressed
during this initial step:
a.Which semester or phase of study the blueprint
is prepared for?
b.Which courses are involved?
c.What domain is being assessed?
d.What is the assessment tools involved?
e.How many questions for each assessment tool?

12. Step 2: Assigning weights
Assigning weights (TOPICS)
Perceived impact/ importance of topic( I)
Non urgent, little prevention potential= 1
Serious, but not life threatening = 2
Life threatening emergency = 3
Frequency of occurrence of the condition(F)
Rarely seen = 1
Relatively common = 2
Very common = 3

13. TOPIC IMPACT FREQUENCY I X F
CVS 3 3 9
RS 2 2 4
KIDNEY 1 2 2
15

14. Assigning weights (DOMAIN)
Cognitive : MCQ, SAQ
Affective
Psychomotor

15. Assigning weights (TOOLS)
MCQ
SAQ
LAQ
OSCE

16. Step 3: Decide total weightage & number
of items to be included in assessment
Topic Impact Frequency I X FWeights=
(I X F) / T
No. of marks
N= W X 100
CVS
3 3 9 0.60 60
RS 2 2 4 0.27 27
KIDNEY 1 2 2 0.13 13
15 1.00 100

17. Step 4: Prepare a “Table of
Specifications”
Topic
MCQ
(15)
SAQ
(45)
OSCE
(40)
Total
Knows Knows
how
Knows Knows
how
Shows/ Shows
how
CVS
60
RS
27
KIDNEY
13
Total 5 10 15 30 40 100

18. WHAT DOES A BLUEPRINT
LOOK LIKE?
Some examples of an assessment
blueprint

22. New Surgery Residents’ OSCE
Station Description
Station 1 History taking for acute abdomen
Station 2 General Physical Examination
Station 3 Abdominal Examination
Station 4 Examination of a Swelling
Station 5 Radiograph Interpretation
Station 6 Aseptic Technique

23. WHAT TO ASSESS?
Based on the
curriculum
WHAT LEVEL AND
CONTEXT TO
ASSESS?
Further detail
HOW TO ASSESS?
Methods which become
the assessment system

24. Blueprinting – Why do we need
one ?
To describe in detail the domains/ topics/
competencies (as defined in the curriculum)
being measured/tested by the assessment
To provide guidelines for obtaining a
representative sample of assessment tasks
Subsequent tests assess parallel content
Makes assessment clear, transparent, fair to
everyone

25. Why to use a blueprint?
Explicitly aligns assessment process with desired
learning outcomes in terms of:
What will be assessed?
How it will be assessed?
Reduces threats to validity: under-representation,
irrelevance
Allows sharing and communication with others
Provides consistency over time

26. Any Questions…..
THANK YOU!