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PubMed1990

Programme evaluation in nursing education: the state of the art.

Programme evaluation is a complex but integral component of a nursing education programme. It is an ongoing process of collecting and describing data which provides the basis for decision making. Specifically, evaluative data can be used to prepare for accreditation visits; account for budgetary expenditures; answer requests for information; develop faculty and staff; and examine the planned and actual effects of the programme within the community and make changes accordingly. There are several programme evaluation models available to guide the evaluation process, but no single model is best and nurse educators must consider a variety of variables. Ideally, the selection of a model should be based on the purpose of the evaluation, programme needs, material and spatial resources, and personnel time, as well as the needs and desires of key interest groups. Several considerations are also required before the model is implemented. These include determining specific priorities for evaluation since all aspects of a programme (conceptual framework, philosophy, programme goals, student characteristics, graduates' performance, faculty and administrative expertise, as well as adequacy of resources) usually cannot be evaluated simultaneously; how the evaluation should proceed; time frames for specific evaluation projects; and personnel responsible for the evaluative activities.

Curriculum↗
PubMed1997

[The success of medical continuing education. Methods of evaluation--possibilities, limits and future developments].

The question, whether evaluation of continuing medical education (CME) is necessary, is discussed in Germany for several years. It is frequently criticized that the effects of continuing education on the medical practice and the quality of the patient care are hardly concrete. Evaluation is too often understood as a tool of external control rather than an instrument of self control and feedback for the teachers and organizers of CME events. The evaluation methods in use have many methodological shortcomings, i.e., lack of objectivity, reproducibility, feed back to the students, nearness to practice, and are therefore reason for the missing acceptance of the evaluation by physicians. Evaluation methods make sense if they contribute to efficient learning. They are supposed to aid in correctly assessing both the need and success of learning. These demands are currently most completely fulfilled by the Canadian "Maintenance of Competence Program" (MOCOMP), the applicability of MOCOMP in Germany is now proofed by the German chamber of physicians.

Adult↗
PubMed2006

[Scientific evaluation--the basis for quality assurance in continuing medical education].

Scientific evaluation is a fundamental tool of effective quality assurance of continuing medical education (CME). The analysis of the evaluation system of the CME academy of one the German Regional Medical Associations has revealed both the strengths and weaknesses of this system, thus enabling the installation of a model-like quality control system. Of utmost importance is the construction of an evaluation form that must be designed for good selectivity of the items, and the quality of the event should be well represented by the evaluating questions. For comparison purposes, the evaluation form should be standardized according to international evaluation standards. The standards of the German Society of Evaluation (DeGEval) and the guidelines and recommendations of the German Medical Association are both suitable orientational aids for the evaluation form and the evaluation process. The assessment process should also follow international standardised principles; it should be timely and subjective elements of interpretation should be eliminated, which is required for the evaluation of continuing medical education to achieve credibility. Furthermore, it is also a prerequisite that consequences may follow from the evaluation of continuing medical education and the continuity of the quality assurance process.

Education, Medical, Continuing↗
PubMedDate not supplied

Quality outcomes and program evaluation in nursing education: an overview of the journey.

Program evaluation, accreditation, and ongoing quality improvement are complex, interrelated processes in nursing education. The purpose of this article is to provide a general overview of the process of evaluation and accreditation with continuous quality improvement that is required for formal nursing education programs in the United States. This article discusses core components of nursing program evaluation, regional and national accreditation, state boards of nursing and licensure, and the role of specialty certification in nursing. A case study of a private college of nursing illustrates the role of program evaluation and quality improvement in nursing education.

Education, Nursing↗
PubMed1980

An evaluation system for residency training.

The authors distinguish between systematic and episodic methods of educational evaluation and review the numerous pressures necessitating incorporation of evaluation systems into house-staff training programs. Such pressures include needs to document quality and quantity of training experiences, often mandated by external agencies, as well as trainee desire for increased feedback to guide their personal development. In response, a house-staff evaluation model based on principles of participative decision making and collegial information sharing was developed and implemented at the University of North Carolina. The model features use of multiple and interacting sources of information about each resident and structured occasion for that information to be discussed in the resident's presence. This process leads to carefully documented decisions about strengths and weaknesses of each resident and about the program itself. Evaluation systems are beneficial to the degree that their design matches the organizational climate of the program they serve, and to the degree that they can evolve as the program evolves to maintain such goodness-of-fit.

Evaluation Studies as Topic↗
PubMed1994

[Evaluation of health education in health care services for the aged].

