Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
MNE 205
(TEACHING LEARNING FOUNDATION COURSES IN
NURSING)
MIDTERMS ACTIVITY
Submitted by:
XAVIER R. SANTAMARIA, RN
MNE – 1B
Submitted to:
MARIA LIEZL H. VILLANUEVA, PhD
Professor
Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
TITLE: Formulating Test Questions and Creating a Table of Specifications Using
Bloom's Taxonomy
PART 1
Topic: Medical-Surgical Nursing
1. Multiple-Choice Question (MCQ)
Question: What is the primary function of the kidneys in maintaining homeostasis?
a) Producing red blood cells
b) Regulating blood glucose levels
c) Filtering waste and balancing electrolytes
d) Synthesizing vitamin D
Correct Answer: c) Filtering waste and balancing electrolytes
Cognitive Level: Remembering
Rationale: This question assesses basic recall of kidney function, requiring students to
recognize fundamental physiological processes.
2. Multiple-Choice Question (MCQ)
Question: A nurse is educating a patient with chronic heart failure about fluid
restrictions. Which statement by the patient indicates an understanding of the teaching?
a) "I can drink as much water as I want as long as I urinate frequently."
b) "I should weigh myself daily to monitor for fluid retention."
Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
c) "I should limit my salt intake to at least 5 grams per day."
d) "If I feel thirsty, I should drink sports drinks to maintain electrolytes."
Correct Answer: b) "I should weigh myself daily to monitor for fluid retention."
Cognitive Level: Understanding
Rationale: The question evaluates the student’s ability to comprehend heart failure
management and correctly interpret patient education.
3. Short-Answer Question
Question: A patient with type 2 diabetes is admitted with a blood glucose level of 450
mg/dL. The provider prescribes intravenous insulin. What nursing interventions should
be prioritized to prevent complications related to insulin therapy?
Cognitive Level: Applying
Rationale: This question requires students to apply their knowledge of diabetes
management in a clinical scenario, integrating assessment and intervention skills.
4. Short-Answer Question
Question: A patient on a postoperative unit reports severe pain despite receiving opioid
analgesics. The nurse observes that the patient has shallow breathing and a respiratory
rate of 8 breaths per minute. What could be the possible cause of the patient’s
condition, and what should the nurse do next?
Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
Cognitive Level: Analyzing
Rationale: This question encourages students to break down clinical symptoms, identify
opioid-induced respiratory depression, and prioritize appropriate interventions.
5. Essay Question
Question: Compare and contrast the effectiveness of pharmacological versus non-
pharmacological pain management strategies for post-operative patients. Provide
examples and evidence-based rationale for your evaluation.
Cognitive Level: Evaluating
Rationale: This question requires students to critique and assess different pain
management approaches, supporting their argument with clinical evidence.
6. Essay Question
Question: Design an evidence-based patient education plan for a newly diagnosed
hypertensive patient. Include dietary recommendations, medication adherence
strategies, and lifestyle modifications.
Cognitive Level: Creating
Rationale: This question prompts students to synthesize knowledge into a structured
educational plan, demonstrating their ability to develop practical nursing interventions.
Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
PART 2
Table of Specifications (TOS) – Medical-Surgical Nursing
Short Total
Learning Objective Bloom’s Level MCQ Essay
Answer Items
Identify key functions of major organs (e.g.,
Remembering 5 0 0 5
kidneys, heart)
Explain disease management principles (e.g., fluid
Understanding 5 0 0 5
restriction in CHF)
Apply nursing interventions for patients with
Applying 6 2 1 9
diabetes or pain crises
Analyze symptoms and complications of opioid
Analyzing 5 2 2 9
use and other conditions
Evaluate the effectiveness of different pain
Evaluating 3 2 2 7
management strategies
Develop an evidence-based education plan for
Creating 2 1 2 5
chronic disease management
Total - 26 7 7 50
Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
PART 3
Gibbs’ Reflective Cycle: Evaluating an Assessment Design in Medical-Surgical Nursing
1. Description
I developed an assessment plan for a medical-surgical nursing course based on
Bloom’s Taxonomy. The plan included multiple-choice, short-answer, and essay
questions covering six cognitive levels: remembering, understanding, applying,
analyzing, evaluating, and creating. I also created a Table of Specifications (TOS) to
ensure a balanced distribution of question types and learning objectives.
2. Feelings
I felt confident that the assessment covered a wide range of cognitive skills, ensuring
students were tested beyond simple recall. However, I was slightly concerned about
whether the distribution of questions was ideal for assessing clinical competency. I
also wondered if the essay questions might be too challenging for some students,
potentially impacting their performance.
3. Evaluation
The assessment was well-structured, aligning with educational best practices. The
TOS provided clarity and ensured comprehensive coverage of key topics. The
inclusion of higher-order thinking questions (applying, analyzing, evaluating, and
creating) strengthened the validity of the assessment. However, one limitation was
the reliance on multiple-choice questions (26 out of 50), which, while useful, might
not fully capture students’ critical thinking abilities in real-world nursing scenarios.
Republic of the Philippines
CAMARINES SUR POLYTECHNIC COLLEGES
GRADUATE SCHOOL
NABUA,CAMARINES SUR
4. Analysis
The strength of the assessment lay in its ability to systematically test different levels
of cognitive learning. The short-answer and essay questions were particularly
valuable for assessing clinical reasoning. However, the distribution of questions
could be refined further—for example, increasing short-answer or scenario-based
items to better reflect real patient care situations. Additionally, considering time
constraints in exams, some essay questions might need modification to ensure
feasibility.
5. Conclusion
I realized that while the assessment effectively incorporated Bloom’s Taxonomy,
adjustments could enhance its practical application. Reducing multiple-choice items
in favor of more applied and analytical questions would align more closely with
nursing practice. Furthermore, incorporating case-based or simulation-style
questions might improve the assessment’s real-world relevance.
6. Action Plan
For future assessments, I will:
• Reduce the proportion of multiple-choice questions and include more case-based
questions.
• Ensure a better balance between cognitive levels, giving more weight to clinical
reasoning and decision-making.
• Pilot-test short-answer and essay questions to gauge feasibility and difficulty.
• Gather feedback from students and faculty to refine the assessment further
