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At least 847 records · Page 47Linked to original sources
PubMed1984

Environmental assessment and evaluation research: examples from mental health and substance abuse programs.

Evaluation researchers have been broadening the traditional client input--"black box" treatment--client outcome paradigm that has guided many evaluations of mental health, substance abuse treatment, and other intervention programs. The points of expansion are in the areas of treatment implementation and treatment processes, as well as "extratreatment" influences on treatment selection, duration, and, especially, outcome. This review illustrates the application of environmental assessment procedures--particularly social climate measures--in four aspects of evaluation research suggested by the more comprehensive model: (a) evaluating treatment implementation; (b) exploring treatment processes; (c) identifying extratreatment influences on client posttreatment functioning; and (d) operationalizing outcome variables. Conceptual and methodological issues raised by these applications are discussed, and the benefits to be derived from an expanded model of evaluation research--especially the greater potential for program improvement--are considered.

Evaluation Studies as Topic↗
PubMed1985

Increasing team skills: an evaluation of program effectiveness.

The need for health professionals with caring values and good communication skills is well established. To develop these skills requires building self-esteem, as is supported by the work of Carl Rogers, Maslow, and Jourard, and the development of communication skills, as is supported by Carkhuff. A six-hour developmental program was evaluated using alternate forms of the highly validated Personal Skills Map. The differences in participants' scores showed increases in self-esteem, comfort, and management skills (p less than .00), while aggression (p = .05) and deference (p less than .00) decreased. A longitudinal follow-up of participants showed that 65% continued to use the assessment tool six months to one year later. The program appears to be well suited for service settings, continuing education, and academic settings, and meets the need of a high tech, high touch era of change.

Allied Health Personnel↗
PubMed1993

An ecological approach to evaluating a special education program.

This study provides further evidence of the value of ecobehavioral measurements in program evaluations, especially since past evaluations have focused on individual-level factors rather than ecological factors. Static (e.g., classroom materials) and dynamic (e.g., group interactions) features of the classroom environment were used to describe the impact of a special education program on 84 behaviorally disturbed adolescent males. The program outcomes assessed included increases in appropriate and decreases in inappropriate behaviors. The findings reveal that the program apparently accomplished its objectives. However, the ecobehavioral data also suggest that these students were mostly involved in busywork; that is, they were working by themselves with instructional materials rather than participating in interactive activities with the teacher or peers. Ecological issues related to increasing student motivation are addressed.

Achievement↗
PubMedDate not supplied

Evaluation of a 16-week critical care internship program using a Staff Development Program Effectiveness Evaluation Tool.

Today's healthcare environment has required innovative, cost-effective ideas for hospitals to recruit and retain nurses in critical care. A critical care internship is a viable option to meet the challenges encountered in educating nurses in today's complex critical care environment. This article provides a description of a Critical Care Internship Program and a method of analysis for utilization of resources, clinical outcomes, and fiscal responsibility using a Staff Development Program Effectiveness Evaluation Tool.

Attitude of Health Personnel↗
PubMedDate not supplied

Direct entry midwifery education. Evaluation of program innovations.

During the 1996-1997 academic year, the State University of New York Health Science Center at Brooklyn, in partnership with North Central Bronx Hospital, implemented the first direct entry (DE) midwifery education program to be preaccredited by the American College of Nurse-Midwives. Five DE midwifery students were admitted and graduated. During their one-year course of studies, these students were provided supplementary didactic and clinical instruction in the medical sciences and basic health skills in addition to the identical course of midwifery studies offered to their registered nurse-student peers. The experience of students and faculty during this first year was that there was no significant difference in academic performance between the DE and nurse-midwifery students. Moreover, once oriented to the clinical environment, DE students progressed through the clinical practicums, and acquired entry-level midwifery skills, at a pace equivalent to that of their nurse peers and consonant with all expectations of safe practice. In addition, the Basic Health Skills and Integrated Medical Science course offerings served as effective instructional supplements to the curriculum by providing DE students with an opportunity to equalize their knowledge base with that previously acquired by registered nurse-prepared students; an unanticipated discovery was that some nurse-midwifery students could equally benefit from enrollment in these courses.

