Curriculum and Program Evaluation Shannon Haskett RN BSN
Curriculum and Program Evaluation Shannon Haskett, RN, BSN Jacksonville State University NU 550 December 3, 2014
Introduction �The purpose of this presentation is to inform future faculty member nurses on the process with being involved in curriculum and program evaluation.
What is Curriculum Evaluation? �“The process of determining the outcomes of student learning as a result of participation in a program or plan of learning” (Billings and Halstead, 2012, p. 423).
What is Curriculum Evaluation? Cont… �Curriculum evaluation starts off with identifying goals and outcomes and evaluating if such goals and outcomes have been met and how they need to be achieved (2012, p. 423).
What is Program Evaluation? �“A systematic operation of varying complexity involving data collection, observations and analyses, and culminating in a value judgment” (2012, p. 423).
What is Program Evaluation? Cont… �Program evaluations are performed by faculty members who have to answer to accreditation reviews by state, education, and professional accrediting organizations (2012, p. 423).
Purpose of Evaluation �“Ascertain that students have achieved their potential and have acquired the knowledge, skills, and abilities set forth in courses and curricula” (2012, p. 442).
Evaluation Process 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Identifying the purpose of the evaluation Identifying a time frame Determining when to evaluate Selecting the evaluator Choosing an evaluation design, framework, or model Selecting an evaluation instrument Collecting data Interpreting data Reporting the findings Using the findings Considering the costs of the evaluation (2012, p. 424)
Identifying the Purpose of the Evaluation �Come up with questions to be answered during evaluation �Purpose should be clear to all faculty and evaluators
Identifying a Time Frame �Find a time when the evaluation should happen. �Formative evaluation occurs during the program or learning activity. �Summative evaluation occurs at the end of a program or learning activity after data has been collected. (2012, p. 424 & 425)
Determining When to Evaluate �Consider frequency of evaluation �Determine if a summative or formative evaluation is needed.
Selecting the Evaluator � Faculty decides who should be involved in the evaluation process. � Internal evaluator is a person “inside” • Directly involved with learning, courses, and program • Can be students, faculty, or nursing staff � External evaluator is a person “outside” • Not directly involved with program of study • Employed as consultants • State, Regional, and National accrediting organizations (2012, p. 425 & 426)
Choosing an Evaluation Design, Framework, or Model �“A model represents the ways the variables, items, or events to be evaluated are arranged, observed, or manipulated to answer evaluation questions. ” �Models may be found in nursing literature. �Models should be chosen based on evaluation demands, context, and needs. (2012, p. 426)
Selecting an Evaluation Instrument � Determined by evaluation � Types of instruments: • Questionnaire • Interview • Observations • Rating scale • Checklist • Attitude scale • Self-report, Journal, or Diary • Anecdotal notes question and model. (2012, p. 430 -433)
Collecting Data � Using evaluation instrument � Data collector • Evaluator, faculty member, students, research assistants � Data source • Observed, archival, or reported � Amount of data � Timing of data collection � Formal vs. informal data collection • Formal- structured evaluation tool • Informal- spontaneous comments made by students (2012, p. 435)
Interpreting Data � Organizing data � Frame of Reference- reference point used for interpretation � Issues of Objectivity and Subjectivity • Different views and judgments with different evaluators � Legal considerations • Student rights • How evaluations will be shared? • What data can be collected? • Who is affected? (2012, p. 435 & 436)
Reporting the Findings �Who receives the findings? • Evaluators and persons be evaluated • Confidentiality �When do you report the findings? • Avoid results being delayed • When is the information needed? �How do you report the findings? • Written or oral • Formal or informal (2012, p. 436 & 437)
Using the Findings �After all the data is collected and interpreted, evaluation findings can be used to improve the curriculum or program.
