about rating scales and its different types characyeristics advantages and disadvantages.., checklist OSCE!

1. PRESENTED BY-
NEETHU LIZA JOSE
MS c NURSING Ist YEAR
APOLLO COLLEGE OF NURSING

3. Rating scale is an
important technique of
evaluation. Rating is the
assessments of a person
by another person. This is
one of the oldest methods
of personality assessment.
There are certain general
approaches to assess
personality like holistic or
overall approach,
projective test approach
and trait approach. In this
rating scales and
inventories come under
the trait approach.

4. PIONTS OF RATING SCALE:
• Three point scale
Above average / Average / Below
average
• Five point scale
Excellent / Very good / Good /
Average / Poor

5. 3-
POINT
RATIN
G
SCALE

6. 5-
POINT
RATING
SCALE

7.  DESCRIPTIVE RATING
SCALE
 NUMERICAL RATING
SCALE
 GRAPHICAL RATING
SCALE
 COMPARATIVE RATING
SCALE

8. DESCRIPTIVE
RATING SCALE
IN THIS
DESCRIPTIVE TERMS
OR PHRASES ARE
ASSIGNED TO EACH
TRAIL.THE RATER
ENTERS THE
APPROPRIATE
PHRASES AFTER
EACH NAME TO
INDICATE
JUDGEMENT OF
THE PERSON.

9. NUMERICALRATING
SCALE
In which numbers are
assigned to each trait.
If it is a seven point
scale, the number 7
represents the
maximum amount of
that trait in the
individual, and 4
represents the average.
The rater merely enters
the appropriate
number after each
name to indicate
judgment of the person.

10. ACTIVITY:
HOW FAR
DO YOU
UNDERSTAN
D SUBJECTS
IN NURSING?

11. GRAPHIC
RATING SCALE
A straight line,
may be
represented by
descriptive
phrases at various
points. To rate
the subject for a
particular trait a
check mark is
made at the
particular point.

12. COMPARATIVE RATING SCALE
• IN THIS PERSON MAKES
AJUDGEMENT ABOUT
AN
ATTIRE/ATTITUDE/OBJE
CT....... BY COMPARING
IT WITH
OTHERS/RANKING IT.

16. CHARACTERISTICS OF RATING SCALE:
• 1. These are value judgements about
attributes of one person by another
person.
• 2.These are most commonly used tools to
carry out structured observations.
• 3. These are generally developed to make
qualitative judgement about qualitative
attributes.
• 4. Provide more flexibility to judge the
level of performance.

17. PRINCIPLES OF RATING SCALES:
 IT RELATES TO LEARNING OBJECTIVE.
 NEEDS TO BE CONFINED TO PERFORMANCE AREAS
THAT CAN BE OBSERVED.
 CLEARLY DEFINES MODE OF BEHAVIOUR.
 THE BEHAVIOUR SHOULD BE READILY OBSERVED
IN A NUMBER OF SITUATIONS.
 ALLOW SOME SPACE IN THE RATING SCALE FOR
THE RATER TO GIVE SUPPLEMENTARY REMARKS.
 3 TO 7 RATING POSITIONS MAY BE PROVIDED.
 ALL RATERS SHOULD BE ORIENTED TO THE
SPECIFIC SCALE AS WELLAS THE PROCESS OF
RATING IN GENERAL.

18. CONT......
The Rater Should Be Unbiased And
Trained.
Consider Evaluation Setting, Feedback
And Student Participation.
Have Experts And Well Informed Raters.
Change The Ends Of Scale So That Good
Is Not Always At The Top Or Bottom.
Assure That Rater Autonomy Will Be
Maintained.

19. ADVANTAGES:
• EASY TO ADMINISTER AND SCORE.
• ITS EASY TO MAKE AND LESS TIME
CONSUMING.
• EASILY USED FOR LARGE GROUP.
• ALSO USED FOR QUANTITATIVE
METHODS.
• MAY ALSO BE USED FOR ASSESSMENT
OF INTEREST, ATTITUDE, PERSONAL
CHARACTERISTICS.
• USED TO EVALUATE PERFORMANCE
AND SKILLS.