Clinical Competence↗
PubMed1999

Put prevention into practice. Evaluation of program initiation in nine Texas clinical sites.

INTRODUCTION: Put Prevention Into Practice (PPIP) is a program designed to improve the delivery of clinical preventive services by primary care providers, through the use of specific office materials for providers and clinic staff, as well as an educational booklet for patients. The purpose of this study was to identify potential predictors of successful initiation of PPIP among 9 Texas public health clinics participating in a demonstration project funded by the Texas Department of Health (TDH). METHODS: The PRECEDE model was utilized as a theoretical framework for the study. A qualitative, case study methodology was employed, with structured interviews and open-ended questions asked of each site's PPIP personnel. Information from the sites' report to the TDH on the number of charts containing PPIP forms was also used for purposes of data triangulation. RESULTS: Sites that initiated PPIP successfully were characterized by a medium patient load, the ability to serve low-resource populations, prior attempts to implement categorical programs, existence of a philosophy of prevention, and pre-implementation planning. Barriers to successful initiation were identified as systems-related, patient-related, and staff-related. CONCLUSIONS: We identified factors that might predict the successful initiation of PPIP in public health primary care settings. Implications of present findings for implementation of similar health promotion programs in clinical settings are discussed.

Attitude of Health Personnel↗
PubMed2002

Turning point: rethinking violence--evaluation of program efficacy in reducing adolescent violent crime recidivism.

BACKGROUND: The link between medicine and violence prevention is self-evident, yet the literature reveals few studies that scientifically document effective interventions. The Turning Point: Rethinking Violence (TPRV) program is a unique multiagency program developed to expose, educate, and remediate first-time violent offenders and their parents regarding the real-world consequences of violence. Four key components are integrated into a 6-week, court-ordered program (14 total contact hours): the Trauma Experience (tour, video, discussions), the Victim Impact Panel (presented by parent survivors), Group Process, and Community Networking (individualized mental health referral). We hypothesize that TPRV delivers lower outcomes regarding violence recidivism (VR) when compared with standard court sentencing options (100 hours of community service) for first-time violent offenders. METHODS: The study group subjects (n = 38) met inclusion criteria and were blindly and randomly sentenced to attend the TPRV program. The control group (n = 38) were pulled from a subject pool of first-time offenders who received standard sentencing options, met the same inclusion criteria with regard to age and types of offenses, and were matched by race to the study group. Both groups were studied for VR within the year after the first violent conviction, and comparison was performed by a (2 analysis of recidivism rates. RESULTS: Results reveal a statistically significant difference between the study group and the control group for VR (p <or= 0.05). The study group revealed a recidivism rate of 0.05 within the year after program completion, whereas the control group revealed a recidivism rate of 0.33. The lower recidivism rate also occurred with a shorter overall time investment (14 hours vs. 100 hours). CONCLUSION: The TPRV program decreases VR when compared with standard sentencing options. The broad-spectrum approach (real-world exposure, parental involvement, peer support, follow-up) appears successful in addressing recidivism, and could potentially reduce the epidemic in adolescent violence and the subsequent impact on trauma care.

Adolescent↗
PubMedDate not supplied

Evaluation of independent-living programs.

The program report that states must submit to the federal government under the federal Title IV-E Independent-Living Initiative is, in essence, a program evaluation report and will require comprehensive program and evaluation data to complete. Because the program report will be a key factor in determining the future of this federal initiative, it is important that states improve their information system capability to generate the range of necessary data. This article offers detailed suggestions for ways in which states could establish their independent-living program information systems to produce program and evaluation data; and presented two examples of approaches to evaluating the Title IV-E independent-living program, one in Pennsylvania and another in Texas. These states were selected for the purpose of illustrating two different approaches and not necessarily for the presentation of exemplary evaluation practices.

Activities of Daily Living↗
PubMedDate not supplied

Utilizing narrative inquiry to evaluate a nursing doctorate program professional residency.

