Evaluation of educational programmes in nursing course and programme-ppt

EVALUATION OF EDUCATIONAL PROGRAMMES IN NURSING-COURSE AND PROGRAMME

HISTORICAL BACKGROUND

In 1860 Nightingale set up the first nurse training school at St Thomas' Hospital, London. Nightingale's curriculum was largely base around nursing practice, with instruction focused upon the need for hygiene and task competence. Her methods are reflected in her Notes on Nursing, (1898).

Some other nurses at that time, notably Ethel Gordon Fenwick, were in favor of formalized nursing registration and curricula that were formally based in higher education and not within the confines of hospitals.

Nurse education in the United States is conducted within university schools, although it is unclear who offered the first degree level program. So far as known Yale School of Nursing became the first autonomous school of nursing in the United States in 1923. In Europe the University of Edinburgh was the first European institution to offer a nursing degree in 1972.

NURSING DEGREES

PRESENT AIMS

GUIDELINES FOR ESTABLISHMENT OF NEW NURSING SCHOOLS / COLLEGESIN INDIA APPROVED BY INDIAN NURSING COUNCIL

NURSING CREDENTIALS AND CERTIFICATIONS

ALPHABETICAL LISTING OF NURSING AND RELATED CREDENTIALS AND CERTIFICATIONS

CONCEPTS AND METHODS OF EVALUATION IN NURSING EDUCATION

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.

WHAT IS EVALUATION

A systematic process by which

the worth or value of something is

judged.

Ralph Tyler defines evaluation as “the process of determining to what extent the educational objectives are being realised.”

MEASUREMENT

It is a process involving the assigning

of a number to an individuals

characteristics.

MEASUREMENT VS EVALUATION

Quantitative

Objective &

impersonal

Precise & scientific

Not a continuos

process, occasional

Qualitative

Personal &

subjective

Interpretative &

philosophical

Continuos process

PURPOSES OF EVALUATION

Facilitate learning

Diagnose problems

Make decisions

Improve products

Judge effectiveness

TYPES OF EVALUATION

Formative

-takes place continuosly

-meant for diagnosis & remedial

instructionSummative

-occurs at the end of a course

-meant for placement ,prediction &

guidance

FORMATIVE EVALUATION

to enable people and agencies make judgements about the work undertaken;

to identify their knowledge, attitudes and skills

to understand the changes that have occurred in these

to increase their ability to assess their learning and performance

SUMMATIVE EVALUATION

to enable people and agencies to

demonstrate that they have fulfilled the

objectives of the programme or project, or

to demonstrate they have achieved the

standard required .

Formative evaluations provide information to improve a product or process.

Summative evaluations provide short-term effectiveness or long-term impact information to decide whether or not to adopt a product or process.

TYPES -CONTDCriterion referenced

- evaluates an individuals performance with respect to specific characteristics expected in the performance.

-used to measure the effectiveness of a programme or instruction.

Norm referenced

-compares individual performance with those of other persons taking the same test.

-measures individual differences.

-classify and grade learners in various categories.

EVALUATION PROCESS-STEPS

Identify purpose of evaluationIdentify a time frameDetermine when to evaluateSelect the evaluatorsChoose an evaluation design

Identify purpe of evaluation

Identify a time frame

Determine

EVALUATION PROCESS-CONTD

Select an evaluation instrumentCollect dataInterpret dataReport the findingsUse the findingsConsider the cost of evaluation

EVALUATION FOCUS INCLUDES FIVE BASIC COMPONENTS

Audience

Purpose

Questions

Scope

Resources

EVALUATION TECHNIQUES

TestingObservationInterviewCase studyProjective techniques

EVALUATION -TOOLS

Checklists Rating scale Questionniare and inventoriesAnecdotal records Cumulative recordsTestsPerformance testsOral tests Written tests

CRITERIA FOR SELECTION OF EVALUATIVE DEVICES

Relate to:

1. Sampling of objectives

2. Sampling of the content

3. Validity

4. Reliability

5. Practicability

6. Usefulness

COMMON ERRORS IN RATING

Personal biasGenerosity errorsCentral tendency errorLogical errorHalo effect

COMMON DEFECTS OF WRITTEN EXAMINATIONS

TrivialityErrorBiasComplicated instructionsAmbiguityComplexityObsolescence

JOINT COMMITTEE ON STANDARDS FOR EDUCATIONAL EVALUATION

The Student Evaluation Standards

The Propriety standards The Utility standards. The Feasibility standards The Accuracy standards

PROPRIETY STANDARDS

The propriety standards help ensure that student evaluations will be conducted legally, ethically and with due regard for the well-being of the students being evaluated and other people affected by the evaluation results.

