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The benefits of a flipped classroom

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Flipped Classroom Model: Why, How, and Overview

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Understanding How to Deliver Effective Nursing Education

As facilitators of nursing education, how can we best ensure that our learners are processing the new knowledge delivered to them through our educational programs? Designing sessions with this in mind should be a fundamental component of how we plan and facilitate education.

Xu (2016) suggests ten strategies to improve nurses' learning:

Strategy 1: Lecture

Despite being sometimes considered passive or boring, lecturing is believed to be a time-efficient, cost-efficient, effective way to present large amounts of new information to groups of learners. The ability to utilise different presentation techniques (e.g. slide-shows, videos etc.) can mean that students may find this approach to learning fun.

Strategy 2: High-Fidelity Simulation

Very realistic clinical scenarios help nurses to develop competence, teamwork, confident and critical thinking with minimal risk of harm to clients.

Strategy 3: Concept-Mapping

This learning strategy helps learners to note the ways that different ideas interlink. Concept maps can help students acknowledge their current understandings and form new ideas. Concept maps help learners to organise or process their knowledge logically.

It is suggested that this visual learning technique promotes critical thinking, analysis and evaluation. Learners also develop an understanding of their knowledge gaps and future learning needs.

Strategy 4: Online Courses

Online learning is helpful to nurses due to its flexibility, accessibility and cost-effectiveness. There is also a wide array of new and fresh content that can be found online.

Strategy 5: Games

Games in nursing education promote a positive, fun, engaging environment that increases motivation and interest of learners. Games can foster critical thinking skills and can be combines with other learning techniques such as lectures. Games can be played using various formats, even mobile apps.

Strategy 6: Role-Playing

Role-plays are not the same as simulations because they are not scripted and involve improvisation. Role-plays are important in nursing education as they facilitate the practice of communication and conflict management. It is important to debrief following role-playing to offer support and reflection, as well as further learning.

Strategy 7: Jigsaw Classroom

This technique involves making 'home groups' to complete tasks. A member is chosen to gather data and return the information to the home group. This strategy helps learners to increase their listening skills, engagement, and empathy. Again, it is imperative that there is an opportunity for thorough debriefing following the activity to ensure that support, reflection and increased learning can ensue.

Strategy 8: Case Study

Case studies are stories that are realistic and complex, that usually involve a conflict or issue that needs to be resolved by the learner. The aim is to close the gap between theory and practice, and improve action-planning and critical thinking. The educator needs to inform the learners of summarised suggestions to resolve the case study after the learners have had an opportunity to work on the case themselves.

Strategy 9: Debating

This approach facilitates critical thinking, alternative perspectives, and an opportunity to practice verbal communication and higher order of learning. This approach can help the learners develop research skills, and clear presentation of their ideas or arguments. Debriefing or discussion following the debate can help to provide learners with support, feedback, collaboration and critical thinking/evaluation.

Strategy 10: Problem-Based Learning

This approach involves giving learners an opportunity for learning through self-directed study, as well as teamwork. The educator may ask questions about a scenario and provide learners with feedback.

Learning is unique to the individuals's needs and is therefore not 'one size fits all' (American Psychological Association 2017).

As nurse educators, it is important that we recognise this and select appropriate teaching strategies in order to engage our learners, ensure that they effectively process the information that we are teaching them, and to deliver high-quality education.

References:

American Psychological Association 2017, Education psychology promotes teaching and learning, APA, Washington, DC, viewed 21 November 2017, http://www.apa.org/action/science/teaching-learning/index.aspx?tab=2

Xu, JH 2016, 'Toolbox of teaching strategies in nurse education', Chinese Nursing Research, vol. 3, iss. 2, pp. 54-57, viewed 21 November 2017, http://www.sciencedirect.com/science/article/pii/S2095771816300482

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10 Teaching Strategies to Improve Your Nursing Education | Ausmed

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As facilitators of nursing education, how can we best ensure that our learners are processing the new knowledge delivered to them through our educational programs? Designing sessions with this in mind should be a fundamental component of how we plan and facilitate education.

