Develop five (5) quiz-type questions related to the content/reading assignments for this week

1.  Quiz-item writing 

• Develop five (5) quiz-type questions related to the content/reading assignments for this week.
  • It is a good idea to focus your questions on the topics from the Final Exam Study Guide for this week but not required.  
• Use a clinical-based scenario in at least one question. 
• Use multiple-choice, select all that apply, or matching question format.   
• Post your five (5) questions in the weekly discussion board. Do not provide answers to your five (5) questions in the initial post. 

2.  Respond to a peer.  Preferably one who has not yet received a response. 

• Answer the five (5) quiz questions posted by one student peer. Answer questions that have not been responded to unless there are no available posts without a response already.  
• Provide an evidence-based rationale for each of your answers to the five (5) questions.  
• Provide a citation and matching reference is required from the course textbook for each of the five (5) rationales.  
• Provide one evidence-based learning point related to the quiz questions.  Provide a current (within 5 years) citation and matching reference.  Sources may include course textbook, professional organizations, clinical practice guidelines, research studies, etc.  

3.  Respond to the peer who provided answers to your five (5) quiz-type questions.  If more than one peer responded to your questions, you only have to answer one (the first one preferably).

• Identify the number of correct answers to the five (5) quiz-type questions.  
• Provide an evidence-based rationale for any incorrect answers as you explain the correct answer.  
• Include a citation and reference for the correct answer from the assigned textbook for the course.  
• Use positive and supportive communication to support a positive learning environment.
• If no one responded to your questions, you may add an additional response to a different peer’s original set of questions or a response to a peer by adding further guidance or dialogue with scholarly referen

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