P1  Service to Students Evaluations of students should promote sound education principles, fulfillment of institutional missions, and effective student work, so that educational needs of students are served.

P2 Appropriate Policies and Procedures Written policies and procedures should be developed, implemented, and made available, so that evaluations are consistent, equitable, and fair.

P3 Access to Evaluation Information Access to student’s evaluation information should be provided, but limited to the student and others with established legitimate permission to view the information, so that confidentiality is maintained and privacy protected.

P4 Treatment of Students Students should be treated with respect in all aspects of the evaluation process, so that their dignity and opportunities for educational development are enhanced.

P5 Rights of Students Evaluations of student should be  consistent with applicable laws and basic principles of fairness and human rights, so that students’ rights and welfare are protected.

P6 Balanced Evaluation Evaluations of students should provide information that identifies both strengths and weaknesses, so that strengths can be built upon and problem areas addressed.

UTILITY STANDARDS

The utility standards help ensure that student evaluations are useful.  Useful student evaluations are informative, timely, and influential.

U1 Constructive Orientation Student evaluations should be constructive, so that they result in educational decisions that are in the best interest of the student.

U2 Defined Users and Uses The users and uses of a student evaluation should be specified, so that evaluation appropriately contributes to student learning and development.

U3 Information Scope The information collected for student evaluations should be carefully focused and sufficiently comprehensive, so that evaluation questions can be fully answered and the needs of student addressed

U4 Evaluator Qualifications Teachers and others who evaluate students should have the necessary knowledge and skills, so that evaluations are carried out competently and the results can be used with confidence.

U5 Explicit Values In planning and conducting student evaluations, teachers and others who evaluate students should identify and justify the values used to judge student performance, so that the bases for the evaluations are clear and defensible.

U6 Effective Reporting Student evaluation reports should be clear, timely, accurate, and relevant, so that they are useful to students, their parents/guardians, and other legitimate users.

U7 Follow-Up Student evaluations should include procedures for follow-up, so that students, parents/guardians, and other legitimate users can understand the information and take appropriate follow-up actions.

FEASIBILITY STANDARDS

The feasibility standards help ensure that student evaluations can be implemented as planned.  Feasible evaluations are practical, diplomatic, and adequately supported.

F1 Practical Orientation Student evaluation procedures should be practical, so that they produce the needed information in efficient, nondisruptive ways.

F2 Political Viability Student evaluations should be planned and conducted with the anticipation of questions from students, their parents/guardians, and other legitimate users, so that their questions can be answered effectively and their cooperation obtained.

.

F3 Evaluation Support Adequate time and resources should be provided for student evaluations, so that evaluations can be effectively planned and implemented, their results fully communicated, and appropriate follow-up activities identified

ACCURACY STANDARDS

The accuracy standards help ensure that a student evaluation will produce sound information about a student’s learning and performance.  Sound information leads to valid interpretations, justifiable conclusions, and appropriate follow-up.

A1 Validity Orientation Student evaluations should be developed and implemented, so that interpretations made about the performance of a student are valid and not open to misinterpretation.

A2 Defined Expectations for Students The performance expectations for students should be clearly defined, so that evaluation results are defensible and meaningful.

A3 Context Analysis Student and contextual variables that may influence performance should be identified and considered, so that a student’s performance can be validly interpreted.

A4 Documented Procedures The procedures for evaluating students, both planned and actual, should be described, so that the procedures can be explained and justified.

A5 Defensible Information The adequacy of information gathered should be ensured, so that good decisions are possible and can be defended and justified.

A6 Reliable Information Evaluation procedures should be chosen or developed and implemented, so that they provide reliable information for decisions about the performance of a student.

A7 Bias Identification and Management Student evaluations should be free from bias, so that conclusions can be fair.

A8 Handling Information and Quality Control The information collected, processed, and reported about students should be systematically reviewed, corrected as appropriate, and kept secure, so that accurate judgments can be made.

A9 Analysis of Information Information collected for student evaluations should be systematically and accurately analyzed, so that the purposes of the evaluation are effectively achieved.

