Nursing Education

1. Question bank Preparation
By:
Prof. (Dr.) Virendra Singh Choudhary
M.Sc. (N), PhD, MBA, BAMS

2. INTRODUCTION
 A question bank is a planned library of test
items designed to fulfill certain
predetermined purposes. Question bank
should be prepared with proper care so as
to cover the entire prescribed test or
syllabus. A questionnaire provides a tool for
eliciting information. In many evaluations, a
questionnaire serves as the major sources
of information. Question banks are
available in AIIMS, PGI and NIMHANS.

3. PURPOSES OF QUESTION BANK
PREPARATION:
 To improve the teaching learning process.
 Through questions, evaluation can be done.
 Number of test items can be for formative
and summative evaluation of the pupils.
 It is a ready- made quality questionnaire for
teachers and examiners so that they may
select appropriate questions to assess
predetermined objectives.

4. CONSTRUTING A QUESTIONNAIRE OR
PREPARING QUESTION BANK
 Make a list of what you want to know.
 Check to see if the information you need
is already available somewhere else
 Don’t ask a question unless it has a use
that is, unless it relates to the purpose of
the study.
 From the beginning, think through what
you will do with each piece of
information.

5. CONTI…
 As you write questions, try to view them
through your respondents’ eyes that
Will the question be seen as reasonable?
Will it infringe on the respondent’s privacy?
Will the respondent be able and willing to
answer the question?
 Be selective and realistic.

6. WORDING THE QUESTIONS
 Before preparing question bank, consider
three things:
 The particular people whom the
questionnaire being designed.
 The particular purpose of the questionnaire.
 How questions will be placed in relation to
each other in questionnaire.

7. SUGESSTIONS WHILE WORDING
THE QUESTIONNAIRE
 Use simple words.
 Avoid the use of abbreviation.
 Avoid technical terms.
 Be specific.
 Use clear wording.
 Includes all necessary information.
 Avoid questions that are too precise.
 Phrase personal and potentially
incriminating questions in less objectionable
ways.
 Avoid questions that are too demanding
and time consuming.

8. CONTI. . .
 Use mutually exclusive categories.
 Avoid making assumptions.
 Avoid bias in questions.
 Avoid double barreled questions.
 Use complete sentences.
 Plan ahead.
 Make the response categories clear and
logical.

9. TYPES OF QUESTIONS
 OPEN- ENDED QUESTIONS
Open ended questions allow respondents to
provide their own answers. This gives them
the opportunity to express their own
thoughts, but also require more efforts in
terms of their responses.
EXAMPLE: what was the biggest problem
you faced after your surgery?

10. CLOSED- ENDED QUESTIONS
CLOSED ANSWER WITH ODERED
RESPONSES
EXAMPLE: How important to you are each of
the following possible program emphases (
circle one for each item.)

11. None Little Some Much
Effective
parenting
1 2 3 4
Child
development
1 2 3 4
Guidance and
discipline
1 2 3 4
Communications 1 2 3 4

12. CLOSED- ENDED WITH UNORDERED
RESPONSE CHOICES
EXAMPLE: Which of these would you most
like to see as the primary program
emphasis next year? (Circle number of your
answer)
 Effective parenting.
 Child development.
 Guidance and discipline.
 Communication.

13. PARTIALLY CLOSED ENDED
EXAMPLE: What topic do you feel should be
the main program emphasis for next year?
(Circle number of your answer)
 Effective parenting.
 Child development.
 Guidance and discipline.
 Communication.

14. DICHOTOMOUS QUESTIONS OR
TWO- OPTION RESPONSE
This is the simplest response format. Options
may include: Yes or No, False or True,
Disagree or Agree.
Example: Have you ever been hospitalized?
 Yes
 No

15. ONE BEST ANSWER
Respondents are provided with a list of
answers and ask to circle the choice
they feel is the best.
EXAMPLE: What does the word
‘’NUTRITION’’ mean to you? (Circle one
number)
 Getting enough vitamins.
 The food you eat and how your body
uses it.
 Having to eat foods I do not like
 Having good health.

16. RATING SCALE
Respondents are asked to indicate their choice
at the most appropriate point on the scale.
EXAMPLE: To what extent do you agree or
disagree that KMC increases weight of
newborn babies?
 Strongly agree
 Mildly agree
 Neither agree or disagree
 Mildly disagree
 Strongly disagree.

17. ITEMS IN A SERIES
 When several questions use the same
response category, it is possible to present
the responses in a table, rather than write
questions for each.

18. Never
Once
Week
1. 3
times
Week
4- 6
times
Week
Daily
Beef 1 2 3 4 5
Pork 1 2 3 4 5
Poultry 1 2 3 4 5
Fish 1 2 3 4 5
EXAMPLE: How often do you the eat following meats?
( circle one number for each meat)

19. PAIRED COMPARISON
Respondents are asked to compare one item
to another.
EXAMPLE: In compairing beef to other
meats, which does your family use more
often? (choose one from each comparison
and circle the number)
1)Beef or 2) Poultry
3)Beef or 4)Pork
5)Beef or 6)Fish

20. FORCED- CHOICE QUESTIONS
This is used to evaluate something along on
odered dimension.
EXAMPLE: 1 Which statement most closely
represents your point of view?
 What happen to me in my own doing?
 Sometimes I feel I do not have enough
control over my own life.
2 Or cafeteria questions.

21. MULTIPLE- CHOICE QUESTIONS
EXAMPLE: How important is to you to avoid
a pregnancy at this time?
 Extremely important
 Very important
 Somewhat important
 Not important.

