N 584 Module 6: Curriculum and Program Evaluation

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N 584 Module 6: Curriculum and Program Evaluation

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Start by reading and following these instructions:

You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.

Discussion Question:

Please respond to ONE of the following prompts:

  • Justify the use of a total assessment tool/package to measure the development of students’ critical thinking skills throughout a nursing program and upon graduation. Which type of evaluation is more important to curriculum development—formative evaluation that measures processes and progress along the way, or summative evaluation that measures outcomes and the final end product? Explain your rationale.

OR

  • To what extent could the simulated/standardized patient assessment format be applied to other clinical performance situations in nursing education? Give the pros and cons for its use for each situation.

When you are ready for the discussion, do the following:

  1. Click on the discussion link above.
  2. Start your answer by clicking “Start a New Thread” button with the title of your answer and the body of text following the guidance above.
  3. To properly post your answer, please click on the “Post” button.
  4. After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.

To reply to a classmate’s post:

  1. Click on the title of another student’s post.
  2. Click “Reply to Thread” and type your response to the student.
  3. Click the “Post” button to post your reply.

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

N 584 Module 6 Curriculum and Program Evaluation

N 584 Module 6 Curriculum and Program Evaluation

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussions and any insights gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Assignment:

Critical Thinking Exercises :

Case Study #1: Jasmine University School of Nursing 

Faculty of Jasmine University School of Nursing have worked diligently to develop a new curriculum. Although they considered the advantages of an upper-division nursing program, they decided to continue with their 4-year integrated curriculum. The new curriculum is based in phenomenology, feminism, and humanism, with a strong emphasis on community-based nursing. However, hospital-based practice remains a feature of the curriculum. Concurrent with the introduction of the new curriculum will be a fifty percent increase in the class size from 100 to 150.

For more than 35 years, university students have had on-campus classes from Monday to Wednesday, with hospital-and community-based clinical practice on Thursday and Friday, during the day. Other nursing programs in the city have had clinical experiences at other times.

As they discuss phasing out the existing curriculum and introducing the redesigned one, faculty identify a significant problem with clinical placements. Currently, fourth-year students have an experience on maternal-infant units in the fall semester. In the changed curriculum, this experience is scheduled in the fall and winter semesters of the second year (75 students in each semester). Both groups have 2 days of clinical experience each week. This means that for 2 consecutive years, 100 fourth-year students and 75 second-year students require placements on the same units on the same days in the fall semester. In addition, the popularity of home births, discharges from hospital, 8–24 hours after delivery, and city-wide hospital restructuring, will lead to a 40% decrease in the number of family birthing rooms.

  1. What are the logistical considerations in this case?
  2. What options are possible to address this situation?
  3. What are the likely implications for students, faculty, and clinical agency personnel for each of the options proposed?
  4. Should faculty reconsider the design of the new curriculum? Justify whether or not they should.
  5. In what ways can faculty prevent situations such as this when a revised curriculum is being planned and implemented?

Case Study #2 

A national nursing accrediting body has notified you that your program is due for reaccreditation in 3 years. What steps must you take to be prepared for the accreditation team? Develop a plan of action to evaluate and document student and program outcomes, and organize the documents obtained.

  1. Based on the best evidence, choose an evaluation model and evaluation tools, develop a method to track outcome evidence, and a plan to delegate certain evaluation components.
  2. Develop a timeline and action plan.
  3. Discuss your timeline, action plan, and impact of accreditation with at least two other students.
  4. What are the evaluation obstacles facing your nursing program and what plan do you have to overcome these obstacles?

N 584 Module 6: Curriculum and Program Evaluation

Curriculum and Program Evaluation

Module 6 begins with an analysis of the theories, concepts, and models that apply to the evaluation of nursing education programs. Evaluation is a means of appraising data or placing a value on data gathered through one or more measurements. The evaluation process involves a systematic series of actions including identification of a clear purpose, the time frame, and the evaluator. Models or frameworks can be used to guide the process, choice of instruments, data collection methods, and reporting procedures. Results must be interpreted and reported accurately. Finally, after analysis, the findings must be used to further improve or refine the curriculum or program.

 

Time Requirements:

The amount of time required to complete assignments in this module is approximately 17 to 20 hours.

 

Objectives:

After completing this module, students should be able to:

  • Evaluate common theories, concepts, and models for their application to program and curriculum evaluation
  • Review contractual and logistical arrangements essential in curriculum implementation and evaluation
  • Analyze several models of evaluation for their utility as master plans of evaluation
  • Apply several models of evaluation to the assessment of nursing programs and curricula
  • Examine the implications for faculty, curriculum committees, students, and employers from implementing an evaluation model.
  • Analyze the various forms of accreditation and typical accreditation processes that are used to indicate that a program meets specific standards and criteria.
  • Outline a plan for accreditation, developing a timeline, and providing for involvement of faculty, students, and other stakeholders in the self-study and site visit.

 

 Learning Materials:

  • Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. (Chapters 24, 25, and 28)
  • Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. (Chapters 11 and 12)
  • Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. (Chapters 14 and 15)

PowerPoint:

  •  (Iwasiw): Planning Curriculum Implementation
  •  (Iwasiw): Planning Curriculum Evaluation

Summary:

Nursing faculty are responsible for evaluating student learning, course, curriculum, and program outcomes as well as their own teaching practices. They are accountable to students, peers, administrators, employers, and society for the effectiveness of the nursing program. The purpose of this module was to present an overview of the process by which nursing faculty can evaluate these outcomes and report results to stakeholders. This module delineated a step-by-step evaluation process including the use of models; selection of instruments; data collection procedures; and the means to interpret, report, and use findings. Results can be used to make decisions about improvement in student learning; faculty performance; and course, curriculum, and program quality. The over-arching purpose of this module was to provide information on how to conduct comprehensive evaluation of nursing education programs.

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