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Create and publish online surveys in minutes, and view results graphically and in real time. SurveyMonkey provides free online questionnaire and survey software.

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by Terry Heick

Bloom's Taxonomy is a powerful teaching and learning tool that can help you shape nearly everything that happens in your classroom.

Why you would want to do this is another conversation, though I will say that, in brief, Bloom's places the focus on student thinking and observable outcomes, and that is useful in formal learning contexts.

That said, Bloom's Taxonomy is simply one way to think about thinking and learning and so no, it shouldn't 'shape everything you do.' By choosing one thing, you, by definition, don't choose many others. I've yet to see a single, universal framing of everything that works everywhere for everyone-likely because that's a silly idea.
How To Use Bloom's Taxonomy In The Classroom
So then, how should you use Bloom's Taxonomy in the classroom? Applying this model isn't always an entirely seamless thing, if for not other reason than most 'parts' of learning (e.g., curriculum maps, pacing guides, lesson templates, tests, behavior charts, report card, etc.) aren't 'made for' it.

As I explained in What Is Bloom's Taxonomy? A Definition For Teachers, Bloom's Taxonomy is simply a way of thinking about thinking-a framework. Consider how a 'diet' is a way of framing food to achieve a specific purpose, whether that purpose is improved sleep, weight loss, added muscle, or any other number of factors, a 'diet' 'frames food' around a certain way of thinking and a specific purpose. While not exactly functioning the same way a diet does, Bloom's Taxonomy does provide a kind of structure to think about learning and achieve specific goals.

Below, I've listed 50 ways to use Bloom's Taxonomy in the classroom. Of course, there are literally hundreds, if not thousands. Some would likely require their own post to explain sufficiently, so I don't expect this to function as a how-to guide but rather a kind of brainstorming to demonstrate not just the power of Bloom's Taxonomy, but the utility of learning frameworks in general-including the TeachThought Learning Taxonomy.
50 Ways To Use Bloom's Taxonomy in The Classroom
1. Map curriculum

2. Frame data about learning (wouldn't necessarily have to be assessment data, but could be)

3. Design an assessment

4. Improve an assessment

5. Design a 'What now?" after-assessment assignment

5. Personalize learning

6. Support students in self-directed learning

7. Guide inquiry-based learning

8. Create 'if you finish your work early' assignments

9. Frame letter grades

10. Create content-based team-building games

11. Provide learning feedback

12. Promote meta-cognition in students

13. Revise writing with students-or to help them to revise it themselves

14. Use it to group students (one group per Bloom's level, for example, then rotating based on some criteria or timing)

15. Create literature circles

16. Learning reflection journals

17. Visualize student progress over a period of time

18. Create tiered assignments (what I call a 'Bloom's Spiral)

19. Frame choice boards

20. Content-based bell ringers

21. Smarter exit slips

22. Guide research projects

23. Simplify an assessment as a response to intervention

24. Increase the complexity of an assessment to challenge high-achieving students

25. Create question stems (to learn or demonstrate learning)

26. Model a skill/competency via given Bloom's level

27. Frame a mini-lesson

28. Structure a write-around (pass around one sheet of paper per Bloom's Level, then ask students to write and pass freely based on a given topic or learning target)

29. Differentiate instruction

30. Guide your own teacher professional development (e.g. self-assessing the strength of your own understanding on a given topic)

31. Skim and respond to current events

32. Summarize a reading passage

33. Structure a formal classroom discussion

34. Evaluate the winner in a debate

35. Create a Combination Learning blend

36. Organize your own digital teaching materials on Google Drive

37. Evaluate the historical significance of a person or event (by evaluating the relative complexity of a person's 'performance' or the 'weight' of an event)

38. Create a digital scavenger hunt (You can find our Bloom's Digital Taxonomy cards here.)

39. Curate student digital portfolio artifacts

40. Refine and improve questions

41. Help students create their own reading response prompts

42. Combine with a KWL chart before, during, or after a lesson

43. Create a digital citizenship campaign

44. Self-monitor own understanding of a target over the course of a lesson/unit (e.g.,s students would create a visualization of their own understanding at certain checkpoints)