Evaluative classifications and rating scales as presently applied to health education were reviewed and summarized. In addition, evaluative activities and research directions in health education conducted as part of health care services for the aged were reviewed, and future challenges surveyed. 1. Evaluative classifications were divided according to the time of application between: A) evaluation of performance and B) evaluation of results. 2. Evaluative scales for Category A) were classified as: (1)quantitative volume of performance; (2)process; (3)fundamental supportive systems. Those for Category B) were classified as: (1)changes in knowledge, attitude, behavior; (2)objective state of health; (3)financial aspects; (4)subjective state of health, QOL; (5)social support. 3. On the basis of the previous studies, evaluative activities and research directions were examined in light of: evaluation of performance; evaluation of results; correspondence of performance to results; accuracy of evaluative scales; evaluative activities in practice. 4. In view of the foregoing findings, it appears that more efforts should be directed in the future to the study of "process" and "fundamental supportive systems" for Category A) and "subjective health, QOL" and "social support" for Category B). In addition, it is necessary to develop evaluative scales for assessing subjective changes and changes in knowledge, attitude, and behavior. Assessment of the validity of various scales is also required.

Aged↗
PubMed2004

The responsibilities and contributions of professional educators in surgery departments.

BACKGROUND: The purpose of the study is to describe the academic preparation, scope of duties, and scholarly activity of professional educators in surgery departments. METHODS: Educators with doctoral degrees employed as full-time faculty in surgery departments were surveyed to determine terms of employment, academic preparation, scope of duties, and job satisfaction. RESULTS: Twelve of 13 educators responded and participated in the study. Educators spent, on average, 22% of their time on research activities, 33% on administrative responsibilities, 13% on teaching, 13% counseling students and residents, and 7% writing grants. They spent approximately 34% of their time with surgical faculty, 19% with residents/fellows, and 14% with medical students. Educators' contributions to surgery departments included improvements in assessment and evaluation, educational conferences, recruitment, and research productivity. CONCLUSIONS: Professional educators provide support needed to meet the growing demands and requirements of surgical education. Study findings may inform those interested in recruiting a professional educator to their faculty.

Adult↗
PubMed1985

Comprehensive school health education: a practical definition.

This article identifies 10 essential elements of comprehensiveness related to school health education that have been agreed upon by key personnel long involved in one or more of the four school health curriculum programs studied in the School Health Education Evaluation (SHEE) study. Each element is briefly described and followed with one or two examples of practical applications selected from the four curricula. The authors further concur with the concept that a Consumer Reports type of reporting of school health curriculum models might be useful in further SHEE data analysis and that the "elements of comprehensiveness" concept might be a valuable adjunct to such reporting.

Adolescent↗
PubMedDate not supplied

An evaluation of sex education and information resources and their provision to adults with traumatic brain injury.

OBJECTIVES: To evaluate sex education and information resources developed to address the sexual health concerns of persons with traumatic brain injury (TBI) and the means by which agencies have introduced this clinically sensitive program initiative. DESIGN: A process evaluation methodology was used to assess program reach, participant satisfaction, program component usage, and quality of materials. SUBJECTS: Two samples comprising multidisciplinary rehabilitation and disability staff (n = 37) from 36 brain injury agencies that had been utilizing the resources and 12 people with brain injury, respectively. SETTINGS: A diverse range of rehabilitation and community brain injury agencies. OUTCOME MEASURES: Two purpose-designed evaluation protocols for staff and consumers, respectively, and a readability analysis to assess the comprehensibility of program materials (eg, information sheets) for people with TBI. RESULTS: Agencies strongly endorsed their role in addressing consumer sexual health concerns. Agencies generally used a selective rather than a universal approach to sex education, with an average of 10% of consumers within agency caseloads receiving some intervention within the previous 12 months. The 4 issues most frequently addressed in education programs were sexual dysfunction, how to meet people, what is sexuality, and sexual adjustment in the context of established preinjury relationships. Finally, the average reading age needed to comprehend the resources was higher than the recommended levels for communicating health information. CONCLUSION: The sex education program resources have been positively evaluated by both rehabilitation and community agencies as a means of providing education and information to address the sexual health concerns of people with TBI.

Brain Injuries↗
PubMed1994

Curriculum evaluation in nursing education: a review of the literature.

Most curriculum evaluations in the literature have been reported by nurse evaluators; aims, criteria and methods are drawn chiefly from sociology, general education or management. There is an absence of studies exploring relevance to national health care need, nurses' accountability to their clients and outcomes of curricula. There appears to be much interest in innovatory programmes, students' experiences and sociological understandings, with some concern for specific aspects of curricula generally recognized as being problematic. The number of qualitative or mixed methodology studies is compatible with process curricula and with academic and professional validation.

Curriculum↗
PubMed1985

A new look at nursing school program development: self- and external evaluation.

Developing and evaluating educational programs in schools of nursing is one of the most critical functions of the faculty. This process can be approached from a variety of perspectives. Historically, most faculty efforts have been directed at development or evaluation; however, a more proactive approach is to incorporate a process which will encompass both. To accomplish this, two models, the Holistic Formative Evaluation Model and the Stakes Countenance Model, have been merged to produce a model which is applicable to the integrated development and evaluation of a nursing curriculum. This model, the Internal Program Development and Self-Evaluation Model, provides faculty, curriculum developers, and administrators with a comprehensive process which focuses on the monitoring program internal consistency and congruence.

