Test Blueprint Directions: The first chart is an example ✓ Solved

Determine the number of questions that should be applied to each level of Bloom’s depending on the semester your course is in (e.g., first semester, second semester, third semester, or fourth or final semester). Use the second chart to assign the number of questions for each Bloom’s level for each of your objectives. For example, you may have 25 questions for your first objective, which might break down to five knowledge level, 10 analysis level, and 10 application level questions based on your course's semester.

Create NCLEX-style questions and a test blueprint based on the QSEN competency you selected and course objectives you created. The assignment consists of five parts: 1. Create five NCLEX-style questions based on your QSEN competency. 2. Identify the Bloom's level and rationale for including each of the five NCLEX-style questions. 3. Complete the "Test Blueprint" template of 100 hypothetical questions (just designate how many questions per Bloom's level). 4. Provide a rationale that explains why you assigned questions to each of the Bloom's levels within the test blueprint.

Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.

Paper For Above Instructions

Creating effective assessments is paramount in nursing education, specifically in pediatric nursing courses where student learning outcomes directly influence patient care quality. By utilizing Bloom's Taxonomy, educators can structure assessments that accurately gauge student understanding and proficiency at different cognitive levels. This paper outlines a test blueprint template and includes specific NCLEX-style questions aligned with the Quality and Safety Education for Nurses (QSEN) competencies.

Test Blueprint Template Overview

The test blueprint serves as a roadmap, ensuring that assessments are appropriately balanced according to Bloom's levels of cognition. Using the guidelines provided, the test blueprint will allocate the distribution of questions for each cognitive level from knowledge to evaluation. This alignment is essential as it determines how effectively educators can measure the competencies students are expected to achieve.

Bloom’s Taxonomy Framework

Bloom’s Taxonomy defines six cognitive levels:

• Knowledge – Recall of facts and information.
• Comprehension – Understanding and interpretation of information.
• Application – Using learned information in new situations.
• Analysis – Breaking information into parts to explore understandings and relationships.
• Synthesis – Combining parts to form a new whole or proposing alternative solutions.
• Evaluation – Judging the value of information or ideas based on criteria.

Each cognitive level increases in complexity and depth of understanding, culminating in the highest-order thinking tasks, such as synthesis and evaluation, which are critical in nursing education.

NCLEX-Style Questions

The five NCLEX-style questions created for this assignment are:

1. Question 1 - Knowledge: What is the most critical conditioning factor for a child with acute renal failure and a potassium level of 8 mEq/L?

   A. Cardiac arrhythmias

   B. Seizures

   C. Cerebral edema

   D. Intracranial hemorrhage

   Correct Answer: A

   This question tests the knowledge of the renal system and its implications.

2. Question 2 - Application: Which intervention is most effective in reducing hospital-acquired infections?

   A. Vaccination

   B. Use of gloves

   C. Use of masks

   D. Hand hygiene protocols

   Correct Answer: D

   This question applies studied information about infection control measures.

3. Question 3 - Analysis: A nurse observes a child's vital sign readings post-admission. Which of the following elements may indicate an infection? Select all that apply.

   A. Elevated temperature

   B. Increased heart rate

   C. Consistency in pulse oximetry

   D. Flushed skin

   Correct Answers: A, B, D

   This question analyzes patient data to spot infection indicators.

4. Question 4 - Synthesis: Given a pediatric patient with a diagnosis of asthma, what plan of care should be prioritized?

   A. Administer the ordered bronchodilator

   B. Conduct a thorough respiratory assessment

   C. Develop a patient education program on inhaler use

   D. Schedule a follow-up in two weeks

   Correct Answer: C

   This question requires students to integrate knowledge into a comprehensive plan.

5. Question 5 - Evaluation: How should a nurse evaluate a patient's response to asthma treatment?

   A. Patient self-reports

   B. Monitor respiratory function

   C. Assess environmental factors

   D. Re-evaluate the prescribed treatment plan

   Correct Answer: B

   This question permits students to evaluate treatment effectiveness critically.

Test Blueprint Distribution

For this pediatric nursing course, the following distribution illustrates the planned allocation of 100 questions across Bloom's levels according to four developed objectives:

Rationale for Bloom’s Level Assignment

The rationale behind assigning questions to each Bloom's level is to ensure comprehensive coverage of the different stages of knowledge acquisition and application. Questions ranged from basic knowledge recall to evaluative questioning, which allows students not only to recall facts but also to apply, analyze, and evaluate their learning in practice settings. The aim is to foster critical thinking and ensure that nursing graduates can competently care for pediatric populations while ensuring safety and efficacy.

Conclusion

By effectively employing a structured test blueprint in accordance with Bloom's Taxonomy, we can strategically align assessments with learning outcomes. This method not only enriches the learning experience for students but also strengthens their ability to provide high-quality care in pediatric nursing. Future assessments should adhere to these guidelines to cultivate an effective educational environment that prioritizes comprehensive student learning and patient safety.

References

• Halstead, J. A. (2019). NLN core competencies for nurse educators: A decade of influence. Philadelphia, PA: Wolters Kluwer.
• Hunt, L. (2015). Pediatric nursing: The core concepts. New York, NY: Springer Publishing Company.
• Yen, J. J., & Leasure, A. R. (2019). QSEN competencies in nursing education: Fostering quality and safety. Nursing Education Perspectives, 40(3), 140-141.
• Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice. Upper Saddle River, NJ: Prentice Hall.
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green and Co.
• Kearney, M. H. (2018). Measuring student learning outcomes using test blueprints. Nursing Education Perspectives, 39(4), 213-215.
• McRandall, S. R. (2020). Students' perceptions of safety in a clinical learning environment. Nurse Educator, 45(5), 267-270.
• American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. Retrieved from [URL]
• Grantham, J. M., & McKinney, J. F. (2019). Assessments in nursing education: A practical guide. New York, NY: Routledge.
• Thompson, C. A. (2021). The role of assessment in nursing programs: An educational perspective. Nursing Education Research, 12(1), 40-50.