K.M.C.

COLLEGE OF NURSING MEERUT

U.P

SUBJECT: NURSING EDUCATION

Assingment On
Check List
Submitted to: - SubmittedBy:-

Ms. Natasha Verma Mrs Jyoti Katiyar

Lecturer, KMC College Of Nursing M.Sc. (N) 1st Year
 CHECK LISTS
A checklist is a list of specific behaviors or activities to be observed with a place for marking
whether or not they were present during the performance. A checklist often lists the steps to be
followed in performing a procedure or demonstrating a skill. Some checklists also include errors in
performance that are commonly made. Checklists not only facilitate the teacher’s observation of
procedures and behaviors performed by students and nurses learning new technologies and
procedures, but they also provide a way for learners to assess their own performance. With
checklists, learners can review and evaluate their performance prior to assessment by the teacher.

Checklists are used frequently in health care settings to assess skills of nurses and document
their continuing competence in performing them. Whelan (2006) described an annual orthopedic
skills day that is used to assess the competency of nurses in one clinical setting. Prior to the skills
day, the nurses receive a packet of information about the skills that will be validated. Stations are set
up to provide an opportunity for nursing staff members to practice their skills; a checklist is then
used to validate their competency.

For common procedures and skills, teachers often can find checklists already prepared that can
be used for evaluation, and some nursing textbooks have accompanying skills checklists. When these
resources are not available, teachers can develop their own checklists. Initially, it is important to
review the procedure or competency to understand the steps in the procedure and critical elements in
its performance.

CHECKLISTS

Definition

A checklist consists of a listing of steps, activities, or behavior which the observer records
when an incident occurs.

Meaning of checklist

 A list of items with appropriate column is made, it can be checked off by the observer.
 Checklist may only provide for yes or no responses. For the purpose of progress, diagnosis or
grading checklists will be used.
 A check list enables the observer to note only whether or not a trait or characteristic is prevent.
It does not permit the observer to rate the quality of a particular behavior or its frequency of
occurrence or the extent to which a particular characteristic is present.
 When such information is desired, the checklists are definitely inappropriate.
 The checklist requires the observer to judge whether certain behavior has taken place. They can
be used most effectively when components of competence specified.
Characteristics of check list

(i) Check list should relate directly to learning objectives.

(ii) Checklist needs to be confined to performance areas that can be assessed sufficient by
examining positive and negative criteria and when sufficient opportunity for observation
exists.
(iii) Use checklist only when you are interested in ascertaining whether a particular trait or
characteristic is present or absent
(iv) Clearly specify the traits or characteristics to be observed.
(v) Have a separate checklist for each candidate.
(vi) Individual observations can be rewarded on a master checklist.
(vii) The observer must be trained how to observe, what to observe and how to record the
observed behavior.
(viii) Multiple observations provide a more accurate assessment of performance than a single
observation.
(ix) A completed checklist should be given to each student for review followed by an
individual session with the student, to discuss the strength & weakness of the performance
& formulate a plan to improve the performance.

Advantages of checklist

 They are adaptable to most subject matter areas.

 They are useful in evaluating those learning activities that involve a procedure process and
some aspects of personal-social adjustment
 They are most useful for evaluating those processes that can be subdivided into a series of
clear distinct, separate actions.
 When properly prepared, they constrain the observer to direct his attention to clearly specified
traits or characteristics.

Disadvantage of checklist

 The disadvantage to delegating in this way is losing control when other people choose what
they want to do. If you are concerned about giving away easy tasks and getting stuck with the
challenges, keep your list to yourself.
 A major limitation of the checklist is that it does not indicate quality of performance so
usefulness of checklist is limits to procedures, activities, functions and specific tasks.
 Only a limited component of overall clinical performance can be evaluated by checklist. Use
checklists only when you are interested in ascertaining whether a particular trait or
characteristic is present or absent

Steps in Checklist

 Identify each of the specific actions desired in the performance.

 Add to the list those actions that represent common errors. (Can be clearly stated).
  Arrange the desired actions in the approximate order in which they are expected to occur.
 Provide a simple procedure for checking each actions as it occurs (or for numbering the actions
in sequence it appropriate).

Construction of Checklists

While constructing or preparing checklist following points to be kept in mind.

 Express each item in clear, simple language.

 Avoid lifting statement verbatim from the text.
 Avoid negative statement wherever possible.
 Make sure that each item is clearly yes or no, true or false and the like.

A two column format is often used;-

 An additional column for remarks is useful;

 Brief notes can be jotted down which can be used for feedback to the student during
evaluation conference

Suggestions for framing checklist;-

While using checklists, evaluator should keep in mind the following;

 Use only carefully prepared checklist for more complex kind of trait.
 Clearly specify the traits or characteristics of behavior, to be observation.
 Observe only on student at a time and confine your observations to the points specified in
the checklist.
 Have a separate checklist for each student, individual observation can be recorded on a
master checklist.
 The observe must be trained how to observe, what to observe and how to record the
observed behavior.
 To make valid judgements he should omit recording those behaviors for which he has
insufficient information.

Utilization of checklist

 Checklists require the observer to judge whether certain behavior of student and clinical
practice has taken place.
 They can be used most effectively when components of clinical performance can be
specified in detail.
 It is then possible for the observer simply to note whether the prescribed behavior has
taken place or not.
  For example, a checklist could be used in observing the activities of a nursing student
taking blood pressure or giving an injection. The actual physical psychomotor skills
involved can the jointly precisely stated.

Checklist for evaluation of student’s Performance during wound dressing;-

Behaviors Place for Remarks

tick mark

1. Explains procedure

2. Collects necessary equipment

3. Arranges equipment for convenient use

4. Prepares patient

5. Washes hand

6. Maintains aseptic technique

7. Removes dressing

8. Observes condition of wound

9. Cleans wound
10. Applies dressing

11. Removes equipment

12. Makes patient comfortable

13. Completes charting

14. Takes care of equipment

Conclusion

Evaluation of the students is a continuous ongoing process. all clinical instructors should
evaluate the work of students from time to time and evaluate the results of their programmes in order
to determine the effectiveness and value. Clinical evaluation stimulates, promotes and develops the
performance of nursing personnel.
THE STEPS THAT FOLLOW INDICATE HOW TO DEVELOP A CHECKLIST FOR
RATING PERFORMANCE:
 List each step or behavior to be demonstrated in the correct order.

 Add to the list specific errors students often make

 Develop the list into a form to check off the steps or behaviors as they are performed in the
proper sequence

 Checklist should related directly to learning objectives

 Checklist needs to be confined to performance areas that can be assessed sufficiently

opportunity for observation exist

 Use checklist only when you are interested in ascertaining whether a particular trait or
characteristics is present or absent.

 Clearly specify the traits or characteristics to be observed.

 Have a separate checklist for each candidate .individual observations can be recorded on a
master checklist.

 The observer must be trained how to observe, what to observe & how to record the observed
behavior.

 Multiple observations provide a more accurate assessment of performance than a single

observation

 Students should be evaluated in the natural setting or one as closely as possible to the real
situation

 A completed checklist should be given to each student for review followed by an individual
session with the student , to discuss the strength and weakness of the performance &
formulate a plan to improve the performance.
Bibliograpy:

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