Evaluation of a Baccalaureate Nursing Program by Alumni and of Alumni by Their Supervisors

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.

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A comparative study of teacher directed and self directed methods of teaching clinical skills to undergraduate nursing students

Nixon

Morgan

BAppSc

et al. 1996

Int J of Nursing Practice

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A comparative study of teacher directed and self directed methods of teaching clinical skills to undergraduate nursing studentsThe undergraduate nursing degree has within its curriculum a practical component that enables students to gain the skills required to function effectively in the clinical setting. These skills are often taught in the laboratory setting using a structured teacher directed approach. This study used a 'post-test only' experimental design to compare clinical skills acquisition (both cognitive and psychomotor) of students participating in two different teaching-learning modalities: (i) teacher directed; and (ii) self directed learning. The sample consisted of 59 year 2 nursing students enrolled in the acute care subject. The results demonstrated that, although students acquired a variety of skills by participation in either method of teaching-learning, those who undertook self directed learning showed a higher level of competency. The reasons for this difference require further investigation.

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Evaluation of a Baccalaureate Nursing Program by Alumni and of Alumni by Their Supervisors

Cited by 5 publications

References 3 publications

Systematic review of program evaluation in baccalaureate nursing programs

Systematic review of program evaluation in baccalaureate nursing programs

Programme evaluation in nursing education: the state of the art

A comparative study of teacher directed and self directed methods of teaching clinical skills to undergraduate nursing students

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