– ETEA MCQs medical

No.	Topics.	No.	Topics.
1.	Adult health nursing -II	2.	Adult Health Nursing 1
3.	Anatomy & Physialogy 1	4.	Anatomy & Physiology -II
5.	Antomy	6.	Applied Nutrition
7.	Behavioral Psychology	8.	Bio chemistry for nurses
9.	Clinical Practicum	10.	Community Health Nursing -I
11.	Community Health nursing -III	12.	Community Health Nursing-I
13.	Community Health-II	14.	computer skills
15.	Critical Care Nursing	16.	Cultural Health & Society
17.	Developmental Pcychology	18.	English -1 ( Fundamental English )
19.	English -III ( Technical & Presentation Skills )	20.	English -VI ( Academic Writing )
21.	English-II Communication Skills	22.	English-IV
23.	English-V	24.	English-VII ( Professional Writing )
25.	Epidemoilogy	26.	Fundamenatals Of Nursing -II
27.	Fundamental of nursing	28.	Health Assessement 1
29.	Health Assessment -II	30.	Introduction To Biostatistics
31.	Introduction to Nursing Theories	32.	Islamiat
33.	Leadership & management in Nursing	34.	Mathematics
35.	Microbiology	36.	Mrental Health Nursinig
37.	Nursing Ethics	38.	Nursing Research
39.	Pak Study	40.	Pathophysiology
41.	Pathophysiology-II	42.	Pediartic Health Nursing -II
43.	Pharmacology -I	44.	Pharmacology -II
45.	Teaching Learning Principles & Practice

A nursing instructor consistently uses clear, concise language and provides visual aids when teaching. This demonstrates a focus on:

Effective communication for diverse learners.
Over-simplification.
Lack of professional jargon.
Punitive measures.

The primary goal of “clinical teaching” is to:

Develop competence, clinical judgment, and professional identity in students.
Ensure students memorize all protocols.
Focus only on individual skills.
Avoid real patient interaction.

When a patient expresses cultural beliefs that may impact their health decisions, the nurse should:

Dismiss them as irrelevant to medical care.
Respectfully explore these beliefs and integrate them into the teaching plan if possible.
Insist the patient conforms to Western medical practices.
Delegate teaching to a family member without discussion.

The concept of “reinforcement” in learning implies that consequences influence the:

Future likelihood of a behavior.
Prior motivation of the learner.
Instructor's teaching style.
Duration of a lesson.

The use of “simulation” in nursing education helps to bridge the gap between classroom theory and clinical practice by providing:

Only theoretical knowledge.
A safe, controlled environment for realistic practice.
Minimal learning opportunities.
A highly stressful environment.

Which of the following is a characteristic of a “problem-based learning” (PBL) curriculum?

Instructor provides all answers.
Students work independently on theoretical problems.
Students work collaboratively to solve real-world problems through inquiry.
Focus on memorization of facts.

The principle of “motivation” in learning is best defined as:

External rewards only.
The internal drive that propels a learner towards a goal.
Instructor's charisma.
The amount of information presented.

The purpose of “formative assessment” in nursing education is to:

Grade student performance at the end of a unit.
Provide ongoing feedback to guide and improve learning during a course.
Compare students to a norm group.
Determine course completion.

Which of the following is a key element of “effective teaching”?

Creating a supportive and stimulating learning environment.
Focusing solely on student deficits.
Avoiding student input.
Relying on lecture-based teaching only.

The primary challenge in promoting “retention” of knowledge in nursing is often:

Lack of teaching resources.
Information overload and insufficient opportunities for meaningful practice and application.
Student boredom.
Instructor inadequacy.

The “Humanistic” approach to learning views the learner as:

A blank slate.
A series of conditioned responses.
An active, self-directed individual striving for personal growth.
A complex information processor.

The ability of a nursing student to prioritize patient care based on urgency and risk represents which level of Bloom’s cognitive domain?

Knowledge.
Comprehension.
Application.
Evaluation.

A nursing instructor uses a “peer teaching” strategy where students teach concepts to each other. This supports:

Passive learning.
Active learning, deeper understanding, and collaborative skills.
Instructor dominance.
Reduced retention.

The “transfer of learning” is enhanced when the learning environment:

Is completely different from the application environment.
Closely resembles the real-world context where the learning will be applied.
Provides no opportunities for practice.
Focuses solely on theoretical concepts.

The concept of “reflection-in-action” and “reflection-on-action” in clinical teaching emphasizes:

Avoiding mistakes at all costs.
The importance of critical thinking and learning from immediate experiences and subsequent analysis.
Memorizing protocols.
Punishing errors.

When designing an instructional plan, the first step is always to:

Select teaching methods.
Identify learning needs and define learning objectives.
Choose assessment tools.
Create visual aids.

The principle of “readiness” for learning implies that the learner must have:

No prior knowledge.
The necessary physical, cognitive, and emotional preparedness.
Low motivation.
Limited access to resources.

The ultimate aim of “patient education” is to:

Reduce hospital costs.
Empower patients to take an active role in managing their health.
Ensure strict adherence to medical orders.
Delegate nursing responsibilities.

A nursing instructor uses a “simulated patient” (actor) to provide students with practice in taking a patient history. This method primarily develops:

Psychomotor skills.
Communication and assessment skills.
Advanced pharmacology.
Research abilities.

Category: BS Nursing

A nursing instructor consistently uses clear, concise language and provides visual aids when teaching. This demonstrates a focus on:

The primary goal of “clinical teaching” is to:

When a patient expresses cultural beliefs that may impact their health decisions, the nurse should:

The concept of “reinforcement” in learning implies that consequences influence the:

The use of “simulation” in nursing education helps to bridge the gap between classroom theory and clinical practice by providing:

Which of the following is a characteristic of a “problem-based learning” (PBL) curriculum?

The principle of “motivation” in learning is best defined as:

The purpose of “formative assessment” in nursing education is to:

Which of the following is a key element of “effective teaching”?

The primary challenge in promoting “retention” of knowledge in nursing is often:

The “Humanistic” approach to learning views the learner as:

The ability of a nursing student to prioritize patient care based on urgency and risk represents which level of Bloom’s cognitive domain?

A nursing instructor uses a “peer teaching” strategy where students teach concepts to each other. This supports:

The “transfer of learning” is enhanced when the learning environment:

The concept of “reflection-in-action” and “reflection-on-action” in clinical teaching emphasizes:

When designing an instructional plan, the first step is always to:

The principle of “readiness” for learning implies that the learner must have:

The ultimate aim of “patient education” is to:

A nursing instructor uses a “simulated patient” (actor) to provide students with practice in taking a patient history. This method primarily develops:

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