45. Provide 'sync points' in Sync Teaching

46. Brainstorm essay topics or 'angles'

47. Frame the evolution of an argument (in writing or speaking-during pre-writing stages, for example)

48. Plan a podcast or video series around a topic (moving 'up and down' Bloom's Taxonomy)

49. Help support students during student-led conferences

50. Brainstorm ideas for project-based learning

You can explore some of our Bloom's Taxonomy resources, and look for an upcoming course from TeachThought University on the effective use of Bloom's Taxonomy in your classroom.
50 Ways To Use Bloom's Taxonomy in The Classroom

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50 Ways To Use Bloom's Taxonomy In The Classroom

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Bloom's Taxonomy is a powerful teaching and learning tool. Here are 50 specific ways to use Bloom's Taxonomy in the classroom.

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Skip to main content Open accessibility information page

Frequently Asked Questions

Continuing Education Questions

1. How many continuing education ("CE") credits must I complete in order to renew my nursing license?
Each licensee must complete a minimum of 30 hours of CE credits during the two-year period preceding renewal. For example, in order to renew a license in May 2019, a licensee must have completed 30 hours of CE credits between June 1, 2017 and May 31, 2019.

2. I'm retired. Am I required to complete CE?
Yes. You must complete all of the required CE credits if you want to maintain an active nursing license. You may place your license in inactive status if you will not be returning to nursing practice. While your license is inactive, you will not have to complete CE courses. However, you will have to go through the reactivation process to return to active license status.

3. I do not practice nursing in New Jersey. Am I required to complete CE?
Yes. You must complete all of the required CE credits if you want to maintain an active nursing license in this State. You may place your license in inactive status if you do not practice in this State. While your license is inactive, you will not have to complete CE courses. However, you will have to go through the reactivation process to return to active license status.

4. What types of continuing education courses are approved by the Board?
Continuing education courses related to nursing must be approved by a credentialing agency accredited by the National Commission for Certifying Agencies or provided by an entity certified by the International Association for Continuing Education Training (IACET). For the types of courses the Board will accept, please see N.J.A.C. 13:37-5.3(d)1-15, which is available on the Board's website under the link Laws and Regulations.

5. Must I attend an in-person CE class or may I complete my credits through an online class?
CE credits may be obtained through successful completion of online courses. Please remember to download and retain your certificates of completion.

6. I complete continuing education courses through my employer. Do those courses satisfy the Board's CE requirement?
The Board will accept courses completed through your employer provided that the courses carry a credit-hour designation, i.e., one credit hour for each 60 minutes of attendance, and the employer provides you with a certificate of successful completion.

7. How long do I have to keep my CE certificates?
The Board recommends that you retain CE certificates for at least five years.

8. Will the Board ever ask for copies of my CE certificates?
The Board may request copies of your continuing education certificates for various reasons, such as a random CE audit or during a disciplinary investigation.

9. What are the consequences of failing to satisfy my CE requirement?
The Board may impose sanctions by public order pursuant to N.J.S.A. 45:1-21 and 45:1-22.

10. May I carry over any CE credits if I complete more credits than required during the renewal period?
A licensee may carry over up to 15 additional continuing education credits into the next renewal period.

11. Opioid Continuing Education Requirement
As a condition of biennial license renewal, all registered professional nurses and all licensed practical nurses must complete one (1) credit of continuing education concerning prescription opioid drugs, including alternatives to opioids for managing and treating pain, and the risks and signs of opioid abuse, addiction, and diversion.

Last Modified: 2/21/2019 5:44 AM

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Skip to main content Open accessibility information page Frequently Asked Questions Continuing Education Questions How many continuing education ("CE") credits must I complete in order to renew my nursing license? Each licensee must complete a minimum of 30 hours of CE credits during the two-year period preceding renewal.