22. RANK ORDERED QUESTION
People have different things in life. Below is a
list of things that many people value. Please
indicate their order of importance to you for
placing a ‘’1’’ beside the value most
important, ‘’2’’ beside the second most
important, and so on.
 Career achievement
 Family relationships
 Friends and social interactions
 Health
 Money
 Religion.

23. CAFETERIA QUESTION
People have different opinion about the use of estrogen
replacement therapy for women at menopause. Which of the
following statement represent your point of view?
 Estrogen replacement is dangerous and should be banned
 Estrogen replacement has undesirable risks that suggest the
need for question in its use
 I am undecided about my views on estrogen replacement
 Estrogen replacement has many beneficial effects that merit
its use
 Estrogen replacement is a wonderful treatment that should be
administered to most menopausal views

24. GUIDELINES FOR FORMULATING
THE QUESTIONNAIRE:
: Begin with introduction.
 The first question should be easy.
 Arrange questions so that they follow
naturally.
 Try to use the same type of questions and
responses throughout a series of 5 questions
on a particular topic.
 Avoid making respondents turn a page in the
middle of the question.
 Print it in an easy –to- read typeface.
 Be sure that the question is distinguishable
from the instructions and answers.

25. FILTER OR SCREEN QUESTIONS
Some questions may not apply to all
respondents. For these ‘’screen question’’,
make it clear.
DIllMAN (1978) make 3 suggestions:
 Use arrow to guide the respondents to
move from one question to another.
 Indent all questions that may be screened.
 Use boxes to direct respondents pass the
questions they do not need to answer.

26. EXAMPLE: Do you own or rent the home in
which you live now?
Own home
If you not own your home, skip from here to next ----
question number
Rent home
If you rent, How much is your monthly rent?
 Greater than Rs 4000
 Rs 3000- 4000
 Rs 2000- 3000
 Less than Rs 2000

27. PRETESTING THE QUESTION
BANK
 Ask the colleagues to answer the questions
critically.
 Select a problem as similar to your
respondents as possible to pretest the question
bank.
 Stimulate the actual data collection procedure.
 Obtain feedback about the form and content of
the questionnaire.
 Assess whether question bank provided
needed information.
 Try the tabulation and analysis procedure.
 Revise the questionnaire before finalizing it.

28. ADVANTAGES
 Question banks are very useful in test development.
 A question bank can store as many questions as Possible.
 Question banking thus provides substantial savings of time
and energy over conventional test development.
 Question banks also helps in providing a platform for
discussing curriculum goals and objectives. The items put in
the question banks can be made to inherit properties like
common mistakes made by the students, their capabilities
and incapabilities etc. This provides a way to discuss possible
learning hierarchies and ways to better structure curriculum.

29. DISADVANTAGES
 Practically it becomes a little difficult to
equate tests that cover entirely different
subject matter.
 Any institution undertaking an item banking
project should have full understanding of
the practical as well as mathematical and
theoretica1 aspects of question banking.
 This requires a great deal of work in terms
of preparation and planning

30. BBIBLIOGRAPHY
 Beck and Polit. Essential of nursing research. Wolters
kluwer publisher. : 343- 345.
 2009.
 Sharma K Suresh. Nursing Reseach and statistics.
Elsevier. : 187- 189. 2011.
 Sudman, Seymour and Norman; Asking questions A
Practical guide to questionnaire
 Design san Francisco Jossey Baas Publisher;
1482.
 Babbie, Earl R survey research methods. Belmont, CA:
Wadsworth publishing co., 1973.
 Rohs, F. Richard. Questionnaire construction. Athens,
GA: Cooperative extension Services, 1985.

31. CONTI. . .
 Dillman, Donald: the total design survey
method, 1978.
 Chand Eshita. Introduction to nursing
education. PeeVee publisher. : 78. 2011.
 Nieswiadomy Marie Rose. Foundation of
nursing research. Dorling kinersley
publishers. : 235- 239. 2009.
 Edison Silvia. Research methodology in
nursing. JayPee publisher. : 120- 121
2011.
 Neeraja K.P. text book of nursing
education. JayPee publishers: . 2009.

32. ANNOTATED BIBLIOGRAPHY
 AUTHOR: Toril kloster, Magnhild Hoie.
 STUDY: Nursing student career preferences: a Norwegian study.
 ABSTRACT: The is conducted on nursing students with the aim of finding
students with the finding career preferences at the beginning and end of their
nursing education programme with their reasons. Because it is important to
know why some working areas are more important than other. All the
students starting their nursing education programme in 2001/ 2002 in five
Norwegian university colleges are invited to completed questionnaire at the
beginning and the end of their nursing education programme. In phase 1,
620 of 782 connecting students completed questionnaire. In their 3rd year,
phase2, 473 questionnaire were distributed. The questionnaire included
closed questions career preferences and open ended questions seeking the
reasons for the preferences. The study revealed changes in preferences
between the beginning and the end of nursing educational programme. In
phase 1, Midwifery and Paediatric nurses were ranked highest and in phase
2, medical, surgical ward, midwifery and psychiatric nurses were preferred
who are working in aged care institutions remained popular thoughout clinical
experience and professional challenges were often given as reasons for
preferences.

35. ORDERED CHOICE QUESTIONS
In this, the responses are usually intended to
measure degree or intensity in an ordered
sequence and scale.
EXAMPLE: How do you feel about this
statement,” I wish this community had more
outdoor recreation centre?”
 Strongly disagree
 Mildly disagree
 Neither agree nor disagree
 Mildly agree
 Strongly agree