CHECKLIST (OBSERVATION TOOL)

INTRODUCTION
This technique is used for evaluating interest, attitudes and values of the students. It includes
certain statements of ‘yes’ or ‘no’ type. The student has to check either of the two. A checklist
consists of a listing of steps, activities, or behavior which the observer records when an incident
occurs. It is similar in appearance and use to a rating scale and in classified by some a type of
rating scale.
A checklist enables the observer to note only whether or not a trait or characteristics is
present. 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 checklist is 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.

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 conferences.
 A major limitation of the checklist is that it does not indicate quality of performance so
useful of checklist is limits to procedures, activities, functions and specific tasks. Only a
limited component of overall clinical performance can be evaluated by checklist.

ADVANTAGES OF CHECKLIST -
 Adaptable to most subject matter areas
 Useful in evaluating those learning activities that involve a procedure process and some
aspects of personal- social adjustment
 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
 Allow interindividual comparisons to be made on a common set of traits or characteristics
 Provide a simple method to record observations
 Objectively evaluate traits or characteristics

CONSTRUCTION OF CHECKLIST –
While constructing or preparing checklists following points to be kept in mind.
 Express each item in clear, simple language
 Avoid lifting statements verbatim from the next
 Avoid negative statements wherever possible
 Make sure that each item is clearly yes or no, true or false and the like
 Review the items independently
CHECKLIST PROFORMA FOR MOUTH WASH PROCEDURE EVALUATION

Name of the institute……………………………………………………………………….

Name of the student……………………………………………………………………….
Batch …………………………………………………. Date …………………………….
S.NO. ACTIVITIES/BEHAVIOR TICK (√) REMARKS
OR (X)
1 Assess the condition of the client
2 Assess the condition of mouth and level of
consciousness.
3 Inspect the integrity of lips, teeth, buccal mucosa, gums,
palate and tongue
4 Explained procedure to client and family members and
encouraged them to participate
5 Checked Doctors order for specific precautions
6 Used Articles available in client’s unit
7 Tray setup with required articles
8 Maintained privacy
9 Washes hands before and after procedure
10 Bring client to edge of the bed
11 Maintained safe and comfortable position for the client
12 Arranged articles for convenient use
13 Placed the small mackintosh with the face towel on the
chest
14 Placed kidney tray close to the client’s chin
15 Used dentifrices according to the oral condition of the
client and choice
16 Used correct steps with proper cleaning technique
17 Cleaned all the surfaces thoroughly including teeth and
tongue
18 Assist client for rinsing and wiping mouth
19 Apply emollient to lips
20 Reposition the client properly
21 After care of the articles and unit
22 Recording and reporting including time, solution used
and condition of mouth
Remarks of the teacher…………………………………………………………………………….
Remarks of the student………………………………………………………………………….

Signature of supervisor –

Signature of the student - signature of the principal

RATING SCALE
INTRODUCTION-
A rating scale is a standardized method of recording interpretation of
behavior, with this technique students/ individuals rated on a scale from low t o high with
respect to a particular trait.

DEFINITION- “Rating means the judgment of one person by another.”

-------- Ruth Strang
“Rating techniques are devices by which such judgment may be
quantified”.
--------Neeraja
USES OF RATING SCALE-
 To evaluate skills, product outcomes, and activities interests.
 To evaluate attitudes and personnel characteristics.

QUALITIES OF RATING SCALE-

 Clarity
 Variety
 Simple
 Relevance
 Uniqueness
 Precision

ADVANTAGES OF RATING SCALE –

 Standard device for recording qualitative and quantitative judgments about observed
performance.
 Measures specified outcomes or objectives of education deemed to be significant or
important to the teacher.
 Evaluate procedure such as playing an instrument, operating an equipment or machine.
Working in laboratory, demonstrating the nursing procedures, typing, cooking, singing, oral
reading, acting in play, etc.
 Evaluate personal social development
 Help teacher to rate their students periodically on various characteristics such as punctuality,
honesty, enthusiasm, cheerfulness, cooperativeness, considerations of others and other
personality traits
 Easy to administer and to score
 Can be used for large group of students

DISADVANTAGES –
 The items may or may not be consistent
 There is a lack of uniformity with which terms are interpretated by evaluator
 There are several common sources of errors

TYPES OF RATING SCALE –

A. Numerical rating scale
B. Graphic rating scale
C. Descriptive rating scale
D. Comparative rating scale

Numerical rating scale- This is one of the simplest types of rating scale is the rater simply
marks a number that indicates the extend to which a characteristics or trait is present. The trait
is presented is a statement and values from 1 to 5 are assigned to each trait that rated. Typically,
a common key is used throughout the key providing a verbal description.

