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Biomedical subjects

C F Waltz

Publications and source records attributed to C F Waltz.

11 recordsLinked to original sources
PubMed1989

Evaluating the program.

This chapter presents a discussion of the specific steps undertaken when the Waltz approach is employed for the evaluation of nursing programs. Discussion is organized in terms of: (1) who is responsible for the evaluation; (2) why the evaluation is conducted, (3) what is evaluated, (4) how judgments are made on the basis of findings, (5) how the evaluation proceeds, (6) when evaluation occurs, (7) reporting and recording findings and results, and (8) evaluating the evaluation. Specific strategies and techniques for developing and implementing the Master Plan for Evaluation and for managing the conduct of the ongoing evaluation are described. Specific topics regarding "who" include the following: establishing and maintaining the internal evaluator role, operationalizing the internal evaluator role, ethical and political aspects of the role, essential characteristics of internal evaluators, maintaining an outsider perspective in the insider role, and determining significant others to be involved. In the section on "why," attention is given to explaining the purposes for the evaluation and identifying the potential audiences for results. Regarding "what," the focus is on examining program inputs, processes, outcomes, and the setting in which the evaluation occurs, rendering goals and objectives measurable, and explicating questions of concern to the respective audiences. Attention in the section on "how" emphasizes the following: establishing a procedure for decision making, constructing a variable matrix, categorizing evaluation activities, assigning responsibility for evaluation activities using responsibility charting, determining the cost of evaluation activities via engineering cost analysis, and establishing priorities. Gantt Charts are discussed in terms of "when," and essential components and considerations in reporting and recording are elaborated. Meta-evaluation, evaluating the evaluation, is discussed as it relates to the Master Plan, the implementation of specific activities, and strategies and techniques for managing the evaluation.

Cost-Benefit Analysis↗
PubMed1989

Program evaluation.

In this chapter, evaluation was defined as a decision-making process that leads to suggestions for action to maintain and/or improve effectiveness and efficiency of programs and participants. Purposes for evaluating nursing programs in education and service were explained. The principles that govern evaluation in nursing, which are the same as those that govern the evaluation of any programmatic endeavor, were presented. The unique and specific character of nursing and its settings, which must be taken into account when strategies and techniques for implementing these principles are designed and/or selected, were discussed. Of major concern was the selection of an approach to evaluating nursing programs. Models for evaluating programs that have served as prototypes for evaluation in a variety of settings and fields were presented. More specifically, the views addressed included: Tyler's Objective-Based Evaluation, Accreditation/Certification Evaluation, Stake's Client-Centered Evaluation, Stufflebeam's Decision-Oriented Evaluation, Taba's Experimental-Research Evaluation, and Scriven's Consumer-Oriented Evaluation. Also discussed was the Utilization-Focused Approach to Evaluation. However, while all prototypes contribute in some manner to the conditions necessary for conducting a comprehensive evaluation of nursing programs, none are complete or sufficient in this regard. An eclectic approach to evaluating nursing programs developed by Waltz in an attempt to incorporate the strengths of existing models, minimize limitations, and expand thinking to include additional components and concerns with particular relevance to nursing was discussed. Attention was given to definition of terms, purposes for the evaluation, what the focus of the evaluation is, how the evaluation should proceed, when evaluation should occur, and major audiences. Specific considerations that increase the likelihood that an evaluation will be comprehensive but cost-efficient were elaborated.

Accreditation↗
PubMed1988

Validation study.

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Accreditation↗
PubMed1988

Survey of schools.

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Accreditation↗
PubMedDate not supplied

Faculty influence on nursing students' preferences for practice.

To ascertain if faculty preferences affect students' preferences for nursing practice, this study investigated: 1) the convergence of students' preferences with those of their clinical faculty and 2) students' perceptions of faculty characteristics associated with their practice preferences at the completion of a clinical course. Fourteen faculty and 170 junior baccalaureate nursing students were measured at three points in time to determine student preferences for indirect-direct involvement in patient care. Findings did not support the convergence of students' preferences with those of faculty as they progressed through the course. At the completion of the course multiple regressions revealed that students' preferences were associated with preferences they attributed to faculty, their perceptions of faculty reputation among students, students' clinical grades, and their preferences for nursing practice before and after six weeks of the course.

Attitude of Health Personnel↗