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Designed with the nurse's role in mind, the newly released Site-Specific Cancer Series: Leukemia (first edition) helps you navigate complex treatment approaches, manage emergencies, and support patients from diagnosis through survivorship and palliative care.

The Latest Research in Safe Handling at Your Fingertips
Prepare to manage hazardous drugs across healthcare settings with the latest evidence-based practice guidelines.

Kick start your oncology nursing journey with three essential courses and the latest digital guidelines-all on your schedule.

ONS membership offers connection and support from a powerful network of oncology nurses. Receive big discounts to attend our national and virtual conferences. Expand your network through exclusive volunteer roles. Collaborate in the virtual ONS Communities, be a part of important conversations, and stay current on a diverse range of oncology topics.

Discover the Latest Leadership Article from ONS Voice

As he steps into his role as ONS president, Ryne Wilson outlines a vision for the future of the oncology nursing specialty-one grounded in innovation, advocacy, and connection. Read more about ONS's strategic priorities and how the organization is working to support and strengthen our community.

Join Our Mission to Shape the Future of Cancer Care

Connect with a community of nurses dedicated to transforming cancer care through practice, education, research, and leadership.

ONS membership offers connection and support from a powerful network of oncology nurses. Receive big discounts to attend our national and virtual conferences. Expand your network through exclusive volunteer roles. Collaborate in the virtual ONS Communities, be a part of important conversations, and stay current on a diverse range of oncology topics.

Become a Member

The Common Terminology Criteria for Adverse Events (CTCAE) , developed by the National Cancer Institute, is the standard framework used in oncology to classify and grade treatment-related toxicities. The framework was first introduced in 1982 as the Common Toxicity Criteria to ensure consistency in reporting chemotherapy adverse events in clinical trials. Each revision improves clarity and relevance to modern cancer therapies, culminating most recently in CTCAE version 6.0 in 2025 and its accompanying quick-reference document .

"How many times have you heard, 'It's just a pill, so it must not be as strong as chemotherapy'?" ONS member Elizabeth Bettencourt, MSN, RN, OCN" session at the 51st Annual ONS Congress ®, oral oncolytic nurse navigator at Sutter Health and Palo Alto Medical Foundation, asked. She was addressing a common misconception about oral anticancer medications during the " Adherence, Cost, and Combination Therapy: Addressing Oral Anticancer Agent Management ® in May 2026.

An oncology nurse navigator may be the first person a patient interacts with after a cancer diagnosis, offering experienced and knowledgeable support that helps guide them through the cancer journey. However, as knowledge and discoveries around cancer and its treatments continue to evolve, the role itself has become increasingly variable, which can lead to confusion among patients and staff. A range of resources are available to help clarify and strengthen this role and help ensure patients receive the support they need.

Within six months of starting their first job, " session at the 51st Annual ONS Congress 60% of nurses leave because of the behavior of their coworkers , presenters reported in the " Stand Up, Stand Strong: Advocacy and Civility in Action ® in May 2026.ONS member Penne McPherson, EdD, RN-NPD, OCN ®, regional oncology educator at Saint Alphonsus Regional Medical Center in Boise, ID, and Kristy Chunta, PhD, RN, ACNS-BC, professor at Indiana University of Pennsylvania, described how incivility can cause patient safety issues and turnover and can sometimes change the course of a nurse's career.

PITTSBURGH, PA-ONS's next scholar-in-residence is Ellen M. Lavoie Smith, PhD, MSN, RN, AOCN ®, FAAN, a pioneering nurse researcher and professor from the University of Alabama at Birmingham.

On June 30, 2026, the U.S. Food and Drug Administration (FDA) approved allogeneic regulatory T cell-based immunotherapy with hematopoietic stem and progenitor cell (HSPC) and T cells-vldq (Tregzi) in the treatment of adults with hematological malignancies. The approval is in matched donor hematopoietic stem cell transplantation with a myeloablative preparative regimen for hematopoietic and immunologic reconstitution and to improve chronic graft-versus-host disease-free survival.