Because the University of Colorado (CU) School of Nursing Nursing Doctorate (ND) Program initiated an innovative nursing educational reform, emerging program evaluation challenges were addressed to ensure successful implementation and program quality. The study's purpose was to evaluate the effectiveness of the ND professional clinical residency (fourth and final year) from the students' perspectives. Therefore, this evaluation was exploratory and inductive to focus on the primary questions: "How does one become an ND nurse during the residency?" (process) and "What is an ND nurse?" (outcome). Additionally, an explanation of how interactive processes affected residency experiences was addressed. The narrative inquiry framework made available a special access to the human experiences of time, order, and change during the residency process. Ten students in the first CU ND Program residency participated. Narrative data for qualitative analysis were obtained from students' monthly written vignettes and verbal sharing of their clinical experiences during conferences. Vignette formats directed students to describe significant residency experiences and share reflections on the events. One finding suggested that students' formative progression through the residency occurred in four phases similar to cognitive development theories. Additional findings confirmed students' growth toward and summative attainment of ND outcome behaviors, including holistic clinical proficiency, client advocacy, and promotion of professional growth for colleagues.

Adult↗
PubMed2004

Evaluation framework for nursing education programs: application of the CIPP model.

It is advised that all nursing education programs conduct program evaluations to address accountability requirements and information for planning and guiding the delivery of the programs. Stufflebeam's CIPP Model, supported by triangulation of multiple modes of data collection provides such a theoretical framework for evaluations. This article proposes a total CIPP evaluation framework for nursing education programs. While this evaluation framework is applicable to any nursing evaluation program, it is practically useful for collaborative nursing programs as it allows a full assessment of each partner in its context. Under the direction of this author, the York-Seneca-Georgian-Durham collaborative BScN Program Evaluation Committee in Ontario developed and utilized a CIPP process evaluation.

Education, Nursing↗
PubMedDate not supplied

Efficacy of school reentry programs.

Evaluation of school reentry programs are rarely reported, and statements of the value of reentry programs are usually based on anecdotal information. No known reports of empiric data support claims of positive benefit for burned children. This article reports a multifaceted effort to evaluate the effectiveness of one reentry program involving three approaches: (1) questionnaire answered by the school contact person after reentry program, (2) interviews with a random sample of patients (n = 58) and parents (n = 44) 1 to 5 years after burn, and (3) assessment of patients' behavior problems by teachers on a standardized behavior checklist comparing 10 patients who had a school reentry program involving videos to introduce them to their classmates with 10 patients who were matched for age, sex, and total body surface area burned and had no reentry program beyond phone contact. Results indicate that school reentry programs are popular with teachers and parents. This pilot effort involving empiric data failed to demonstrate a positive effect on the adjustment of the child.

Adaptation, Psychological↗
PubMed1999

The Alberta Interlock Program: the evaluation of a province-wide program on DUI recidivism.

AIMS: This study was designed to determine the efficacy of alcohol safety interlocks in reducing recidivism among first and second driving-under-the-influence (DUI) offenders. It also evaluates the overall effectiveness of interlock programs where typically only a small portion of DUI offenders elect to install interlocks. DESIGN: The driving records of DUI offenders participating in interlock programs for 6 months for first offenders and 2 years for second offenders were compared with similar offenders who chose not to participate. SETTING: A province-wide program in Alberta, Canada. PARTICIPANTS: Records of 35,132 drivers convicted of DUI between 1 July 1998 and 30 September 1996 were analyzed MEASUREMENTS: Repeat DUI offenses during and after the interlock period. FINDINGS: While the offenders had interlocks on their vehicles, DUI recidivism was substantially reduced. Once the interlock had been removed and the participants had been reinstated, their DUI rate was the same as other offenders indicating that the interlock reduced recidivism while in place. Because only 8.9% of eligible drivers elected to participate in the interlock program, the program did not significantly increase the overall effectiveness of the province's management of DUI offenders. CONCLUSIONS: Interlocks are associated with a major reduction in DUI recidivism while on the vehicle of the offender. However, because few offenders elect to participate, the program produces only a small (5.9%) overall reduction in the recidivism rate of all DUI offenders.

Alberta↗
PubMedDate not supplied

Monitoring unit-based innovations: a process evaluation approach.

A comprehensive program evaluation helps assure that the program envisioned is implemented; or helps determine why it failed. It strengthens assumption about causality by clarifying the relationships between intervention and outcome. A program evaluation planning map can be helpful in measuring the extent of professional practice model implementation.

Decision Making, Organizational↗