NR 537 Week 3 Test Construction

NR 537 Week 3 Test Construction

Student Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name:

Date

Effective Test Construction for Cardiovascular Disease Care for Adults

Creating effective tests for cardiovascular disease care for adults requires careful planning and consideration of various factors, such as course outcomes, competencies, and the level of nursing students. It is essential to structure tests that address the complexity of the subject matter while ensuring fair discrimination among students. A test blueprint, combined with Bloom’s revised taxonomy, is a valuable tool in this process, as it helps educators assess nursing students’ understanding at different cognitive levels.

Understanding the Content Area for Cardiovascular Disease Care

The cardiovascular disease care module is designed for Bachelor of Science in Nursing (BSN) students and those pursuing certification programs. It primarily focuses on the assessment, diagnosis, and management of cardiovascular diseases in adults. The key topics covered in this module include heart failure, hypertension, angina-coronary artery disease (CAD), Peripheral Vascular Disease (PVD), and Peripheral Artery Disease (PAD). These conditions are interrelated, with the progression of one often leading to the development of others.

Cardiovascular diseases are both prevalent and chronic, making them a critical area of focus in nursing education. Nurses must be skilled in assessing and treating these conditions using evidence-based practices, which includes interpreting laboratory results, performing dosage calculations, and administering medications. Additionally, the ability to provide holistic, patient-centered care is emphasized throughout the course.

Course Outcomes for Cardiovascular Disease Care

The course outcomes for the cardiovascular disease care module define the knowledge and skills that nursing students should develop upon completion. These include:

1. Identifying and Describing Cardiovascular Diseases: Students will understand different types of cardiovascular diseases, their symptoms, and diagnostic methods.
2. Integrating Clinical Knowledge: Students will apply theoretical and clinical knowledge from biology, physical sciences, and behavioral sciences in managing cardiovascular diseases.
3. Assessing Risk Factors: Students will learn to identify and evaluate the risk factors associated with cardiovascular diseases.
4. Analyzing Laboratory Results: Students will demonstrate the ability to interpret laboratory results and use them to develop effective treatment plans.
5. Calculating Dosages and Interventions: Students will accurately calculate medication dosages and implement interventions.
6. Providing Evidence-Based Care: Students will apply evidence-based practices in care, taking into account cultural factors and patient preferences.

Test Blueprint for Cardiovascular Disease Care Module

A well-structured test blueprint ensures that the test questions align with course outcomes and learning objectives. The table below outlines the distribution of questions across the content areas of the cardiovascular disease care module, along with their associated course outcomes:

Developing Multiple-Choice Questions for Cardiovascular Disease Care

Multiple-choice questions are an effective way to assess students’ understanding of cardiovascular disease concepts. Below are examples of such questions:

1. Which modifiable risk factor should be prioritized for a patient with prehypertension?

   • a. Lack of exercise
   • b. BMI index of 20
   • c. Drinking wine daily
   • d. High sodium intake
   • e. Smoking one pack of cigarettes daily

2. When monitoring for target organ damage due to hypertension, which laboratory finding should the nurse be most concerned about?

   • a. ALT 42 u/L
   • b. BUN 16 mg/dL
   • c. Serum creatinine 1.75 mg/dL
   • d. AST 37 u/L

3. Which condition causes chest pain?

   • a. Increased preload
   • b. Decreased contractility
   • c. Decreased afterload
   • d. Decreased oxygen supply to the myocardium

4. What sign of poor organ perfusion should the nurse monitor for a client who experienced a myocardial infarction and later develops left ventricular heart failure?

   • a. Serum creatinine value of 1.7 mg/dL
   • b. ALT at 122 u/L
   • c. Urine output below 30mL/hour
   • d. All of the above

5. The body’s initial compensatory mechanism, which maintains cardiac output during heart failure, is:

   • a. Renin-Angiotensin-Aldosterone System
   • b. Increased parasympathetic nervous system stimulation
   • c. Decreased sympathetic nervous system stimulation
   • d. Increased sympathetic nervous system stimulation

6. Peripheral arterial disease results in reduced oxygenated blood flow to the lower extremities, causing ischemia.

   • a. True
   • b. False

Developing Alternative Item Types for Cardiovascular Disease Care

Incorporating alternative item types, such as short answer, true/false, and fill-in-the-blank questions, helps assess students’ deeper understanding of cardiovascular disease concepts.

Short Answer Questions:

1. Which diagnosis should be prioritized when a client has left-sided heart failure?

   • a. Activity Intolerance
   • b. Anxiety
   • c. Fatigue
   • d. Impaired Gas Exchange

2. Which assessment finding(s) should indicate that a patient has biventricular heart failure?

   • a. Crackles in the lungs bilaterally
   • b. 2+ pitting edema in the lower extremities
   • c. Labored respirations pattern
   • d. All of the above

True/False Questions:

1. Coronary heart disease is commonly referred to as ischemic heart disease and coronary artery disease.
   • a. True
   • b. False

Fill-in-the-Blank Questions:

1. Hypertensive heart disease is caused by __.
   • a. High blood pressure
   • b. Low blood pressure
   • c. High blood sugar
   • d. Low blood sugar

Conclusion

Constructing tests for cardiovascular disease care in adults is an essential component of nursing education. By developing a comprehensive test blueprint, utilizing Bloom’s Taxonomy, and incorporating various question types, educators can effectively assess students’ understanding of cardiovascular diseases. Careful planning ensures that nursing students demonstrate the necessary knowledge and skills to provide high-quality care to adult patients with cardiovascular conditions.

References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay.

American Heart Association. (2023). Heart disease and stroke statistics—2023 update. American Heart Association.

NR 537 Week 3 Test Construction

National Heart, Lung, and Blood Institute. (2022). Peripheral artery disease. Retrieved from https://www.nhlbi.nih.gov