Dua, Renelloyd T.
BSN 2Y0-1
Lesson Plan
I. Behavioral Objectives
At the end of this lesson, at least 50% of the students should be able to:
a) To know the importance of psychomotor skill learning
b) To evaluate the skill learning performance using the checklist
c) To know which skill should be taught
d) To explain why skill performance checklist is necessary
II. Learning task
a) Chapter 11: Teaching Psychomotor Skills
b) Topic: Assessment of psychomotor learning skill and Which skills should be
taught
c) Reference: De Young, S. (2007) Teaching strategies for Nurse Educators (2nd
Ed). Upper Saddle River, NJ: Prentice-Hall.
d) Laptop, projector
III. Lesson proper
a) Routinely activities
Introduce self and welcome the class
Prayer to be led by a student
Checking of class attendance
Communicate expectations to class
Classroom rules and orientation
b) Review of past lesson
Ask the students of what they can recall in the previous chapter
Give a summary of the previous lesson which is chapter 10: Distance
Learning
c) Lesson Proper
Introduction to Assessment to psychomotor skill learning
Proceed to skill performance checklist
Define what is checklist.
Checklists describe the step-by-step progression of skill
activity needed to achieve the goal.
By definition, a checklist contains a number of items that are
checked off when completed.
Checklists may contain a rating scale with description such as
Adequate, Good, and Excellent or Poor, Fair and Good or it may
be a number of scale that is added to give a total score.
Teachers use them while demonstrating a skill to ensure that nothing
is forgotten.
Teachers also use them to evaluate skill performance.
Textbooks and procedure manuals in hard copy or computerized
form make standardized skill checklists readily available, although some
educators prefer to develop their own checklists.
What skills should be taught
Patient’s place the highest value on skills that ensure comfort and
hygiene (Knight, 1998).
According to Knight, nurses place more priority on psychosocial skills
than patients do.
Sweeney et al. (1982) conducted a study in which they asked
baccalaureate faculty in one nursing program to rate a list of 291 skills
as being essential or not essential.
Faculty in schools of nursing should be continuing discussion with
clinical agencies regarding skills that are required in clinical settings and
whether undergraduate programs or staff development departments
will be responsible for teaching them.
Teaching psychomotor skills will always be an important element of
nursing education . What will change over time is how they are taught,
who teaches them, which skills will be incorporated, and where they will
be taught.
IV. Evaluation
Direction: Encircle the letter of the correct answer.
1. Checklist describe the ________ progression of skill activity to achieve the
goal.
A. Step by step
B. One on one
C. Face to face
D. Eye to eye
2. Teachers uses checklist to evaluate which of the following?
A. Intelligence performances
B. Skill performances
C. Graded performances
D. None of the above
3.According to ______ , Patient's place the highest value on skills that ensure
comfort and hygiene.
A. Dacpano, 1998
B. Knight, 1998
C. Prince, 2001
D. Queen, 1999
4. According to the person in number 3,
Nurses place more priority on what skills?
A. Intellectual skills
B. Psychomotor skills
C. Psychosocial skills
D. Motor skills
5. Sweeney et. al (1982) conducted a study in one nursing program that rate a
list of what number of skills as being essential or not essential.
A. 234 skills
B. 193 skills
C. 291 skills-
D. 300 skills
V. Assignment
Make an essay about your experience in performing skill psychomotor checklist.
