Clinical evaluation of the affective domain.

The purpose of this article is to discuss issues contingent to clinical evaluation of the affective domain in nursing education. Review of current and classic literature reveals that various mechanisms proclaimed as useful in evaluating the affective domain have inherent strengths and limitations. A framework for analysis of affective behaviours is suggested. The concept of learning in the affective domain is extensively addressed and provides the basis for understanding the process of evaluating this domain. A brief discussion of the controversial issues surrounding concepts of 'evaluation' versus 'grading' precedes the analysis of objectives characteristic of a clinical evaluation tool currently being used in a school of nursing in Manitoba. Results of the analysis reveal that affective objectives may be suitable for grading purposes. Data such as this is significant for consideration by nurse educators when developing clinical evaluation tools to measure objectives specific to the affective domain.