ANECDOTAL RECORD.

DEFINITION. Anecdotal record is a record of some significant item of conduct, a record of an episode in the life of student, a word picture of the student in action, a word snapshot at the moment of the incident, any narration of event in which may be significant about the personality.

Randall. Anecdotal record, as the name implies, involves setting down an anecdote concerning some aspects of student behavior which seems significant to the observer.

CHARECTERISTICS OF ANECDOTAL RECORDS;Anecdotal records must possess certain characteristics as given below.1) They should contain a factual description of what happened, when it happened, and under what circumstances the behavior occurred. 2) The interpretations and recommended action should be noted separately from the description. 3) Each anecdotal record should contain a record of single incident. 4) The incident recorded should considered significant to the students growth and development.

MERITS OF ANECDOTAL RECORDS; These records help in clinical service practices. They provided factual record. They stimulate teacher to use the records and contribute to them. They record critical incidents of spontaneous behavior in natural selling. They provide the teacher with objective description. They are very good for young children, who are unable to prepare pencil test. They direct the teachers attention to a single student. They provide commutative record of growth and development. They provide specific and exact description of personality and minimize generalizations. The new members may use these records and acquaint themselves with the student.

DEMERITS OF ANECDOTAL RECORDS; They tend to be less reliable than other observational tools as they lent to be less formal and systematic. They are time consuming to write. It is difficult for the observer to maintained objectivity when he/she records the incident observed. When incidents are noted and read out of context, they may lose.(meaning. They do not reveal the cause. The observer tends to record only undesirable incidents and neglect a positive incidents.

FORMAT OF THE ANECDOTAL RECORD.

Name of the school/college :-

Name of the student observed :Name of the observer :Objective description :-

Class :Date & place :-

Subject:-

Comments of the observer :-

Interpretation :-

Recommendations :-

Signature of the observer :-

Signature of the student ;-

RATING SCALES

A rating scale is a method by which we systematize the expression of opinion concerning a trait. The ratings are done by parents , teachers, a board of interviewers and judges and by the self as well. The rating scale given an idea of the personality of an individual. ADVANTAGES OF RATING SCALES Rating scale is standard tool for recording qualitative and quantitative judgments about observed performance. They measured specified outcomes or objectives of education deemed to be significant or important to teacher. They evaluate procedures such as playing an instrument, operating an equipment or machine, demonstrating the nursing procedures. They evaluate products such as typed letter, responses of demonstration , sample of diagram, charts etc. They help teachers to rate their students periodically on various characteristics such as punctuality, honesty, enthusiasm, cheerfulness, co-cooperativeness and other personal traits. They can used by a student to rate him. They tend to be adaptable and flexible. They can use with a large number of students. They can help to reduce the subjectivity and unreliability that are usually associated with observations method. DISADVANTAGES OF RATING SCALE.

RATIG SCALES HAVE CERTAIN LIMITATIONS THAT MUST BE CONSIDERED WHEN A PRACTICE EVALUATOR IS DETERMINING THEIR USE WITHIN THE PROGRAM. Since the scales are standardized procedures the item(behavior) listed may or may not be consistent with stated objectives for a particular course or learning experience. There is a lack of uniformity with which terms are interpreted by the evaluator. There are several common sources of errors in rating scales. All of these sources affect the validity of a rating, they are 1. Ambiguity. 2. Attitude of the rater. 3. Personality of the rater; Halo effect; personal bias; logical errors 4. Opportunity for adequate observation.

TYPES OF RATING SCALES. Numerical rating scale :- This is o ne of the simplest types of the rating scales. The rater simply marks a number that indicates the extent to which a characteristics of the trait is present. The trait presented is a statement to each trait that is rated. Typically common key is used throughout, the key providing verbal description. Direction ;- encircles the appropriate number showing the extent to which the pupil exhibits his skill in questioning. 5- outstanding, 4- above average., 3- average, 2- below average, 1- unsatisfactory. Skill I. II. III.

Questions were specific Questions were relevant to topic discussed. Questions were grammatically correct

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Graphic rating scale;- the rater indicate the performers standing in respect to each trail by placing a check mark at an appropriate point along the line. Here degree of each characteristics is arranged so that the rater can make a time distinctions as he wishes to make. Eg; Graphic rating scale ;a) Were the illustrations used interesting ? 1 Too little 2 little 3 adequate 4 much 5 too much

b) How attentive were you in the class?

1 Very attentive

2 inattentive

3 -

4 attentive

5 very attentive.

Descriptive graphic rating scale - It provides for each trait a list of descriptive form which the rater selects the one most applicable to the person on the item being rated. The description also helps to clarify and further define a particular dimension.

Ranking -; in the ranking procedure the rater, instead of assigning a numerical value of each student with regard to a characteristic, ranks a given set of individuals from high to low on the characteristics is rated. To ensure that the pupils are validly ranked the ranks from both extremes towards middle. This simplifies the task of a teacher. The ranking procedures become very cumbersome when a large number of students or characteristics per student are to be ranked.

DEVELOPING RATING SCALE FOR PERFORMANCE EVALUATION. Steps in developing a rating scale for performance evaluation; Identify the course objectives. List the specific objectives. Enumerate the terminal/behavioral objectives. Describe the rating in qualitative and quantitative terms . Summarize the ratings by adding the scores. In order to place the student in different categories calculate total score.

CHECK LIST.

Check list is a prepared list of statement selecting to behaviors traits, performance is some area or practical work or a product of some performance life an art work. A list of statement is made which are important in evaluation aspect of behaviors and checked to indicate presence or absence of particular quality. Check list consist of listing of steps, activities or behaviors with the observers records when an incident occurs. Check list can be systematic organized. They are used in evaluating procedures products and aspects of personal social development, where an simple present absent judgment. The check list enables the observer to note only whether or not trial or characteristics in present. The observed action can be systematic, organized, step by step procedures like doing laboratory procedures. It does not permit the observer to rates the quality of a particular behavior or its frequency of occurrence or extract the particular characteristics present.

UTILIZATION OF CHECK LIST.

While using checklists, evaluator should keep in mind the following. Use checklist only when you are interested in ascertaining whether a particular trait or characteristic is present or absent. Use only carefully prepared check list for more complex kind of trait. Clearly specify the traits or characteristics of behavior, to be observed. Observe only one student at a time and confine your observation to the paints specified in the check list. Check list the observers must be trained how to observe, what to observe and how to record the observed behavior.

OBSERVATIONAL CHECKLIST FOR EVALUATION OF STUDENTS PERFORMANCE DURING I.V INFUSION ADMINISTRTION.
Name of the student; Year. SI.NO BEHAVIOURS 1 Prepares patient psychologically and physically a) Explains the procedure to the patient. b) Review the physicians order for type and amount of I.V fluid , rate of fluid administration and purpose of infusion. 2. c) Provides comfortable positions, and privacy if necessary. d) Wash hands. Organize equipments in the following way; Open sterile packets using aseptic techniques. Check the solution for color, clarity, and expiry date. Check bag for leak. Open infusion set, maintain sterility of both ends of tubing. Place roller clamps about 2-5 cm below drip chamber and move roller clamp to off position. Insert the canula into the bottle through the bottle cap after cleaning with sprit swab. Hang the bottle on the IV stand. Removes the IV needle from the tubings allow the fluid to run through the tubing to the kidney tray. Check the entire length of tubing to ensure that all air bubbles are removed and keep it ready for fluid administrations. Select the vein. Place a small mackintosh under selected IV site Apply tourniquet 4-6 inches above the proposed insertion site. Wash and dry hands. Clean the site with spirit swab using firm, circular Date & time. Subject; YES NO

motion(middle to outward.)from touching the cleansed site. Insert the needle into the vein and remove the tourniquet. Look for blood return, quickly connect the needle adapter to administration set. Release the roller clamp slowly to begin infusion at the rate to maintain the patency of IV line. Tape or secure catheter or needle to the tubing with adhesive plaster on the hug of the needle. Adjust the infusion to the desired rate, Remove the articles & replace it. Record the procedure.

Remarks

Signature of the clinical instructor :-

Signature of the student :-

APTIUDE TESTS.