Considering the Costs of Evaluation � What fees or time will be needed? � How much time will be need to develop tools, administer tools, interpret data, and report results? � How complex are the evaluation methods? � Will the results of the evaluation require changes? � Will students fail and have to repeat courses? � Will massive changes need to be made to the curriculum? (2012, p. 438)
Evaluations Models � Theory-Driven Model • “Information on not only the performance or merit of a program, but on how and why the program achieves such a result” � Using Logic Models • “A tool that is useful for conceptualizing, planning, and communicating with others about their program. ” � Decision-Oriented Models: CIPP • • � Context-target population Input- system capabilities, alternate program strategies, and procedural designs Process-detects defects in the design or implementation of the procedure Product- collected of descriptions and analyses of outcomes Client-Centered Models • Needs assessment- goals, nature of problems, expected outcomes, program strategies • Implementation- program progression • Results Assessment- outcome achievement, costs involved, long-term impact (2012, p. 426 & 427)
Evaluation Models Cont… � Assessment Models • Focus on outcomes � Naturalistic, Constructivist, or Fourth-Generation Evaluation Model • “Sociopolitical process that is simultaneously diagnostic, change- oriented, and educative for all the parties involved. ” � Quality Assurance Models • Guide evaluation and improve educational programs and nursing programs • Meeting consumer needs • Continuously improving processes � Accreditation Model • • Educational review process Commission on Collegiate Nursing Education National League for Nursing Accreditation Commission Based on evidence collected during evaluation (2012, p. 428 & 429)
Organizations Involved in Program Evaluation �Commission on Collegiate Nursing Education (CCNE) �Accreditation Commission for Education in Nursing (ACEN) �National League for Nursing Accreditation Commission (NLNAC) �Alabama Board of Nursing
CCNE � The CCNE is an autonomous accreditation agency that contributes to the improvement of public health. � It accredits Baccalaureate, graduate, and residency nursing programs. � It holds nursing programs accountable to the community of interest and to one another. � It evaluates the success of maintaining a nursing program’s goals and outcomes. � Assess accreditation standards of the program. � Informs the public of accreditation standards. � Fosters continued improvement in nursing programs and professional practice. (Commission on Collegiate Nursing Education, 2014)
ACEN � The ACEN supports nursing education, nursing practice, and the public. � Responsible for accreditation of programs such as doctoral, masters, baccalaureate, associate, diploma, and practical programs. � The values and beliefs of the ACEN are the same as the ones of the NLNAC. (Accreditation Commission for Education in Nursing, 2014)
NLNAC � � � The NLNAC’s mission is to support nursing education, nursing practice, and the public by accreditation. Their purpose is to accredit nursing education programs for Master’s, Baccalaureate, Associate, Diploma, or other professional degrees. The NLNAC believes accreditation “contributes to the centrality of nursing for the public good and provides for the maintenance and enhancement of educational quality through continuous self assessment, planning, and improvement. ” Accredits about 200 nursing programs per year. Monitors about 1, 500 nursing programs per year. (National League for Nursing Accrediting Commission, 2014)
Alabama Board of Nursing � “The mission of the Alabama Board of Nursing is to safeguard and promote the health, safety, and, welfare of the public through licensing and approval or qualified individuals and adopting and enforcing legal standards for nursing education and nursing practice. ” � The ABN provides licensing and continuing education opportunities for future nurses and present nurses. (Alabama Board of Nursing, 2014)
Conclusion �Evaluating and accrediting nursing curriculum and programs is important because it keeps up the progress of health care. If nursing programs and curriculum are not up to date with the newest evidence-based practice, then student nurses will be behind and unknowledgeable.
References � � � Accreditation Commission for Education in Nursing. (2014). Accreditation Commission for Education in Nursing – Philosophy of Accreditation. Retrieved from http: //www. acenursing. org/philosophyof-accreditation/ Alabama Board of Nursing. (2014). Retrieved from https: //www. abn. alabama. gov/Content. aspx? id=574 Billings, D. M. , & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4 th ed. ). St. Louis, MO: Saunders/Elsevier. Commission on Collegiate Nursing Education. (2014). American Association of Colleges of Nursing | Mission, Values, & History. Retrieved from http: //www. aacn. nche. edu/ccneaccreditation/about/mission-values-history National League for Nursing Accrediting Commission. (2014). National League for Nursing Accrediting Commission - NLNAC Homepage. Retrieved from http: //www. nlnac. org/Manual%20&%20 IG/2003_manual_TOC. htm
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