20. DISADVANTAGES:
• DIFFICULT TO FIX UP RATING.
• CHANCES FOR SUBJECTIVE EVALUATION,
THUS THE SCALES MAY BECOME
UNSCIENTIFIC.

21. CHECKLIST

22. CONSTRUCTIONOFCHECKLIST:
1. EXPRESS EACH ITEM IN CLEAR
,SIMPLE LANGUAGE.
2. AN INTENSIVE SURVEY IS MADE TO
DETERMINE THE TYPE OF
CHECKLIST TO BE MADE.
3. THE LIST OF ITEMS IN CHECKLIST
MAY BE CONTINOUS OR DIVIDE
INTO GROUPS OF RELATED ITEMS.
4. AVOID NEGATIVE STATEMENTS.
5. AVOID LIFTING STATEMENTS.
6. ENSURE EACH ITEM HAS CLEAR
RESPONSES:
YES OR NO, TRUE OR FALSE
7. REVIEW THE ITEM REPEATEDLY.
8. CHECLIST MUST HAVE THE
QUALITY OF COMPLETENESS AND
COMPREHENSIVENESS.

24. OBJECTIVESTRUCTUREDCLINICAL/PRACTICAL
EXAMINATION(OSCE)

25. HISTORY OF OSCE.....
OSCE Was Developed In Dundae, Scotland In The
Early 1970’s.
Introduced By Dr. Harden And Colleagues In 1975.
• OSCE is A form of performance based testing
used to measure candidates clinical competence.
During an OSCE, candidates are observed and
evaluated as they go through A series of station in
which they interview , examine and treat
standardised patients who present with some type
of medical problem.

26. CHARACTERISTICS OF OSCE
• It is an assessment approach primarily
used to measure clinical competence.
• Should be planned or structured
(predetermined clinical competences)
• Examination format or framework
• Different types of test method can be
incorporated into it.

27. OSCE (CONT...)
• In most stations students are observed
(by one or more examiners)
• Scored as they carry out the task or
interpret clinical materials (e.g.
laboratory data, X-rays), write notes
or answer question

28. OBJECTIVE(O):
• ‘O’ In the word stands for ‘objective and
objectivity’ is a defining feature of this type of
assessment.
• All candidates are assessed using exactly the
same station, with same marking scheme. In an
OSCE, candidates get marks for each step that
they perform correctly, which therefore makes
the assessment of clinical skills more objective
rather than subjective which is where the
examiners decide on whether or not the
candidate fails based on the subjective
assessment of their skills.

29. STRUCTURE
(S):
• To achieve objectivity in the assessment of
competency, a clinical skill or procedure is
typically broken down into component parts
in very structured way.
• Stations in OSCE have very specific task
where simulated patients are used, detailed
scripts are provided, a specific task is given
to complete. Each skill of student will be
examined by lecture ,and this skill is broken
down into component parts and marking
criteria is made in form of checklist.

30. CLINICAL(C):
• CLINICAL EXAMINATION: The OSCE Is designed
to have both clinical and theoretical knowledge.
When theoretical is required only standardized
questions are asked. Sometimes when performing
clinical skill in practise setting, it is not unusual to be
interrupted by what else is happening. But clinical
skills are fundamental to nursing practise. therefore,
to overcome these issues simulation is commonly
used for OSCE in order to create an environment
similar to that of clinical setting.
• E.g.: A model of skin can be used to enable the
student demonstrate how to give IM Injection.

31. EXAMINATION(E):
• In OSCE, clinical competency is
assessed by breaking it down to
various components. In this way
students are required to
demonstrate not only ‘what they
know’ but also they know ‘how
to perform’ a clinical skill.

32. EXAM VENUE:

33. CHANGING STATIONS:

34. TREATING PATIENT: