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PubMed2004

Evaluation of educational programmes for paediatric cancer nursing in England.

The results of part of a larger study to evaluate educational provision for paediatric oncology and palliative care nursing in England are presented here. Mapping of cancer care provision, based upon the English National Board 240 programme, was undertaken by analysis of relevant curriculum documents. Prescribed programme outcomes were reviewed against expected course outcomes proposed by the European Oncology Nursing Society. Particular attention was also paid to expected processes of assessment of clinical practice, consideration of adolescent patients, and opportunities for shared learning. Widespread compliance with the European Oncology Nursing Society standard was found, with only two of the 19 areas substantially neglected. These related to the prevention and early detection of cancer (less relevant in paediatric cancer than for adults), and understanding the principles of cancer clinical trials (probably due to lack of explicit statement in curriculum documents rather than actual failure to address the topic). A range of prescribed assessment practices were noted, but the degree to which direct observation was involved was variable, and indirect measures appeared to predominate. There was little specific recognition of adolescence as a discrete topic to be addressed in the programmes. Shared learning tended to be introduced for logistical reasons of small class numbers rather than for any perceived intrinsic value.

Adolescent↗
PubMedDate not supplied

Developing and evaluating printed education materials: a prescriptive model for quality.

Nurses are frequently called upon to develop and evaluate printed education materials (PEMs) in their role as patient educators. This article describes the use of the Evaluating Printed Education Materials (EPEM) model as a prescriptive guide and quality standard for developing new PEMs or critiquing existing ones. Outlined in the five phases of the model are a series of nursing, learning, and instructional design principles that are intended to increase the relevance, readability, and comprehensibility of PEMs for the patients and families who use them. The patient-centered focus of the model makes it applicable across nursing specialty areas and care settings. Examples of how the model can be used in the care of orthopaedic patients are presented.

Humans↗
PubMed1991

The AIDS Rapid Anthropological Assessment Procedures: a tool for health education planning and evaluation.

Health education is an essential part of efforts to limit and manage the current AIDS pandemic. The information needed to develop meaningful and culturally appropriate educational interventions is often difficult to obtain because topics related to the prevention and treatment of AIDS are invariably culturally and/or personally sensitive. This article describes the data collection guidelines of the HIV/AIDS Rapid Anthropological Assessment Procedures developed by the Social and Behavioural Research Unit of the World Health Organization's Global Programme on AIDS. The guidelines apply anthropological methods of observation, participant observation, informal and formal interviews, and focus group interviews to the collection of information on AIDS-related beliefs and behaviors. When researchers focus on specific issues in countries, cultures, and languages with which they are already familiar, relatively rapid assessments can be made with a high degree of validity. This article briefly discusses these methods and their application to AIDS-related topics, together with the validity and reliability of the various methodological tools available to social and behavioral scientists.

Acquired Immunodeficiency Syndrome↗
PubMedDate not supplied

Using a model to evaluate nursing education and professional practise.

The concept of evaluation is becoming increasingly ambiguous and a lot of processes may be called evaluation without any clear definitions. A theoretical frame of reference may function as a compass in an evaluation context when collecting, analysing and interpreting data as well as drawing conclusions. The purpose of the present study was to present and discuss the applicability of an educational interaction model for the evaluation of nursing education programs and the professional competence of nurses. The model combines different dimensions in the educational process, using both a student and an educational perspective. It is not uncommon for evaluations to concentrate on one dimension only, which tends to give an insufficient picture of the process of interaction. Examples are provided from nurse students/nurses education and professional practise to show that the relationship between students' abilities and educational factors, in the form of intentional goals and educational frameworks, have an influence on educational outcome.

Attitude of Health Personnel↗
PubMed1998

[Outcomes of nursing education. Retrospective evaluation after five years in working life].

The purpose of the study was to evaluate the quality of outcomes of nursing education. The evaluation takes place five years after the graduation and it allows to evaluate the outcomes from the perspective on nursing practice and to identify the discrepancies between education and working life. This kind of evaluation is very rare in nursing. The data were collected in 1996 by postal questionnaires. The questionnaire was divided into following areas: 1) theoretical knowledge base, 2) interactive skills, 3) educational skills, 4) practical nursing skills and 5) collaborative skills. The sample consisted of graduating nursing students in Finland 1990 (altogether 522). The response rate was 68% (n = 354). The analysis was done statistically. According the results the respondents had the best skills in practical nursing skills, in collaboration and in theoretical knowledge base. The worst skills they had in interactive skills, especially with patients having abuse problems and in educational skills. The results indicate the problems and advantages of existing education and give basis for development.

Clinical Competence↗
PubMed2003

[Evidence-based treatment and education programs--evaluation of complex interventions].

Patient education and treatment programmes are complex interventions that require a multiphased stepwise evaluation. The continuum of increasing evidence of effectiveness of structured treatment and teaching programmes for diabetes and hypertension as implemented in Germany is presented, and the indispensable components of the program and the conditions of their effective implementation are described.

Education, Medical↗
PubMed2006

Evaluating interprofessional education: the tautological need for interdisciplinary approaches.

This paper explores some issues associated with evaluating interprofessional education (IPE) programs. It proposes options that harness the synergy made possible through interdisciplinary and multi-method approaches. Both qualitative and quantitative research approaches are suggested. It is argued that traditional, control group experimental designs may not be adequate, appropriate or reasonable as the sole means of evaluating interprofessional education. The example of the four-year Rural IPE (RIPE) project, from southeastern Australia, is provided to suggest ways to identify indicators and implement features of successful IPE programs. It offers an interdisciplinary approach to measuring the effectiveness of IP programs. A particular focus is the use of self-assessment to both monitor and promote structured reflective learning and practice. Sample triangulatory data are presented from a range of evaluation methods collected from the RIPE project. The results suggest evidence of some significant educational gains as a result of this intervention. The data, the methods and the analyses may be useful for others interested in implementing or strengthening interprofessional education. The paper suggests a judicious, customized and balanced blend of methods and methodologies may offer more useful ways forward than relying on single method controlled studies which are, in any case, rarely feasible.

Education, Medical↗
PubMed2002

The Living with Cancer Education Programme. II. Evaluation of an Australian education and support programme for cancer patients and their family and friends.

A diagnosis of cancer can have major adverse physical, psychosocial and economic consequences for both the individual diagnosed with cancer and their family and friends. The provision of adequate information and support to individuals affected by cancer plays a key role in facilitating better adjustment and coping. Psychoeducational group programmes are an effective way of meeting this need. This paper reports on the results of an evaluation of an Australian education and support programme for individuals with cancer and their family and friends - the Living with Cancer Education Programme (LWCEP). Data are presented based on the evaluation of 152 programmes involving 1460 participants conducted between 1994 and 2000. Participant responses related to changes in self, general coping abilities and satisfaction with the programme are reported. Results showed high satisfaction with the programme and significant improvement in coping abilities, knowledge and communication and relationships with significant others and health professionals among both groups of participants. These findings highlight several important issues for professionals involved in the psychosocial care of cancer patients and their family and friends.

Adaptation, Psychological↗
PubMed1984

Continuing education program evaluation for course improvement, participant effect and utilization in clinical practice.

An evaluation of a single continuing education (CE) program was conducted by the presenter to assess impact of the offering and gather information for course improvement. The purpose of this evaluation was to document if and to what extent the learners attained the program's objectives and also to systematically examine the program to see how it might be improved. The third purpose was to document if participants' interest was stimulated by the program and if they actually used the information in clinical practice or at least found it helpful. Fifty-five nurses participated in completing a pretest and posttest, reactionnaire at the conclusion of the program and follow-up questionnaire. Participants made significantly (p less than .05) better scores on the posttests as compared to the pretest. On the evaluation form, 98% of the nurses responded that they had learned new facts, and 75% indicated that information was moderately new. In addition, a slight majority (58%) responded that they changed their beliefs about assertiveness. Of returned follow-up questionnaires, 95% told others about the program, and 59% read articles. All nurses indicated they had found the information useful, and 87% had actually used the information in clinical practice. This study documents a method for CE administrators and educators to evaluate the impact of CE and provide information for course improvement. The evaluation supports the program's worth. Participants benefited in terms of knowledge and interest. In addition, program strengths/weaknesses were identified.

Achievement↗
PubMed2004

Levels of continuing veterinary medical education program evaluation: assessing a course on dairy reproductive management.

There are four different levels of continuing education program evaluation: participant perceptions of the program or course; participant competence with new skills, knowledge, and abilities; participant performance or change in behavior; and health care or client outcomes, such as resultant changes in patient care or herd/flock production performance. The purpose of this article is to describe different levels of evaluation and demonstrate some methods used in evaluating a continuing veterinary medical education (CVME) course in dairy reproductive management. Participants' learning needs were assessed using learning stage theory and a pre-test of knowledge. Post-program assessments included a test of knowledge, a satisfaction survey, a commitment to change, and self-reported behavior change. The results of the evaluation indicate that self-reports of learning needs do not necessarily reflect actual needs and that satisfaction with a course does not necessarily indicate behavior change. Providers of CVME must recognize the value of program evaluation, as well as the advantages and disadvantages of different evaluation methods.

Animals↗
PubMed1979

The cost benefit debate in evaluating health education.

Health education programmes are often evaluated to determine their effectiveness and cost benefit to the NHS. Author argues that evaluation is not always as straightforward as it may appear initially and therefore it is essential to determine the degree of validity associated with such exercises.

Attitude to Health↗
PubMed1999

Using cluster random assignment to measure program impacts. Statistical implications for the evaluation of education programs.

This article explores the possibility of randomly assigning groups (or clusters) of individuals to a program or a control group to estimate the impacts of programs designed to affect whole groups. This cluster assignment approach maintains the primary strength of random assignment--the provision of unbiased impact estimates--but has less statistical power than random assignment of individuals, which usually is not possible for programs focused on whole groups. To explore the statistical implications of cluster assignment, the authors (a) outline the issues involved, (b) present an analytic framework for studying these issues, and (c) apply this framework to assess the potential for using the approach to evaluate education programs targeted on whole schools. The findings suggest that cluster assignment of schools holds some promise for estimating the impacts of education programs when it is possible to control for the average performance of past student cohorts or the past performance of individual students.

Bias↗
PubMed2005

Profile of graduates of Israeli medical schools in 1981--2000: educational background, demography and evaluation of medical education programs.

BACKGROUND: In light of changes in the medical profession, the different requirements placed on physicians and the evolving needs of the healthcare system, the need arose to examine the medical education curriculum in Israel. This survey, conducted by the Samuel Neaman Institute for Science and Technology, summarizes 20 years of medical education in Israel's four medical schools, as the first stage in mapping the existing state of medical education in Israel and providing a basis for decision-making on future medical education programs. OBJECTIVES: To characterize the academic background of graduates, evaluate their attitudes towards current and alternative medical education programs, and examine subgroups among graduates according to gender, medical school, high school education, etc. METHODS: The survey included graduates from all four Israeli medical schools who graduated between the years 1981 and 2000 in a sample of 1:3. A questionnaire and stamped return envelope were sent to every third graduate; the questionnaire included open and quantitative questions graded on a scale of 1 to 5. The data were processed for the entire graduate population and further analyzed according to subgroups such as medical schools, gender, high school education, etc. RESULTS: The response rate was 41.3%. The survey provided a demographic profile of graduates over a 20 year period, their previous educational and academic background, additional academic degrees achieved, satisfaction, and suggestions for future medical education programs. CONCLUSIONS: The profile of the medical graduates in Israel is mostly homogenous in terms of demographics, with small differences among the four medical schools. In line with recommendations of the graduates, and as an expression of the changing requirements in the healthcare system and the medical profession, the medical schools should consider alternative medical education programs such as a bachelor's degree in life sciences followed by MD studies, or education programs that combine medicine with disciplines such as law, engineering, computer science, among others.

Adult↗
PubMedDate not supplied

Designing and evaluating diabetes education material for American Indians.

This paper describes the methods used to develop and evaluate diabetes education material for American Indians and Alaska Natives living in Washington, Oregon, and Idaho. Reading skills of individuals and readability of a sample of existing diabetic education material were measured. Using the Wide Range Achievement Test to measure reading skills, the authors found that 66% of the sample read at a 5th "grade" or higher level. Readability of a sample of available diabetic education material was found to be, on average, at the 10th "grade" level. Diabetes education booklets targeted to a 5th to 7th "grade" level were developed and assessed for acceptability and comprehension. Final evaluation, using the close procedure, showed that 62% of the target audience understood the messages in the booklets. A comprehensive assessment process was found to be useful in developing effective diabetes education material for Indian communities.

Cultural Characteristics↗