Curriculum Evaluation LPN to BSN. Cheryl Painter University of Phoenix Assessment and Evaluation of Learning: HSN/552 Patricia Shannon March 29, 2008

Transcription

1 Curriculum Evaluation LPN to BSN Cheryl Painter University of Phoenix Assessment and Evaluation of Learning: HSN/552 Patricia Shannon March 29,

2 Overview Description of CIPP Model Choosing evaluators Context Input Process Product Summary 2

3 CIPP Model - Purpose Context Product CIPP Model Input Process 3

4 Choosing Evaluators Internal External Program Evaluation Committee Program Evaluation Standards Utility Feasibility Propriety Accuracy 4

5 Context Evaluation Mission congruent with goals Incongruence between course description and goals Some goals incongruent with curriculum Identifying the major pharmaceutical treatment modalities Utilizing therapeutic communication Formulating a formal teaching plan Program standards are being followed Academic Program Council participation CCNE accredited BON approved Instructor does not deliver a lecture 5

6 Input Evaluation Human Resources Physical Resources Faculty shortage MSN prepared Active RN license Experience in field Professional development Class size students Partnering Facility Flex Net classroom and online workshops Clinical Preceptor partnering institution Lacks formal instructional training Clinical Site Faculty CourseCompass website Clinical Conference Faculty Diversity White: 74% Minority: 26% Exceeds national average University library Librarian assistance Scholarly and peer reviewed articles 6

7 Input Evaluation cont 7

8 Process Evaluation Entrance and degree requirements Assessment of prior learning LPN license in good standing 63 required core sequence courses 57 lower division credits GPA 2.0 Curriculum based on biological, physical, and social sciences Emphasizes transition, critical thinking, and clinical skills Lack of cultural awareness in curriculum 8

9 Product Evaluation Quantity and quality of feedback is acceptable Formative evaluation Midpoint evaluation: Pass/Fail Summative evaluation Final clinical evaluation: Pass/Fail Proficiency checklist for clinical evaluation Provided weekly NCLEX questions Student surveys of faculty members are completed after each course. Did not consistently meet required 90% pass rate for NCLEX for nine years Faculty and student development 9

10 Summary of Strengths Strengths of the curriculum Comprehensive, formative/summative feedback/evaluation Mission congruent with goals Program standards met: BON approval, CCNE accreditation Experienced and diversified Flex-Net faculty Small class sizes and abundant /flexible resources Operating within approved budget Course sequencing and program entrance criteria evident 10

11 Summary of Weaknesses/Plan Weaknesses of curriculum Lack of lectures and direct class time for several topics Incongruence: course description, curriculum, and goals Inadequate NCLEX pass rates for nine consecutive years Clinical preceptor lacks formal instructional training Needs an action plan Action Plan Integrate topics that address goals and other indicators Clinical preceptor requirements: BSN, NHCE Apply BON recommendations/goals Include a lecture as a teaching mode 11

12 References Bible, C., Chisari, C., & Calkins, M. (2004). On the state of the art of approval/accreditation processes in boards of nursing. National Council of State Boards of Nursing [NCSBN]. Retrieved March 28, 2008, from Billings, D.M., & Halsted, J.A. (2005). Teaching in nursing: A guide for faculty (2nd ed.). [University of Phoenix Custom Edition e-text]. Retrieved March 18, 2008, from University of Phoenix, Resource, HSN/552 Assessment and Evaluation of Learning Web site: Singh, M. (2004). Evaluation framework for nursing education programs: Application of the CIPP Model. International Journal of Nursing Education Scholarship, 1(1), Article 13. Retrieved March 28, 2008, from 12

13 References Standards for accreditation of baccalaureate and graduate nursing programs. (2003). American Association of Colleges of Nursing [AACN].Retrieved March 28, 2008, from Suhayda, R. & Miller, J. (2006). Optimizing evaluation of nursing education programs. Nurse Educator, 31(5), Retrieved March 28, 2008, from ProQuest Database. University of Phoenix [UOP]. (2007a). Factbook. Retrieved March 28, 2008, from University of Phoenix [UOP]. (2007b). Annual report. Retrieved March 28, 2008, from 13

14 References University of Phoenix [UOP]. (2008). Student catalog. Retrieved March 28, 2008, from University of Phoenix [UOP]. (2003). Nursing management of the medicalsurgical client II UniModule. Retrieved March 28, 2008, from University of Phoenix, Resource, HSN/552 Assessment and Evaluation of Learning Web site: Why regulation matters. (2007). National Council of State Boards of Nursing [NCSBN]. Retrieved March 28, 2008, from 14