Nursing Education and Process of Evaluation Steps By Step
Systematic Steps of Evaluation Process In Nursing Education
Evaluation is a process that
involves the following systematic series of actions:
1. Identifying the purpose of the
evaluation
2. Determining when to evaluate
3. Selecting the evaluator
4. Choosing an evaluation design,
framework, or model
5. Selecting an evaluation
instrument
6. Collecting data
7. Interpreting data
8. Reporting the findings
9. Using the findings
10. Considering the costs of
evaluation
The steps can be modified depending
on the purpose of the evaluation, what is being evaluated (eg, students,
instruction, program, or system), and the complexity of the units being
evaluated.
Identifying the Purpose of the Evaluation
As in the research process, the
first step in the evaluation process is to pose various questions that can be
answered by evaluation. These questions may be broad and encompassing, as in
program evaluation, or focused and specific, as in classroom assessment.
Determining When to Evaluate
The evaluator must also weigh each evaluation event and determine when evaluation is most appropriate. Typically, both formative and summative evaluations are appropriate and lend respective strengths to the evaluation plan. In determining when to evaluate, the evaluator must also consider the frequency of evaluation.
Evaluation can be
time consuming, but frequent evaluation is necessary in many situations.
Frequent evaluations are important when the learning process is complex and
unfamiliar and when it is considered helpful to anticipate potential problems
if the risk of failure is high.
Selecting the Evaluator
An important element in the
evaluation process is the evaluator. Selection of an evaluator involves
deciding who should be involved in the evaluation process and whether the
evaluator should be chosen from the “inside” (internal evaluator) or from the
“outside” (external evaluator). Both have merits.
Internal Evaluators
Internal evaluators are those directly involved with the learning, course, or program to be evaluated, such as the students, faculty, or nursing staff. Many individuals (stakeholders) have a vested interest in the evaluation process and could be selected to participate. There are advantages and disadvantages associated with internal evaluators, and often several evaluators are helpful to obtain the most accurate data.
Advantages of using internal evaluators include their familiarity with the context of the evaluation, experience with the standards, cost effectiveness, and potential for less obtrusive evaluation. Additionally, the evaluation findings can be acted on quickly because the results are known immediately.
Disadvantages of using internal evaluators include bias, control of evaluation, and reluctance to share controversial findings. When internal evaluators are chosen and employed, it is important to note their position in the organization and responsibility and reporting lines.
External Evaluators
External evaluators are those not directly involved in the events being evaluated. They are often employed as consultants. State, regional, and national accrediting bodies are other examples of external evaluators.
The advantage of using external evaluators is that they do not have a bias, are not involved in organizational politics, may be very experienced in a particular type of evaluation, and do not have a stake in the results.
Disadvantages of using external evaluators include expense,
unfamiliarity with the context, time barriers, and potential travel
constraints. Because evaluators are so critical to the evaluation process,
faculty should select evaluators carefully.
Choosing an Evaluation Framework or Model
An evaluation model must be chosen or developed. An evaluation model represents the ways the variables, items, or events to be evaluated are arranged, observed, or manipulated to answer the evaluation question. A model serves to clarify the relationship of the variables to be evaluated and provides a systematic plan or framework for the evaluation.
Using an evaluation model has several advantages. A model makes variables explicit and often reflects a priority about which variables should be evaluated first or most often. A model also gives structure that is visible to all concerned; the relationships of parts are evident. Using an evaluation model helps focus evaluation.
It keeps the evaluation efforts on target: those elements that are to be evaluated are included; those not to be evaluated are excluded.
Finally, a model can be tested and validated. Evaluation models for nursing education may be found in the education and nursing literature, may have been adapted from uses in business, or may be developed by nurse educators for a specific use.
A model should be selected according to the demands of the evaluation question, the context, and the needs of the stakeholders. Commonly used evaluation models in nursing education are noted here; Specific applications of the model are described in relevant chapters. Program evaluation and accreditation models have often been adopted from higher education.
Common models include Chen's theory-driven model, which directs the variables to be measured (Chen, 2004); Stufflebeam's (1971) model, which organizes the variable to be evaluated as context, input, process, and product; and naturalistic models such as those proposed by Lincoln and Guba (1985), which involve the participation of stakeholders in determining consensus about what needs to be changed.
Adoptions of innovations and change models focus on the extent to which learning or use of a teaching–learning strategy has been integrated into practice. These models can be used to guide change as well as to evaluate process and outcome.
Kirkpatrick and Kirkpatrick's (2014) four-level evaluation model evaluates four levels of change: reaction, learning, behavior, and outcomes. The first two levels (reaction and learning) indicate time and resources devoted to teaching and learning, and levels three and four (behavior and results) reveal the lasting outcome of the education.
Rogers's (2003) model of adoption of innovations provides a framework for understanding how innovations are diffused through an organization. Adoption of an innovation, such as a new curriculum or new teaching strategy, depends on the nature of the innovation, the communications within the organization, the time span, and the social system.
Rogers (2003) notes that not all persons involved in the adoption of a change do so at the same time and offers a curve to indicate that there will be a range of adopters from those who are early adopters to those who are later adopters, described as laggards. Quality assurance or total quality improvement models are also used in nursing education.
One example is the use of Quality Matters (2014) to
evaluate online courses (see Chapter 21). This group has developed benchmarks
for online courses with rubrics used to assess standards for the design of
online courses. Courses are reviewed by trained reviewers.
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