program evaluation gnrs 5311 module 4 meredith french, bsn debra morris, bsn anne nance, bsn chloé...
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PROGRAM EVALUATION
GNRS 5311 MODULE 4
Meredith French, BSNDebra Morris, BSNAnne Nance, BSNChloé Williams, BSN
OBJECTIVES
Define program evaluation in nursing education.
Discuss theory-driven and method-driven evaluation methods.
Understand how the complexity theory drives a program evaluation.
Describe the elements necessary to evaluate each component of the evaluation plan.
Analyze the specific criteria determined by the Commission on Collegiate Nursing Education (CCNE).
PROGRAM EVALUATION•Required for accreditation and approval by State Board of Nursing (Pross, 2010)
•Driven historically by the accreditation process (Sauter et al., 2012)
•Link to and integration of accreditation programs are still in use (Kalb, 2009; Escallier & Fullerton, 2012)
•Key relationships of elements can be overlooked
PROGRAM EVALUATION THEORIES
•Underlying theoretical foundation
•Method-oriented versus theory-driven
•Method-oriented approaches have been popular (Sauter et al., 2012)
•Method-oriented ignore views and concerns of stakeholder’s (Chen, 2012)
•Theory-driven models should be considered
THEORY-DRIVEN PROGRAM EVALUATION
•Tests correct program theory and successful implementation
•More scientifically sound, with causal explanations and involved mechanisms (Coryn et al., 2011)
•Information generated improves existing or future programs (Chen, 2012)
•Chen’s theory-driven model used for nursing programs (Sauter et al, 2012)
THEORY-DRIVEN PROGRAM EVALUATIONChen’s Evaluation
Normative outcome evaluationDevelop program theoryDefine activities to achieve goalsExplain linkages between programsIdentify/prioritize goals & outcomes
Normative treatment evaluationEvaluate congruency between expected and implemented treatment
Evaluation-Nursing Education Programs
Mission & goal evaluationDevelop mission, philosophy & framework
Identify program goals & outcomesEnsure program goals & outcomes meet professional standards
Program evaluation
Evaluation of teaching effectiveness
Adapted from Sauter, M.K., Gillespie, N.N., & Knepp, A. (2012). Educational program evaluation. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (p 507-508).
THEORY-DRIVEN PROGRAM EVALUATIONChen’s Evaluation
Implementation Environment evaluationParticipant evaluationImplementer dimensionDelivery mode dimensionImplementing organization dimension
Evaluation-Nursing Education Programs
Environment EvaluationStudent dimensionFaculty dimensionDelivery mode dimension including courses
Organization dimension including leadership
Adapted from Sauter, M.K., Gillespie, N.N., & Knepp, A. (2012). Educational program evaluation. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (p 507-508).
THEORY-DRIVEN PROGRAM EVALUATION
Chen’s Evaluation
Implementation Environment evaluationInter-organizational relationshipsImpact evaluationIntervening mechanismsGeneralization evaluation
Evaluation-Nursing Education Programs
Environment EvaluationInter-organizational relationshipOutcomes assessmentIntervening mechanismsGeneralization evaluation
Adapted from Sauter, M.K., Gillespie, N.N., & Knepp, A. (2012). Educational program evaluation. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (p 507-508).
COMPLEXITY THEORY
• Theory-driven evaluation method
• Less rigid approach• Looks at the program in it’s
entirety(Frye & Hemmer, 2012)
COMPLEXITY THEORY
•Ever-changing knowledge and practice patterns, therefore nursing programs are complex systems
•A program as a whole is greater than the sums of its parts
•Allows educators to …• structure useful program evaluation that accommodate a program’s true complexity• avoid an overly narrow approach
•Provides a useful perspective for choosing an evaluation theory that serves the program more effectively (Frye & Hemmer, 2012)
COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE)
• Specific criteria for evaluation:
Baccalaureate
Master’s
Doctor of Nursing Practice (DNP)
Post-graduate Advanced Practice Nurse
•Self-study
•Standards for accreditation
EVALUATION COMPONENTS
•Purpose of program evaluation
Mission
Goals
Outcomes
Implementation
Commitment
Resources
Curriculum/Teaching-Learning
UNIVERSITY OF TEXAS MEDICAL BRANCH
CCNE
•Required documentation
Standards and guidelines
Official documentation
Appointment, promotion, and tenure
Unit reports
Official correspondence
Handbooks, manuals, calendars, etc.
Advertising
CCNE: RESOURCES
•Budget/Resources
Nursing personnel
Location space
Equipment/Supplies
•Degree Requirements
Full-time faculty
Student-ratio
•Supporting documentation
Budget
Degree/certification/experience
CV
Bargaining/policies/documents
CCNE: TEACHING-LEARNING
•Curriculum
•Objectives
•Outcomes
•Nursing standards/guidelines
•Teaching-learning
•Environment
•Competencies
•Required documentation
Syllabi
Didactic/clinical learning
Student performance
Evaluations
Affiliation agreements
Documents
Assignments
Formal data and licensure
CCNE: ASSESSMENT
•Assessment and achievement
•Quantitative/qualitative
•Completion rates
•Licensure/certification rates
•Employment rates
•Formal complaints
•Required documentation
Completion rate (each degree)
Faculty outcomes
Formal complaints
Documents
Data
CONCLUSION
REFERENCES•Chen, H. T. (2012). Theory-driven evaluation: conceptual framework, application and advancement. In R. Strobl, O. Lobermeier, & W. Heitmeyer (Eds.), Evaluation von programmen und projekten fur eine demokratische kultur (pp. 17-40). Weisbaden: Springer. doi:10.1007/978-3-531-19009-9_2
•Commission on Collegiate Nursing Education (2013). Retrieved from http://www.aacn.nche.edu/ccne-accreditation/Standards-Amended-2013.pdf
•Coryn, C.L.S., Noakes, L.A., Westine, C.D., & Schroter, D.C. (2011). A systematic review of theory-driven evaluation practice from 1990 to 2009. American Journal of Evaluation, 32(2), 199-226. doi: 10.1177/1098214010389321
•Doll Jr, W.E. & Trueit, D. (2010). Complexity and the health care professions. J Eval Clin Pract. 16(4), 841-848.
•Escalier, L.A., & Fullerton, J.T. (2012). An innovation in design of a school of nursing evaluation protocol. Nurse Educator, 37(5), 187-191. doi: 10.1097/NNE.0b013e318262eb15
•Frye, A.W., & Hemmer, P.A. (2012) Program evaluation models and related theories: AMEE guide no. 67. Medical Teacher, 34, 288-299. Doi:10.3109/0142159X.2012.668637
•Kalb, K.A. (2009). The three Cs model: the context, content, and conduct of nursing education. Nursing Education Perspectives, 3(30), 176-180.
•Sauter, M.K., Gillespie, N.N., & Knepp, A. (2012). Educational program evaluation. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp. 503-549).
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