Q1 |
Remove "No" from question (3). |
Removed/Requesting a wrong answer results in lack of clarity(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Clearer alternatives with a single correct alternative (8). |
Terms were added to the alternatives, providing greater clarity and a single correct answer(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Q2 |
Remove "No" from question(7). |
Removed/ Requesting a wrong answer results in lack of clarity(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Improve clarity and specificity in the question and in the alternatives(3). |
The term "skin wound" was replaced by "skin wound bed", making the question more clear and specific. |
Q3 |
Standardize the number of signs/symptoms in the alternatives (1). |
Done, making the alternatives more similar(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Specify the type of exudate in all alternatives (2). |
Done/The type of necrosis was also specified, making the alternatives more clear, complete and similar (2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Q4 |
Remove the term "except" (3). |
Removed/Requesting a wrong answer results in lack of clarity (2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Clearer alternatives with a single correct alternative (3). |
Terms were added to the alternatives, providing greater clarity and a single correct answer (2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Q5 |
Remove the initial verbs from the alternatives (3). |
Removed. It allows grammatical agreement and agreement of meaning between the question and the alternatives, avoiding the excess of verbs(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Review the alternatives so that there is only one correct alternative(2). |
Two alternatives that were correct were altered, providing a single true alternative (2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Q6 |
Specify the type of debridement(2). |
Not done, as this was not the purpose of the question. |
Put all the debriders into a single alternative (3). |
One more debrider was added in each alternative so that all are similar(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). All of them were not put into a single alternative to increase the difficulty of the question. |
Q7 |
Replace the term curative with dressing when referring to the product used in the wound bed (1). |
Replaced. The term curative is broad, referring not only the product/dressing, but to the set of care given to a wound(2323 Brasil. Ministério da Saúde, Secretaria de Políticas de Saúde, Departamento de Atenção Básica. Manual de condutas para úlceras neurotróficas e traumáticas [Internet]. Brasília; 2002 [cited 2018 Aug 4]. Available from: http://bvsms.saude.gov.br/bvs/publicacoes/manual_feridas_final.pdf
http://bvsms.saude.gov.br/bvs/publicacoe...
). |
Use technical terms such as "perilesional tissue" and "lesional", instead of terms such as "toward the inside of the wound" (5). |
Used. The use of the different terms in nursing records makes it difficult to retrieve information, impairing the measurement of results in nursing practice, as well as the possibility of constructing evidence (2424 Gomes DC, Cubas MR, Pleis LE, Shmeil MAH, Peluci APVD. Terms used by nurses in the documentation of patient progress. Rev Gaúcha Enferm. 2016;37(1):e53927. doi: 10.1590/1983-1447.2016.01.53927 https://doi.org/10.1590/1983-1447.2016.0...
). |
Use the term "preferably" when indicating the use of saline to clean the lesion (1). |
Used. Several studies recommend different cleaning solutions; however, saline solution (0.9%) is the preferred solution for wound cleaning and it can be used safely(2525 Santos E, Queirós P, Cardoso D, Cunha M, Apóstolo J. A eficácia das soluções de limpeza para o tratamento de feridas: uma revisão sistemática. Rev Enf Ref. 2016;IV(9):133-44. doi: 10.12707/RIV16011 https://doi.org/10.12707/RIV16011...
). |
Q8 |
Remove the term "independent"(2). |
Removed, because it can induce the right answer(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Use term "exudate" instead of "secretion" (3). |
Used. The use of the different terms in nursing records makes it difficult to retrieve information, impairing the measurement of results in nursing practice, as well as the possibility of constructing evidence (2424 Gomes DC, Cubas MR, Pleis LE, Shmeil MAH, Peluci APVD. Terms used by nurses in the documentation of patient progress. Rev Gaúcha Enferm. 2016;37(1):e53927. doi: 10.1590/1983-1447.2016.01.53927 https://doi.org/10.1590/1983-1447.2016.0...
). |
Q9 |
Review the alternatives so that there is only one correct alternative(4). |
All alternatives were altered, providing greater clarity and a single correct answer(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |
Q10 |
Review the alternatives so that there is only one correct alternative (4). |
Terms were added to the alternatives so that only one can be considered correct(2121 Haladyna TM, Downing SM, Rodriguez MC. A review of multiple choice item writing guidelines for classroom assessment. Appl Meas Educ. 2002;15(3):309-34. doi: 10.1207/S15324818AME1503_5 https://doi.org/10.1207/S15324818AME1503...
). |