A10 Justified Conclusions The evaluative conclusions about the student performance should be explicitly justified, so that the students, their parents/guardians, and others can have confidence in them.

A11 Metaevaluation Student evaluation procedures should be examined periodically using these and other pertinent standards, so that mistakes are prevented or detected and promptly corrected, and sound student evaluation practices are developed over time.

INTERNAL ASSESSMENTInternal assessment is continuous, periodic and internal, in which assessment is done in relation to certain abilities and skills of the students periodically and continuously. Internal assessment has to be planned at the time of curriculum development and syllabus interpretation. • Internal assessment will be assessed by the teacher/ instructor of the college or school and no external teacher or instructor involved in this.•Internal assessment demands the out come of students than the abilities and skills of the students

PURPOSES OF INTERNAL ASSESSMENTThe main purpose of introducing internal assessment is to integrate teaching and evaluation and to test the skills and abilities which can not be tested through written examination

NEED FOR INTERNAL ASSESSMENT1,Helpful for the student to assess their qualitative and quantitative evaluation.2. Teacher may use different method of teaching –learning process.3. Internal assessment improves the teaching learning process, it gives a comprehensive pi . The objectives of affective domain(attitude, interest, and appreciation) and its technique can be assessed by internal assessment.5. Internal assessment motivate the students to study. 6. Diagnostic and remedial teaching are possible and more scientific.7.Internal assessment motivate the student to give more weight age to the annual examination of the students learning

SIGNIFICANCE OF INTERNAL ASSESSMENT•Internal assessment should be 1. Comprehensive (eg) academic achievement personality traits achievement objects.(cognitive affective and psychomotor) 2. Follow the education commission(1964-66) Recommendation 3. Built in to the total educational program and should be used for improvement rather than certifying the level of student.

4. not to follow scoring procedure,(some of the items needs description.) 5.keep separate record, not to be combined with other records. 6. help the student in changing their attitudes towards the day-to day program. . supplement the final examination 8. very objective, unbiased on all the items— - unit test -oral test - practical test - home work - class work - observational scale - participation in social and cultural - group activities etc.

COMPONENTS OF INTERNAL ASSESSMENTItems to be observed.• -periodic test (unit test/term test)• - oral test• - laboratory work • - terms paper(written)• - study habits• - participation• - co-curricular activities • - personality tests• - visits

3. Assessment of personality traits. Traits, co operation, initiation, honest, leadership,

fellowship, perseverance, confidence etc

ADVANTAGE / MERITS OF INTERNAL ASSESSMENT.

1. This is logical and psychological

2. Proper study habits are likely to be developed.

3. Students will be more regular, alert, sincere in their study.

4. 11th hour preparation will be reduced.

5. Students will pay equal attention to all the activities

6. Helps the students to minimize their anxiety

and nervous breakdown.

•7. Gives comprehensive picture to the teacher. •8. It is a good device for motivating.•9. It helps to diagnose the weakness and strength of the student.•10. It brings changes in their attitude, interest, and appreciation.•11. Gives ample opportunity to assess the student.”The teacher who teaches should assess.”•12. Parents feel more comfortable in knowing about their children.

DEMERITS OF INTERNAL ASSESSMENT1. It may be misused by teacher 2. It can cause a great harm in the hands of an Inexperienced, insincere, inefficient and dishonest teacher. 3. It lose it validity if a teacher shows favoritism personal prejudices and subjectivity in assessment.

EXTERNAL EXAMINATIONS Conducting university examination, or boards of examination for awarding certificates or degrees related to nursing. In our country usually state boards and universities are conducting examinations for awarding diplomas and degrees. Controller or registrar is over all in charge on behalf of the university matters relating to conduct examinations, announcement of results and conferment of degrees and maintain confidence.

STEPS FOLLOWED•Invite applications from eligible candidates.•Fix a date of commencement of examinations 3 months in advance. •Issue notification to all the colleges/students. •Select centers for conducting examinations. •Check with the calendar of events one month prior to examinations(theory/practical/viva-voice)•Select list of examiners for setting the questions(respective subjects and courses etc).•Send communication to respective teachers along with guideline pattern of theory question papers, blank white sheets to set the questions.

PERSONNEL INVOLVES IN EXTERNAL EXAMS•Registrar (controller of exams)•Deputy Registrar(deputy controller of exams) •Verifiers •Dispatching officer•Chief supt. Of examination.•Room superintendent.•Invigilators•Group D staff

Conclusion

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