How to write nursing evaluation strategies based on the cognitive, psychomotor, and affective domains

How to write nursing evaluation strategies based on the cognitive, psychomotor, and affective domains

Evaluation Strategies

There are three main domains of learning that dictate how instructors construct lessons and design student evaluations. These domains include the cognitive (thinking), the affective (Social/emotional feeling), and psychomotor(physical/kinesthetic) domains (Kasilingam & Chinnavan, 2014). The cognitive domain focuses on knowledge acquisition and utilization. To choose an evaluation strategy for the cognitive domain, instructors must assess intellectual skills that deal with areas of comprehension, application, analysis, and synthesis. For example, the instructor may choose self-check quizzes or class discussions to assess memory and retention of what was learned. The affective domain is critical for learning but is not specifically addressed because it involves aspects of attitude, motivation, and incorporating discipline values into real life (Kasilingam & Chinnavan, 2014). Evaluating this aspect will involve an affective evaluation tool designed to measure the student’s professional behavior in areas like self-motivation, self-confidence, communication, teamwork, and respect among many others. To choose an evaluation strategy for the psychomotor domain, the instructor must incorporate assessments that are practical and involve action and coordination. For example, lab courses and clinical practice assessments can be used to evaluate the psychomotor learning domain.

The first evaluation strategy I will consider during my practicum is the use of self-check quizzes. Test quizzes are formative assessments that are used to guide the student’s performance during the course (Kasilingam & Chinnavan, 2014). I will use this strategy to gauge performance and keep my students engaged in class. The second evaluation strategy that I will use is group assignments for the integration of course content and service experience. This strategy will help in evaluating the student’s ability to work with peers and communicate effectively (Kasilingam & Chinnavan, 2014). The third evaluation strategy that focuses on both students and teachers is self-evaluation reports. These reports can provide important information on areas that instructors need to improve and guide faculty in goal setting.

References

Kasilingam, G., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27-33. https://dx.doi.org/10.5530/jyp.2014.1.5

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