EXAMPLE-Direction-encircle the appropriate number of showing the extent to which the pupil
exhibits his skill in questioning. Key-5 outstanding, 4 above averages, 3 average, 2 below
average, 1 unsatisfactory.
Skill-
1) Question was specified 12345,
2) Question was relevant to topic discussed 12345,
3) Question were grammatically correct etc 12345.

Graphic rating scale- As in the case of numerical rating scale the rater is required to assign
some value to specific trait to specific trait this time however instead using predermined scale.
The ratings are made in graphic form. The respondent rates the objects by placing a mark at the
appropriate position on a line that runs from one extreme of the criterion variable to another.
Code: - Excellent – 5 , Very good – 4, Good – 3, Average – 3, Poor – 1

Descriptive rating scale; - Provide for each trait list of descriptive phases from which the rater
selects the one most appalicable item being rated, selected usually by means of a check mark

Comparative rating scale; - The rater has clear knowledge of the activities of the given groups
of individuals. The positions of the rating scale are explicit define in terms of a given
population or group or in terms of people with known characters tics. The rater may be asked to
specify the comparative ability of a teacher with reference to the teaching in a college.
 RATING SCALE PROFORMA FOR MOUTH WASH PROCEDURE EVALUATION

Name of the institute ………………………………………………………………………….

Name of the student ………………………………………………………………………….
Batch ……………………………………………. Date …………………………………….
S.NO. CRITERIAS FOR EVALUATION 5 4 3 2 1

1 Preliminary assessment skill: -

Checked the condition of the oral cavity
Checked the ability of the client for self care
Checked the general condition of the client
Checked Doctors order for specific precautions regarding the movement and
positioning of the client.
Checked Articles available in client’s unit
2 Communication skill: -
Explained the procedure to the client and family members
Maintained good IPR with client and family members throughout procedure
Explained side effects of poor oral hygiene and sign symptoms of oral problems
Give opportunity to client and family members to ask questions and their doubts
Provide effective health education points to client and family members
3 Clinical/technical skills: -
Tray setup with available articles in client unit
Maintained privacy
Washes hands before and after procedure
Maintained safe and comfortable position for the client
Used correct steps and proper cleaning technique with cleaning material
4 After care: -
Performed after care of the articles and unit properly
Provide comfortable position to the client
Apply emollient or soothing material
5 Recording and reporting: -
Recorded the procedure to nurses record
Report the abnormality to higher authorities

TOTAL MARKS – 100

Remarks of the teacher…………………………………………………………………………….

Remarks of the student………………………………………………………………………….

Signature of supervisor –

Signature of the student - signature of the principal

 JAGADGURU SHANKARCHARYA
COLLEGE OF NURSING
SEJBAHAR, MUJGAHAN, RAIPUR

ASSIGNMENT ON: CHECKLIST

SUBJECT: NURSING EDUCATION

SUBMITTED BY SUBMITTED TO
PROF. SABINA BENN MAM MS. PRIYANKA JAIN
PROFESSOR, PRINCIPAL MSC NURSING 1ST YEAR
JSCN, RAIPUR JSCN, RAPIUR

SUBMITTED ON: 2O/1/2023

 JAGADGURU SHANKARCHARYA
COLLEGE OF NURSING
SEJBAHAR, MUJGAHAN, RAIPUR

ASSIGNMENT ON: RATING SCALE

SUBJECT: NURSING EDUCATION

SUBMITTED BY SUBMITTED TO
PROF. SABINA BENN MAM MS. PRIYANKA JAIN
PROFESSOR, PRINCIPAL MSC NURSING 1ST YEAR
JSCN, RAIPUR JSCN, RAPIUR

SUBMITTED ON: 21/1/2023