Abstract
This review aimed to investigate psychomotor measurements and methods for evaluating nursing skills education, based on relevant literature both in Japan and worldwide over a ten-year period (2007-2016) . The electronic databases for the review included the Cumulative Index of Nursing and Allied Health Literature (CINAHL) and the Japan Medical Abstract Society (JMAS) . The search terms included “nursing skills,” “nursing students,” and “effect or effectiveness” in the CINAHL, and the equivalent terms in Japanese were adopted for searches in the JMAS. As a result, 15 domestic research articles (DR) and 21 international research articles (IR) were selected and analyzed. Many articles about “daily life support skills” (DR：33.3%, IR：0%) and the “medical examination and care support skills” (DL：53.3%, IR：71.4%) were analyzed. All psychomotor measurements in this review were classified using five evaluation criteria： “achievement,” “procedure,” “accuracy,” “quickness,” and “combination,” where “combination” referred to methods that combined multiple evaluation criteria. The measurement periods were classified into four phases： “pre,” “inter,” “post” and “long-term follow-up” for the intervention. It is essential to select the most appropriate or best combination of psychomotor measurements and to decide on adequate measurement periods to assess the effectiveness of the psychomotor domain in nursing skills education. These findings indicated that “long-term follow-up” test was an important aspect for evaluating skill retention and the improvement of nursing students.
