MSN 660
Teaching Methodology in Nursing
Midterm Exam Review
(With Solutions)
2025
1. A nurse educator plans a return demonstration for wound
dressing change to assess students’ psychomotor skills. Which
learning domain and taxonomic level best describes this activity?
A. Cognitive – Analysis
B. Affective – Valuing
C. Psychomotor – Guided Response
D. Psychomotor – Origination
Correct ANS: C. Psychomotor – Guided Response
Rationale: Return demonstration requires students to perform
under guidance, matching the guided response level of the
psychomotor domain.
2. In designing a high-fidelity simulation on acute respiratory
distress, the educator applies deliberate practice. Which element is
essential?
A. Single summative evaluation at end
B. Repetitive scenario drills with immediate feedback
C. Open-ended group discussion only
D. Peer-review of performance without debrief
Correct ANS: B. Repetitive scenario drills with immediate
feedback
Rationale: Deliberate practice entails repeated performance paired
with targeted, timely feedback to refine skills.
3. When shifting from content-driven to concept-based curriculum,
the primary advantage is to:
, A. Increase total lecture hours
B. Encourage memorization of facts
C. Promote transfer of principles across clinical situations
D. Standardize multiple-choice testing
Correct ANS: C. Promote transfer of principles across clinical
situations
Rationale: Concept-based design reduces content overload and
enhances application of core principles in varied contexts.
4. To measure clinical reasoning in an Objective Structured Clinical
Examination (OSCE), which station best aligns with “shows how”
on Miller’s pyramid?
A. Oral quiz on pathophysiology
B. Chart audit of student documentation
C. Standardized patient encounter with perform-and-explain
D. Written reflective journal
Correct ANS: C. Standardized patient encounter with perform-
and-explain
Rationale: “Shows how” denotes demonstration of skills under
controlled conditions, as with a standardized patient OSCE.
5. Applying constructivist theory, a lecturer designs group projects
so that learners:
A. Passively receive content through slides
B. Build new knowledge upon prior clinical experiences
C. Memorize definitions before discussion
D. Follow strict, instructor-led protocols
Correct ANS: B. Build new knowledge upon prior clinical
experiences
Rationale: Constructivism emphasizes active learning by relating
new content to learners’ existing knowledge frameworks.
6. In backward design of a lesson on pharmacokinetics, the first step
is to:
A. Select classroom activities
B. Define desired learning outcomes
C. Choose assessment tools
D. Write lecture notes
, Correct ANS: B. Define desired learning outcomes
Rationale: Backward design begins with clear outcome
statements, followed by assessments and instructional strategies.
7. Case-based learning for nursing students most effectively
enhances:
A. Rote recall of drug names
B. Critical thinking and clinical application
C. Speed of note filling
D. Test-taking strategies
Correct ANS: B. Critical thinking and clinical application
Rationale: Realistic cases challenge students to integrate theory
with practice, fostering higher-order thinking.
8. According to Bloom’s revised taxonomy, which verb aligns with
the highest cognitive level when writing test questions?
A. List
B. Describe
C. Analyze
D. Create
Correct ANS: D. Create
Rationale: “Create” corresponds to synthesis and production of
new work, the apex of Bloom’s revised taxonomy.
9. A faculty member developing interprofessional education must
ensure learners:
A. Study discipline-specific content only
B. Collaborate on team-based patient care planning
C. Complete solo online modules
D. Shadow a single professional group
Correct ANS: B. Collaborate on team-based patient care planning
Rationale: True interprofessional learning hinges on joint
problem-solving and role understanding among professions.
10. To evaluate cultural competence in student teaching, which
model offers comprehensive domains (awareness, knowledge,
skills)?
A. Purnell’s Model for Cultural Competence
Teaching Methodology in Nursing
Midterm Exam Review
(With Solutions)
2025
1. A nurse educator plans a return demonstration for wound
dressing change to assess students’ psychomotor skills. Which
learning domain and taxonomic level best describes this activity?
A. Cognitive – Analysis
B. Affective – Valuing
C. Psychomotor – Guided Response
D. Psychomotor – Origination
Correct ANS: C. Psychomotor – Guided Response
Rationale: Return demonstration requires students to perform
under guidance, matching the guided response level of the
psychomotor domain.
2. In designing a high-fidelity simulation on acute respiratory
distress, the educator applies deliberate practice. Which element is
essential?
A. Single summative evaluation at end
B. Repetitive scenario drills with immediate feedback
C. Open-ended group discussion only
D. Peer-review of performance without debrief
Correct ANS: B. Repetitive scenario drills with immediate
feedback
Rationale: Deliberate practice entails repeated performance paired
with targeted, timely feedback to refine skills.
3. When shifting from content-driven to concept-based curriculum,
the primary advantage is to:
, A. Increase total lecture hours
B. Encourage memorization of facts
C. Promote transfer of principles across clinical situations
D. Standardize multiple-choice testing
Correct ANS: C. Promote transfer of principles across clinical
situations
Rationale: Concept-based design reduces content overload and
enhances application of core principles in varied contexts.
4. To measure clinical reasoning in an Objective Structured Clinical
Examination (OSCE), which station best aligns with “shows how”
on Miller’s pyramid?
A. Oral quiz on pathophysiology
B. Chart audit of student documentation
C. Standardized patient encounter with perform-and-explain
D. Written reflective journal
Correct ANS: C. Standardized patient encounter with perform-
and-explain
Rationale: “Shows how” denotes demonstration of skills under
controlled conditions, as with a standardized patient OSCE.
5. Applying constructivist theory, a lecturer designs group projects
so that learners:
A. Passively receive content through slides
B. Build new knowledge upon prior clinical experiences
C. Memorize definitions before discussion
D. Follow strict, instructor-led protocols
Correct ANS: B. Build new knowledge upon prior clinical
experiences
Rationale: Constructivism emphasizes active learning by relating
new content to learners’ existing knowledge frameworks.
6. In backward design of a lesson on pharmacokinetics, the first step
is to:
A. Select classroom activities
B. Define desired learning outcomes
C. Choose assessment tools
D. Write lecture notes
, Correct ANS: B. Define desired learning outcomes
Rationale: Backward design begins with clear outcome
statements, followed by assessments and instructional strategies.
7. Case-based learning for nursing students most effectively
enhances:
A. Rote recall of drug names
B. Critical thinking and clinical application
C. Speed of note filling
D. Test-taking strategies
Correct ANS: B. Critical thinking and clinical application
Rationale: Realistic cases challenge students to integrate theory
with practice, fostering higher-order thinking.
8. According to Bloom’s revised taxonomy, which verb aligns with
the highest cognitive level when writing test questions?
A. List
B. Describe
C. Analyze
D. Create
Correct ANS: D. Create
Rationale: “Create” corresponds to synthesis and production of
new work, the apex of Bloom’s revised taxonomy.
9. A faculty member developing interprofessional education must
ensure learners:
A. Study discipline-specific content only
B. Collaborate on team-based patient care planning
C. Complete solo online modules
D. Shadow a single professional group
Correct ANS: B. Collaborate on team-based patient care planning
Rationale: True interprofessional learning hinges on joint
problem-solving and role understanding among professions.
10. To evaluate cultural competence in student teaching, which
model offers comprehensive domains (awareness, knowledge,
skills)?
A. Purnell’s Model for Cultural Competence
