Free Nursing Education and Teaching MCQs with Answers

• A. The patient will understand insulin injection.
• B. The patient will know the benefits of insulin.
• C. The patient will demonstrate insulin injection correctly.
• D. The patient will appreciate the need for insulin.

Explanation: Demonstrating the injection is an observable behaviour that can be assessed.

• A. Cognitive domain
• B. Affective domain
• C. Psychomotor domain
• D. Interpersonal domain

Explanation: The psychomotor domain involves physical skills and coordinated actions.

• A. Select the final evaluation tool
• B. Assess the patients' learning needs
• C. Prepare all available teaching materials
• D. Give written instructions to each patient

Explanation: Assessment of learning needs identifies existing knowledge, readiness, language needs and misconceptions.

• A. Group discussion
• B. Demonstration followed by return demonstration
• C. Reading an assignment independently
• D. Lecture with projected slides

Explanation: A catheter insertion is a psychomotor skill requiring correct sequencing and supervised practice.

• A. Encouraging memorisation only
• B. Promoting understanding and application
• C. Using punishment to change behaviour
• D. Assessing manual skill performance

Explanation: Explaining the cause of oedema requires students to connect concepts and apply knowledge.

• A. A final examination at the end of the course
• B. A licensing examination after graduation
• C. A short quiz during a lesson with feedback
• D. A certificate awarded after course completion

Explanation: Formative evaluation occurs during instruction and provides feedback for improvement.

• A. The patient says the inhaler is important.
• B. The patient listens quietly during the explanation.
• C. The patient correctly demonstrates inhaler use.
• D. The patient receives a printed inhaler leaflet.

Explanation: Correct demonstration is an observable and measurable outcome for a psychomotor skill.

• A. Use examples related to their daily routines
• B. Present information without asking questions
• C. Begin with abstract theory and medical terms
• D. Require memorisation before discussing practice

Explanation: Adults learn better when teaching is relevant to current problems and daily responsibilities.

• A. Positive reinforcement
• B. Negative reinforcement
• C. Cognitive conflict
• D. Passive observation

Explanation: Positive reinforcement strengthens a desired behaviour by following it with a favourable response such as praise.

• A. Explain the causes of pressure injuries
• B. Show a video about repositioning
• C. Discuss skin assessment with the group
• D. The patient will identify two pressure injury risks

Explanation: The patient identifying two risks is a measurable learner outcome. Explaining, showing a video and discussing are activities performed by…

• A. Demonstrating correct blood pressure measurement
• B. Listing the steps of sterile gloving
• C. Valuing respect for a patient's privacy
• D. Calculating the dose of an antibiotic

Explanation: The affective domain concerns attitudes, values and feelings, so valuing privacy belongs to it.

• A. Remembering
• B. Understanding
• C. Analysing
• D. Imitating

Explanation: Analysing requires separating information into parts and examining relationships or differences.

• A. The evaluation method
• B. The learning resources
• C. The learning objectives
• D. The summary activity

Explanation: Learning objectives guide the selection of content, teaching methods, resources and evaluation.

• A. Passive memorisation
• B. Linking new information with prior knowledge
• C. Learning through punishment
• D. Repeating a motor response

Explanation: Cognitive learning occurs when the learner connects new information with existing knowledge to construct meaning.

• A. Lecture method
• B. Demonstration and return demonstration
• C. Unstructured group discussion
• D. Silent independent reading

Explanation: Demonstration followed by return demonstration allows the learner to observe a skill and then perform it with feedback.

• A. A labelled anatomical model
• B. A sequence of clinical photographs
• C. An audio recording of instructions
• D. A medication calculation worksheet

Explanation: A sequence of suitable clinical photographs can show visual changes across stages.

• A. A written essay
• B. A performance checklist
• C. An oral history form
• D. A patient satisfaction survey

Explanation: A performance checklist records whether each observable procedure step is completed correctly.

• A. Adults learn best when content is relevant to their needs
• B. Adults should avoid sharing previous experience
• C. Adults learn only through formal lectures
• D. Adults require rewards before every learning task

Explanation: Adult learners are motivated when learning is relevant, practical and connected with their experience.

• A. Asking students to repeat the definition of tuberculosis
• B. Asking students to copy the prevention headings
• C. Giving a case and asking students to select appropriate precautions
• D. Checking whether students attended the lecture

Explanation: A case requiring selection of precautions measures application of knowledge in a realistic situation.

• A. To assign a final course grade only
• B. To identify performance gaps and guide improvement
• C. To replace all written examinations
• D. To compare the student with hospital visitors

Explanation: Ongoing observation with feedback is used to identify gaps and improve performance before final judgement.