OBSERVATION CHECKLIST

The observation checklist is the most commonly used in instruments for performance
evaluation. A checklist enables the observer to note only whether a trait is present or not.
It consists of a listing of steps activities or behaviors the observer records when an
incident occurs. The observer has to judge whether a certain behavior has taken place.
Check list is basically a method of recording whether a particularly characteristics is
present or not or whether an action had been taken or not. This provides a simple ‘yes or
no’ judgment. In nursing, checklist is an important assessment tool used evaluating the
performance skills.

DEFINITION
A checklist is a simple instrument consisting prepared list of expected items of
performance or attribute, which are checked by an evaluated for their presence.
Or
Checklists are constructed by breaking of a performance and the quality of a product,
which specifies the presence or absence of an attribute of an attribute or trait which is
then checked by the rate/observer.
Or
A checklist consist of a listing of steps, activities or behavior which the observer records
when an incident occurs.

CHARACTERISTICS OF A CHECKLIST

 Observe one respondent at one time.

 Clearly specifies the characteristics of the behavior to be observed.
 Use only carefully prepared checklist to avoid more complex traits.
 The observer should be trained how to observe, what to observe and how to
record the observed behavior.
 Use checklist only when you are interested in calculating a particular
characteristic.

TYPE
Checklists can be divided into two types:
1. read and verify, and 2.
2. read and do.

Read and verify checklists are used for normal procedures. Normal procedure
means anything that is done consistently and repeatedly on a routine basis, most
often from memory.
Read and do checklists are used in situations that are more critical, such as
rapidly changing scenarios, critical events, abnormalities, and emergencies.
 SUGGESTION TO FOLLOW WHILE USING CHECKLIST
 Checklist should relate directly to learning objectives.
 Use checklist only when you are interested in ascertaining whether a
particular trait or characteristic is present or absent.
 Have a separate checklist for each student.
 The observer must be trained how to observe, what to observe and how to
record the observed behavior.
 Student should be evaluated in the natural setting or closely as possible to
real situation.
 Completed checklist should be given to each student discuss the strength
and weakness of the performance and formulate the plan to importance
performance.

CONSTRUCTION OF A CHECKLIST

While constructing or preparing checklist, the following point should be kept in mind,
 Express each item in clear, simple language.
 An intensive survey of literature should be made to determine the type of check list
to be used in a particular assessment/ evaluation.
 The list of items in the items in the check list may be continuous or divided into
group of related items.
 These lists of the items are formulated on the basis of the judgment of expert sand
each item is evaluated with respect to the number of favorable and unfavorable
responses.
 Avoid negative statements whenever possible.
 Avoid lifting statements verbatim from the text.
 Ensure that each item has a clear response: yes or no, or true or false.
 Review the items independently.
 Checklist must have the quality of completeness and comprehensiveness.

USES OF CHECKLIST

There are few important points to be remembered while developing and using the
checklist, as given below:
1. It is very useful in an evaluation of procedure.
2. Checklist can be used to evaluate the product.
3. In the area of personal and social development, checklist is a convenient
method of recording evidence of growth towards specific learning outcome.
 DEVELOPMENT OF CHECKLIST

There are a series of sequential steps involved in the development of checklist as

described below:
1. Identify each set of the specific actions desired in the performance.
2. Add to the list those actions that represent common errors.
3. Arrange the desired actions in the order of occurrence.
4. Provide a simple procedure for checklist each action as it occurs.

ADVANTAGES OF CHECKLIST

1. It is a highly objective, structured, reliable, and valid tool of assessment.

2. Checklist is adaptable to most subject areas.
3. It is easy to construct.
4. Students can be directly observed in a uniform manner using the checklist.
5. Checklist provides inter individual comparison on a common set of traits or
characteristics.

DISADVANTAGES OF CHECKLIST
1. Checklists do not indicate quality of performance so the usefulness of
checklists is limited.
2. Only a limited component of overall clinical performance so the usefulness
of checklists is limited.
3. Only the presence or absence of an attribute , behavior or performance
parameter may be assessed. However, the degree of accuracy of
performance can be assessed.
4. It has limited use in qualitative observation.
5. Checklists are not easy to prepare.

LIMITATIONS OF CHECKLIST

1. It has limited application in assessing the performance of student. Therefore,

other methods should be used along with this.
2. It determines only the presence or the absence of an action.
3. It provides no means of determining the extent to which behavior is exhibited
by the student.
BIBLIOGRAPHY

1. Sharma K. Suresh.,Sharma Reena,Communication and educational

Technology,2nd edition, Elsevier,India, pg no. 376-377
2. Quinn M. Francis,Hughes J. Suzzanne, Principles and practice of Nursing
Education ,5th edition, pg no 188-197
3. Venkatesan Letha,Joshi Poonam, Text book of Nursing education, 1st ,Elsevier,
pg no 436-437
4. Raj Bhaskara Elakkuvana D.,Bhaskara Nima,Text boo of Nursing
Education,2nd edition,EMMESS,Bangalore, pg no230.
5. http://www.hcpro.com/NRS-262158-975/Book-excerpt-Using-checklists-to-
improve-patient-safety.html