Psychomotor learning plays a major role in improving the relationship between physical movement and cognitive functions of nursing graduates. It is found that vital signs and care of unconscious patients are two most significant skills for nursing students. It is important to develop effective assessment strategies for evaluating the skills of students. Assessment is the process of measuring the current skills of students and improving their skills to meet the expected results. The most efficient strategies are reflection and concept mapping. Reflection is an important approach for assessing the student's learning outcomes and improves their learning. The students show their reflective thinking that how they make decisions during vital signs and care of unconscious patients. It helps to identify the learning of the students and develop effective plans for improving their understanding.
Reflection strategy examines self-monitoring of students' actions through different techniques such as short papers, questionnaire, group discussion, regular journaling, and others. The strategy helps to investigate the development and growth of students' mental models and increase their critical thinking skills. It allows the faculty to provide its feedback to students about their learning, efforts, and judgment that improve their awareness. The concept mapping strategy examines the students' concepts about psychomotor learning and their relationship in a visual format. The strategy identifies the students' approaches to the understanding complex situation, organizing information, and integrating their theoretical knowledge and skills into practice. It examines the quality of nursing care and interrelationship of the problems to patient care. The strategy has the positive effect on students' learning that allows them to understand the complex issues and problems associated with patient care and provide high quality care (Billings & Halstead, 2013).
Reference
Billings, D. M., & Halstead, J. A. (2013). Teaching in nursing: A guide for faculty". St. Louis: Elsevier .
