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 consider 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: - Class :- Subject:-

Name of the observer :- Date & place :-

Objective description:-

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. Questions were specific 1 2 3 4 5
II. Questions were relevant to topic discussed. 1 2 3 4 5
III. Questions were grammatically correct 1 2 3 4 5

Graphic rating scale;- the rater indicate the performer’s 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 2 3 4 5

Too little little adequate much too much

b) How attentive were you in the class?

1 2 3 4 5

Very attentive inattentive - attentive 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 STUDENT’S
PERFORMANCE DURING I.V INFUSION ADMINISTRTION.
Name of the student; Date & time.
Year. Subject;

SI.N BEHAVIOURS YES NO

O
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 tubing’s 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
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 one’s special bent or flair much the same way as
intelligence tests are employed or measuring one’s 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 person’s 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. mechanical aptitude tests

2. musical aptitude tests.
3. art judgment tests
4. professional aptitude tests
5. 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. That’s 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 can’t 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 pre-
professional 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