Curriculum↗
PubMed2000

Distance education. Part 7. Evaluation of the Graduate Diploma of Family Medicine. Does a distance education course for GPs influence their reported clinical and professional practice?

INTRODUCTION: Course evaluation is essential for continuous enhancement of teaching. This evaluation aimed to assess the impact of the Graduate Diploma of Family Medicine on the clinical practices, community activities, learning styles and personal lives of its graduates. METHODS: Cross-sectional postal questionnaire survey of all 1993 to 1997 graduates of the Graduate Diploma in Family Medicine (n = 233). RESULTS: A response rate of 70% was achieved. Male respondents felt that they treated a greater variety of conditions (p = 0.04), had undertaken more procedural work (p = 0.03), and had increased procedural confidence (p = 0.009) compared to female respondents, while the female respondents referred more (p = 0.03). Solo practitioners tended to look for evidence in clinical decision making (p = 0.006) and applied critical appraisal techniques when reading medical information provided by pharmaceutical representatives (p = 0.04). Group practitioners tended to participate in more research projects (other than drug trials) than solo practitioners (p = 0.03). There was a difference between full and part time general practitioners, even after controlling for gender, with the former more certain that general practice is where they wanted to be (p = 0.005), they also felt more competent in interpreting data, e.g. ECGs (p = 0.013). More male students indicated they preferred a reflective learning style than females (p = 0.04). CONCLUSION: The clinical electives of the Graduate Diploma in Family Medicine had the most significant impact on the clinical practices of full time GPs who were predominantly male graduates. Gender differences were apparent in styles of practice as males tended to conduct more procedural work, while female graduates preferred the gatekeeper role and referred more. The course also impacted on the students' approach to evidence in their clinical decision making. They were more critical of medical information provided by pharmaceutical representatives who are one of the major sources of CME for many GPs. Future evaluations should be based on experimental and quasi-experimental designs in order to measure changes in student perceptions and clinical practice, as well as more objective measures of learning styles.

Adult↗
PubMed1986

Evaluating the cancer education program: examining a range of approaches.

The objectives of this article are to provide people who are responsible for cancer education programs with a broadened perspective of the rich array of evaluation strategies available and responsive to the evaluation needs of cancer education programs, and to summarize selected literature resources useful for the development of an evaluation plan. This article reviews limitations found in previous evaluations of medical education programs and provides a descriptive survey of diverse strategies for the evaluation of cancer education programs. The characteristics, requirements, utility, audience, constraints, and resources are presented. Two cancer related case studies are discussed in detail as illustrations of the diversity of strategies available to evaluate cancer education programs.

Evaluation Studies as Topic↗
PubMedDate not supplied

[Effect of an educational strategy on critical reading among medical students].

We developed an educational intervention aimed at promoting the participation of the undergraduate medical students in the classroom in order to improve critical reading, specifically in the skills of comprehension and interpretation. The study is a quasi-experimental one with basal evaluation, educational intervention, and posintervention evaluation. We included two groups of top medical students with a high school individual grade of 9 or higher (in a scale 0 to 10) designated as A groups (experimental [N = 29] and control [N = 23]), and two groups of students with low grades (7 or less) designated as B groups (experimental [n = 20] and control [n = 16]). The experimental educational intervention consisted of the use of guided housework for text interpretation (individual work) and groupal work in the classroom. The groupal work included a debate and confrontation of viewpoints of the individual work. Comprehension was initially superior to interpretation in all groups; comprehension and interpretation were lower in the B groups compared with the A groups. After the intervention, 97% of the students from the A experimental group showed an improvement in comprehension and 79% improved their interpretation (p < 0.001). Of the students in the B experimental group, 75% showed improvement in comprehension and 90% in interpretation (p < 0.01). There were no significant changes in the students of the control groups. We find that with the use of an appropriate educational intervention, students with low scores have the opportunity to improve their critical reading by gaining skills in comprehension and interpretation.

Education, Medical↗
PubMed2001

The multiple sclerosis nurse as patient educator.

Patient education is an important part of neuroscience nursing. New treatments, such as beta interferon self-injections, have challenged nurses. The purpose of this study was to analyze the patient education given by 35 Finnish nurses who work with patients who have multiple sclerosis. The content and didactic solutions of patient education, evaluation of patients' learning skills, and learning outcomes were analyzed. Also, successful and unsuccessful patient education experiences are described. The results showed that patient teaching is based on individual and unstructured approaches. The role of the patient is important, and there is need for more systematic evaluation of learning outcomes. Results from teaching of beta interferon self-injections are similar. In general, more systematic research in this area is required.

Adult↗
PubMed2000

Competency development in public health leadership.

The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control.

Curriculum↗