Evaluation and testing in nursing education - Springer Publishing

Evaluation, Measurement, and Education 17
The second dimension of affective evaluation focuses on whether or not
students have accepted these values, attitudes, and beliefs and are internalizing
them to form a system for their own decision making and behavior. Evaluation
at these higher levels of the affective domain is more difficult because it requires
observation of student behavior over time to determine if there is commitment
to act according to professional values. Test items are not appropriate for these
levels as the teacher is concerned with the use of values in practice and motivation
to carry them out consistently in patient care.
A description and sample objective for each of the five levels of learning
in the affective taxonomy follow. While sublevels have been established for
each of these levels, only these five major categories are essential to guide the
teacher for instructional and evaluation purposes:
1. Receiving: Awareness of values, attitudes, and beliefs important in
nursing practice. Sensitivity to a client, clinical situation, problem.
The student expresses an awareness of the need for maintaining confidentiality
of patient information.
2. Responding: Reacting to a situation. Responding voluntarily to a given
phenomenon reflecting a choice made by the learner.
The student shares willingly feelings about caring for a dying patient.
3. Valuing: Internalization of a value. Acceptance of a value and commitment
to using it as a basis for behavior.
The learner supports the rights of clients to their own life styles and
decisions about care.
4. Organization: Development of a complex system of values. Organization
of a value system.
The learner forms a position about issues surrounding cost and quality
of care.
5. Characterization by a value: Internalization of a value system providing
a philosophy for practice.
The learner acts consistently to involve clients and families in decision
making about care.
Psychomotor Domain
Psychomotor learning involves the development of skills and competency in the
use of technology. This domain includes activities that are movement oriented,
requiring some degree of physical coordination. Motor skills have a cognitive
base, which are the principles underlying the skill. They also have an affective