Multiwave Formative Evaluation of a Retention Program for Minority Nursing Students: Intended Effects, Unintended Consequences, and Remedial Actions

Chen, Huey T.; Morosanu, Liliana; Bellury, Lanell M.; Kimble, Laura P.

doi:10.1177/1098214018803595

Cited by 4 publications

(2 citation statements)

References 14 publications

(18 reference statements)

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“…Having conducted three formative evaluation waves (Chen et al, 2019) for the nursing retention program, we were very clear on program structure and service delivery protocols. We found some issues, but we couldn't see clearly upstream to understand the underlying factors and conditions fueling these issues.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Proactive Evaluation: The Program Stress Test

Chen

Morosanu

Bellury

et al. 2021

American Journal of Evaluation

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Intervention programs are open systems that must withstand the disturbances of the environments in which they are implemented if they are to thrive. Stakeholders can benefit from proactive insights related to potential program malfunction or failure. Evaluators have not developed approaches to serve this preventive function. This study proposes the program stress test as a holistic, preventive approach to program evaluation, aiming to identify vulnerable areas at risk of failure, and to suggest preventive strategies. The stress test can be used in the planning stage of a program (called ex-ante stress test), or during the implementation stage (called ex-post stress test). This study illustrates an ex-post test. The authors introduce its concept, methodology, research steps, and application to a student retention program, including findings of structural and functional issues, as well as solutions proposed by participants. The authors call the evaluators’ attention to the need to expand the traditional scope of evaluation, to include future-focused assessments.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Proactive Evaluation: The Program Stress Test

Chen

Morosanu

Bellury

et al. 2021

American Journal of Evaluation

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“…Feedback loop 2 : The theory-driven evaluation (TDE) approach to program evaluation provided the theoretical basis for assessing the relationships among the intervention, mechanisms, and outcomes. 26 Arguably, novel interventions should produce the results (or outcomes) that stakeholders desire if the theoretical foundation assumptions of the interventions are correct, and the proposed mechanisms are conducive to outcomes achievement. TDE was used to assess whether participants progressed toward desired outcomes at midcourse and graduation, by assessing the mechanisms and expected outcomes.…”

Section: Evaluation Approach and Designmentioning

confidence: 99%

Evaluation of the Processes and Outcomes of a Physician Leadership Program: The Continuous Feedback Loop Design

Gascon

Chen

Morosanu

et al. 2022

J Contin Educ Health Prof

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Introduction:Physicians assume leadership roles in their health care organizations and practices often without support or training. The Physicians Leadership Academy provides integrated leadership seminars, mindfulness training, and executive coaching in a 10-month curriculum to physicians across area organizations.Methods:Program evaluators responded to stakeholders' need for continuous program improvement by developing a continuous feedback loop evaluation design incorporating a program monitoring system and a theory-driven program evaluation. Given the size of the 2019 to 20 cohort (n = 19), a one-group pretest/posttest design was used to assess the mechanisms of the program (mindfulness and wellbeing) along with knowledge development, emotional intelligence, and personal and professional growth. The assessments used a combination of published and administrator-developed assessments to address the unique aspects of the program. Doing such ensured continuous improvement and sustainability for the program.Results:The cohort of physicians demonstrated significant engagement and learning across the curriculum, improved mindfulness, and improved capacity of the providers to affect their health care system and communities.Conclusions:The utility of the program was demonstrated through quantitative and qualitative analyses. Implications of the methodology for future evaluations of program developments are discussed.

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