INTRODUCTION Aptitude tests measure or assess the degree or level of ones special bent or flair much the same way as intelligence tests are employed or measuring ones intelligence. They are chiefly used to estimate the extent to which an individual would profit from a specific course or training, or to predict the quality of his or her achievement in a given situation. APTITUDE TESTS The capacity to learn is known as aptitude. Hence an aptitude test measure probable accomplishment at some future date, following training. A test of flying aptitude predicts how well a person will perform as a pilot after he or she has been trained . In contrast, achievement refers to the individuals current level of accomplishment. A test of flying achievement indicates a persons present success as a pilot; it tells how well the person performs at this moment. Two types of aptitude tests are usually employed. These are Specialized aptitude tests. General aptitude tests

SPECIALISED APTITUDE TESTS These aptitude tests have been devised to measure the aptitudes of individual in various specific fields or activities. Generally these tests can be divided into 1. 2. 3. 4. 5. mechanical aptitude tests musical aptitude tests. art judgment tests professional aptitude tests scholastic aptitude tests GENERAL APTITUDE TESTS The General Aptitude Test Battery (GATB)and the Differential Aptitude Test (DAT) are two examples of such tests. GATB . developed by the Employment Service Bureau of USA, contains 12 tests.8 of these are Paper pencil tests, for name comparison, computation, vocabulary, arithmetic, reasoning, form matching, test matching, and three dimensional space. the other 4 require the use of simple equipment in the shape of movable pegs on a board, assembling and disassembling rivets and washers. From the scores obtained by the subject, the experimenter is able to draw inferences about the nine aptitude factors; intelligence, verbal aptitude, numerical aptitude, spatial aptitude from perception, clerical perception, motor coordination, finger dexterity and manual dexterity. The

GATB has proved to be one of the most successful multiple aptitude batteries particularly for the purposes of job classification. The DAT developed by the US Psychological cooperation, has been adapted in Hindi for use in India by SM. Ojha; by 2 forms. It includes tests for verbal reasoning, numerical ability, abstract reasoning spatial relation, mechanical reasoning, clerical speed and accuracy and two tests for language, one for spelling and other for grammar. DAT has proved very successful in predicting academic success and has been found specially useful for providing educational and vocational guidance program to secondary school children.

2 Sample Structure of the Nursing Aptitude Tests with Sample Questions Nursing career is getting attention all around the world. However, unlike mechanical and technical professions you need some qualities of heart for nursing jobs. The best in the nursing services have been generous, loving and compassionate. Still nursing career is not considered personal because it involves a lot of team work. You will have to take care of physically or mentally ill people. You have to perform in different roles such as a disciplined care giver, a counselor, a manager, a teacher etc. Your every action shall focus upon benevolence of the patients. Furthermore, you need not only to be responsible and dependable but also capable to accept truths of death and life. Main Areas of Nursing Aptitude Tests Most of the nursing jobs screen you through nursing aptitude tests. The psychologists build them around the following main areas: Applied Sciences 1- Physics The multiple choice questionnaire tries to measure your comprehensions for mechanics, measurements, laws of thermodynamics, acceleration, momentum etc. 2- Organic and Inorganic Chemistry You have to take care of the patients with certain medicines and chemicals. You are expected to know basics of solvents, electrons, titration, periodic table etc. Daly Life Science

You need to learn basics of TCA cycle, ATP, cardiac control, human nervous system, endocrine glands, ECG basics, cardiovascular system, lungs and respiratory effects, thyroid hormones, etc. You are expected to hear and use these basic things about the human medical science for your life long nursing career. Vocabulary Skills The nursing career requires you to have correct knowledge of different words. Sometimes, your wrong perception of words can put lives of the patients in severe danger. Thats why vocabulary skills are tested with nursing aptitude test. Mathematics Skills Though the nursing aptitude tests include only a portion of math to test your mathematical reasoning but it is still a important to know about real numbers, fractions, trigonometry, area calculations, logarithmic scale etc. Reading Comprehension In your nursing career you will have often to read the instructions issued by the doctors during their visits. When you fail to comprehend the simple instructions, you cant help the patients in any way. So your reading comprehension is also tested before you qualify for entry level nursing jobs. Analytical Reasoning Your analytical reasoning capability helps you to take quick decisions in emergencies and daily life nursing services. Most of the nursing aptitude tests include this portion understand you before you are selected for a nursing career.
UTILITY OF APTITUDE TESTS. 1. Aptitude tests are the back-bone of the guidance services. 2. the results of these tests enable us to locate with a reasonable degree of certainty, the field of activity in which an individual would be most likely to be successful. 3. These tests are found to be very useful for vocational and educational selection, 4. They helps in the systemic selection of suitable candidates for the various educational and professional courses as well as for specialized job. 5. Aptitude tests are thus properly anticipate the future potentials of individual 6. Tests help us in selecting individuals who are likely to benefit most from the preprofessional training or experiences.

tests can help to a great extent, in avoiding considerable waste of human as well as material resources by placement of individuals in places and lines of in which they are most likely to be productive