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Designed with the nurse's role in mind, the newly released Site-Specific Cancer Series: Leukemia (first edition) helps you navigate complex treatment approaches, manage emergencies, and support patients from diagnosis through survivorship and palliative care. The Latest Research in Safe Handling at Your Fingertips Prepare to manage hazardous drugs across healthcare settings with the latest evidence-based practice guidelines.

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Welcome to NurseTeachings.com. Our website is the key to completing nurse progress notes quickly and efficiently. We offer over 2,400 teachings and growing. Each day more and more nurses are adding new teachings. You can also share your teachings. Our user friendly interface allows you to navigate this website without difficulty.

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Nurse progress notes quickly and efficiently.

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Welcome to NurseTeachings.com. Our website is the key to completing nurse progress notes quickly and efficiently. We offer over 2,400 teachings and growing. Each day more and more nurses are adding new teachings. You can also share your teachings. Our user friendly interface allows you to navigate this website without difficulty.

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Seamlessly make your images, videos, and 360 content interactive with text, links, images, videos and over 70 call to actions, creating memorable experiences for any audience.

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Online resources, PPT presentations, current literature for multiple nursing topics

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Nursing Professor - Teaching . Learning . Sharing

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Nursing Professor resources can help you teach the science and art of nursing with the most current, evidence based content!

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

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Portfolio Option

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some keywords that best describe your business

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Portfolio Option

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Find support

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You are now leaving the American Nurses Foundation

The American Nurses Foundation is a separate charitable organization under Section 501(c)(3) of the Internal Revenue Code. The Foundation does not engage in political campaign activities or communications.

The Foundation expressly disclaims any political views or communications published on or accessible from this website.

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You are now leaving the American Nurses Foundation The American Nurses Foundation is a separate charitable organization under Section 501(c)(3) of the Internal Revenue Code. The Foundation does not engage in political campaign activities or communications. The Foundation expressly disclaims any political views or communications published on or accessible from this website.

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NCSBN's Review for the NCLEX-RN & NCLEX-PN Examination | NCSBN

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Example Lesson Plan

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Tes Teach with Blendspace | Create & Find Free Multimedia Lessons

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Make learning fun with Tes Teach with Blendspace, the free and easy edtech tool teachers love for lessons, projects, presentations, and more. No planning needed.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Developing Competence in Novice Nurse Faculty Article

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Developing Competence in Novice Nurse Faculty Article

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Developing Competence in Novice Nursing Faculty

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Chemo that causes hair loss - #1 Question from patients

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Bloom's Taxonomy of Objectives

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Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/.

Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. For example, they are not an effective way to test students' ability to organize thoughts or articulate explanations or creative ideas.

Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

The key to taking advantage of these strengths, however, is construction of good multiple choice items.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.

Constructing an Effective Stem

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students' ability to draw inferences from vague descriptions rather serving as a more direct test of students' achievement of the learning outcome.

2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989).

3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.

4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

Constructing Effective Alternatives

1. All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don't serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.

2. Alternatives should be stated clearly and concisely. Items that are excessively wordy assess students' reading ability rather than their attainment of the learning objective

3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be considered "trick" items by test-takers, excessive use of which can erode trust and respect for the testing process.

4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer.

5. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives. It's therefore important that alternatives

have grammar consistent with the stem.

are parallel in form.

are similar in length.

use similar language (e.g., all unlike textbook language or all like textbook language).

6. The alternatives "all of the above" and "none of the above" should not be used. When "all of the above" is used as an answer, test-takers who can identify more than one alternative as correct can select the correct answer even if unsure about other alternative(s). When "none of the above" is used as an alternative, test-takers who can eliminate a single option can thereby eliminate a second option. In either case, students can use partial knowledge to arrive at a correct answer.

7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

8. The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.

Additional Guidelines

1. Avoid complex multiple choice items , in which some or all of the alternatives consist of different combinations of options. As with "all of the above" answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer.

2. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test.

Considerations for Writing Multiple Choice Items that Test Higher-order Thinking

When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom's taxonomy. A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests students' ability to do such thinking. In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as "thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a ...problem" (Morrison and Free, 2001, page 20). Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

Additional Resources

Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.

Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002.

Haladyna, Thomas M. Developing and validating multiple-choice test items, 2nd edition. Lawrence Erlbaum Associates, 1999.

Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 51-78, 1989.

Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Writing Good Multiple Choice Test Questions

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by Cynthia J. Brame Print Version Cite this guide: Brame, C. (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also known as items,...

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Fun video about thanking Nurses for all we do

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You're Welcome (Thank You Nurses) | ZDoggMD.com

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Presentation tips for teachers (Never give a boring lecture again!) TEDxOsaka

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

The Super Nurse and Word Guess games have been developed in HTML5. Therefore, the latest browser versions of Internet Explorer (IE10/11), Firefox, Chrome or Safari need to be used. These games can also be played on most mobile devices.

We have enhanced the games software to produce a Report that you can print out and keep for your records, or to hand in for assignments. For statistical and research purposes, the game results are now being tracked and recorded.

Click on a Title below to open up a specific nursing educational game in a new window. If you find the audio annoying or distracting, click the Mute button on your computer. Enjoy!

1. Nursing Games - Super Nurse Series

1.27 Drug Dosage Calculations I - This game tests your knowledge of the metric system and how to accurately make conversions between the various units. ( 15 items selected from 50 questions).

1.28 Drug Dosage Calculations II - Test and refresh you knowledge and skills about how to calculate the correct tablet medication dosages. ( 15 items selected from 50 questions).

1.29 Drug Dosage Calculations III- This game is designed to assess and review your knowledge and skills in calculating the correct fluid medication dosages. ( 15 items selected from 50 questions).

1.30 Drug Dosage Calculations IV - Test and refresh your knowledge and skills in calculating the correct dosages for medication administration by injection. ( 15 items selected from 50 questions).

1.31 Drug Dosage Calculations V - This game assesses your knowledge and skills in calculating the correct intravenous (IV) dosages, flow rates and administration times. ( 15 items selected from 50 questions).

2. Nursing Games - Word Guess Series

2.45 Pediatric Disorders I - Test your knowledge of the names of disorders related to child development, vision, hearing, blood, respiratory system and nervous system in pediatric patients. (1 5 items drawn from a pool of 45 questions).

These Drag and Drop games were developed using Articulate's StoryLine 3 software. For best viewing of these SL3 games on Apple's iPhone and iPad, download and install the FREE Articulate from the iTunes Store. If you are using an Android tablet or phone, download and install the FREE Articulate Android Player App from Google Play.

3.2 Blood Tests I - See how well you know the indications / applications of 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.3 Blood Tests II - Test and refresh your knowledge of the indications / applications of another 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.4 Cancer Symptoms - Try this funky nursing game to see how well you know the signs and symptoms of 12 different types of common cancers. ( 24 questions).

3.5 Diagnostic Tests I - Try this game to see how well you know the indications / applications of 45 electrodiagnostic, endoscopic and nuclear diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.6 Diagnostic Tests II - Another game to see how well you know the indications / applications of 45 manometric, ultrasound and x-ray diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.10 Infectious Diseases - See how well you know the causes (bacteria, virus, fungi, parasites or protozoa) of these infectious diseases. ( 48 questions).

3.18 Oral Dosages - Another game about calculating the correct dosages for medications administered orally using solutions, suspensions, mixtures and syrups. ( 15 questions randomly selected from 35 items).

3.21 Pressure Ulcer Terms II - Another game to review the terminology used in the assessment, prevention and treatment of pressure ulcers / bedsores. ( 20 questions chosen from 70 items).

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Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

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What would you do?

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Nurse Jackie Season 6 Episode 12: Zoey Confronts Jackie

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Strategies for teaching Millennial students 

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Strategies for teaching Millennial students 

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Creative Strategies for Teaching Millennial Nursing Students

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Online voice recorder

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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Create an account to begin working in UDL Exchange. Want more info before you begin? Check out theFeature Guide for more details.

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Ed Puzzle for Learning

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!