Joni L. Jones
Doctor of Philosophy
Department: Educational Studies
Title: Specifying the Psychomotor Domain of the Construct
of Nursing Competence
Dr. Mary Anne Bunda, Chair
Dr. Diane Hamilton
Dr. Jianping Shen
Date:Thursday, October 3, 2002 1:00 p.m. - 3:00 p.m.
The measurement of an individual's predicted performance in his/her
field is a requirement of many professions. The NCLEX-RN is the measurement
tool used to determine whether or not new graduates of registered nursing
programs are competent to enter the profession. Although there are three
domains of learning in nursing-cognitive, affective and psychomotor,
the only domain tested for licensure is the cognitive. Many factors
contribute to the lack of testing in the psychomotor area. One of the
major impediments is that the entry-level psychomotor domain for registered
nursing has yet to be defined. The purpose of this study was to identify
the psychomotor skills that entry-level nurses should possess as a requirement
for licensure, thus moving toward the identification of the boundaries
of this domain.
Six semi-structured interviews of nursing faculty dyads from six educational
institutions (three community colleges and three universities) were
conducted focusing on the perceptions of what psychomotor skills constitute
entry-level nursing. Curricular documents, including course syllabi
and objectives from each nursing program were obtained. Interview data
were analyzed by utilizing the five-step process recommended by Marshall
and Rossman (1994). Syllabi and program/course objectives were subjected
to content analysis and a list was complied of the psychomotor skills
specified in the documents, including the number of times each was found.
A comparison of
the consistency between the interview data and the curricula data in
terms of psychomotor skills was also made.
Two families of skills were believed to fall into the entry-level psychomotor
domain - medication administration and physical assessment. The results
also included one discrete skill - Foley catheter insertion and care.
The content analysis of the curricular materials showed that these two
families of skills were also the most frequently specified skills in
the curricula of these programs. Additionally, due to the openness of
the interview format, faculty frequently engaged in discussions regarding
the advisability of testing for licensure in the psychomotor domain
of nursing. Perceived benefits and barriers to such testing are included
in the study's findings.
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