Accountability for Program Evaluation In Nursing Education

Accountability for Program Evaluation In Nursing Education.

Accountability for Program Evaluation In Nursing Education

    Responsibility for development and implementation of the program evaluation plan rests with the nursing administration and faculty. The process for development and implementation may vary across nursing schools, depending on such factors as the number of faculty in the nursing school and the institutional resources available to support the evaluation. 

   In some schools, an evaluator position is created to manage program evaluation practices, including the development and implementation of the program evaluation plan. An office of evaluation may be necessary in large schools, providing support staff to coordinate data collection at multiple levels. 

    A common approach in small- and moderate-sized nursing schools is to appoint a standing committee of faculty who provide leadership and coordination of evaluation efforts. Regardless of the plan, the nursing faculty must determine accountability for each element of the evaluation plan. 

    Without clear accountability and firm time frames, it is easy for evaluation efforts to get lost in the press of daily demands on faculty and administration. Another issue of concern is the reporting and recording of evaluation data. Information is of little value to decision making unless it is channeled to those who are responsible for making decisions. 

    Careful attention to this issue not only increases the likelihood that decisions will be based on actual data but also facilitates analysis of the value of the data. Evaluation data also serve as a rich resource when responses to external reports and accreditation expectations are required. One of the dangers is data overload. Because data are used for making decisions, it is best to determine what information is necessary and what is interesting but not important. 

    Over time, a goal of evaluation is to streamline the amount of data collected. Asking questions such as “Why do we need this data or information?” and “How will these data or information assist in making decisions for improvement?” will assist in eliminating data overload. The location of evaluation information is also important. Access to the information increases the likelihood of its use. 

    An official location for evaluation reports ensures that they can be found when they are needed. Advances in technology have made the development of computer databases an important source of information that can be accessed by multiple stakeholders from a central location or file server. 

    Finally, the outcome of evaluation efforts in terms of creating change is an element that is sometimes omitted in record keeping. Accrediting bodies are as concerned about the actions that result from analysis of evaluation data as they are that a plan is in place. The best plan loses value if it does not create change when a need for intervention is indicated by the data.

    Program evaluation is a comprehensive and complex process. Use of a systematic approach to program evaluation increases the likelihood that all program elements will receive appropriate attention and that evaluation activities will lead to program improvement. This chapter provided an overview of the evaluation process and its use as a guide for improvement for nursing education programs. 

    The program evaluation plan serves as a road map to ensure that program evaluation activities are appropriately implemented. Development and implementation of a carefully designed program evaluation plan will support continuous quality improvement for nursing education programs.