Nursing Educational Program Evaluation
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Program Evaluation Theories
Program evaluation theories are either method-oriented or
theory-driven, depending on underlying assumptions, preferred methodology, and
general approach. Method-oriented theories emphasize methods for conducting assessments,
while theory-driven approaches emphasize the theoretical framework for
developing and implementing assessments. The most popular approaches have been
method-oriented (Chen, 1990; Sha Dish et al., 1991).
Method-oriented approaches generally focus on the
relationship between program inputs and outputs and include an emphasis on a
preferred method for conducting program evaluation. Many of the method-oriented
approaches emphasize quantitative research methods. Some method-oriented
approaches recommend naturalistic or qualitative methods for conducting program
evaluation.
An example of a method-oriented quantitative theory of
program evaluation is the social science model of Rossi and Freeman (1993).
These authors believe that the use of experimental research methods will
produce the most effective program evaluation. The advantage of this approach
is that the measurement techniques must be reliable and valid even if an
experimental design is not used to perform the evaluation. One of the main limitations
of this approach is that the focus on methodology can distract evaluators from
other issues, such as B. Recognize the importance of the stakeholder
perspective. Furthermore, experimental designs are often difficult to apply to
some aspects of educational evaluation.
An example of a qualitatively method-oriented theory of
program evaluation is Guba and Lincoln's (1989) fourth-generation evaluation.
Guba and Lincoln advocate naturalistic methods for program evaluation. One
particular focus of their approach is the emphasis they place on integrating
stakeholder views into program evaluation. A key benefit of their approach is
that the use of qualitative methods allows evaluators 10 to gain a deeper
understanding of the strengths and limitations of the program in a given
context. The approach is limited in that it tends to overlook outcome
evaluation, which generally requires a more quantitative methodology.
Theory-based
approaches to program evaluation begin with the development of program theory.
Program theory is the framework that describes the elements of the program and
explains the relationships between the elements. With this approach, the
evaluation of the program should check whether the theory of the program is
correct and has been implemented correctly. If the program is unsuccessful in
achieving outcomes, a theory-driven approach allows the evaluator to determine
whether the program's failure is due to flaws in program theory or faulty
program implementation. The theory-based approach often requires a variety of
research methods, as evaluators select the most appropriate methodology to
answer evaluation questions (Chen, 1990).
The model based on Chen's theory (1990) is one of the most complete models for program evaluation. Although the model was designed to evaluate social service programs, it is adaptable to educational programs. Here is a brief description of the Chen Model, along with suggestions on how it might be adapted to an educational program. A more detailed application of Chen's model in developing a program evaluation plan for nursing education is provided later in this chapter.
In 2005, Chen provided practical guidelines for professional
evaluators to help them choose evaluation strategies in his publication,
Practical Program Evaluation. Chen modified some of the terms in his earlier
work, such as B. Replace the word tag "intervening variable" with the
tag "determinant." The general meaning of these terms has not
changed. Chen continues to call for theory-driven program evaluation, and the
supporters of his original model of program evaluation remain essentially the
same. In this chapter, the authors have chosen to retain the original language
of Chen's model published in 1990.
Theory-Based Program Evaluation
Chen (1990) defines program theory as a framework that identifies program elements, prides itself on the rationale for interventions, and describes the causal links between element interventions and outcomes. According to Chen, program theory is necessary to determine desired goals, what should be done to achieve desired goals, how actions should be organized, and what outcome criteria should be examined.
The theory of the program is normative or causal. The normative
theory is prescriptive and value-laden and defines what should happen. The
normative theory can be broken down into three main areas: treatment,
implementation environment, and outcome. Treatment theory defines the nature of
treatment and its measurement. Implementation environment theory defines the
environment in which processing is performed. Outcome theory defines the
desired goals and outcomes of the program (Chen, 1990).
The causal theory is descriptive, explaining how and why
program elements are related. Causal theory can be broken down into three main
areas: effect, mechanism of intervention, and generalization. The theory of
effects explains how the treatment affects the desired results. The
intervention mechanism describes the relationships between the causal processes
that link treatment to outcomes. Generalization theory describes how
evaluation results can be generalized and applied to other issues of interest
to stakeholders (Chen, 1990).
Chen defines program evaluation as the systematic collection
of empirical evidence to assess the consistency between normative and actual
program structures. Empirical evidence is needed to verify the program's
effect, its underlying causal mechanisms, and its level of generalization.
Through this systematic collection of evidence, the program can develop and
refine program structure and operations, understand and strengthen program
effectiveness and similarity, and facilitate policy-making (Chen, 1990).
Six types are derived from the six domains of program
theory. These six types of assessment are normative outcome (goals), normative
treatment, implementation environment (seven dimensions), impact (expected and
unintended outcomes), intervention mechanism, and generalization.
Evaluation Of The Normative Result (Goal)
The normative result evaluation tries to answer the question: "What do we want to achieve?" There are three main activities involved in this type of assessment. The goal disclosure assessment determines the goals and desired outcomes. Consensus on goal priority determines which goals and outcomes are considered most important by key stakeholders. The assessment of the feasibility of the goals assesses whether there is a match between the goals and the activities of the program. Program objectives are evaluated to determine if they cause difficulties in operating the program.
The evaluator works with stakeholders to develop a theoretical framework or program theory, to guide the choice of program goals, to define the appropriate activities through which to achieve the goals, and to establish the link between activities and program goals to explain. Methods for achieving a normative outcome assessment include stakeholder surveys and the use of focus groups.
Qualitative analysis can be used to compare and contrast program goals
and conceptual frameworks with the organization's mission. Although normative
outcomes assessment can take place after a program has been implemented, it
also provides a framework for initial program development (Chen, 1990). For an
educational program, the assessment of normative outcomes may involve
soliciting input from health care leaders on the program goals through focus
groups or advisory panels
Evaluation Of The Normative Treatment
Since the evaluation of the goal is completed, the
congruence of the programs between the expected and the delivered treatment
needs to be evaluated. The treatment provided should be compared to the
original program design to determine whether the treatment and surgeries
understand and reinforce the effectiveness and usefulness of the program and
facilitate policy making (Chen, 1990).
Six evaluation types are derived from the six domains of
program theory. These six types of assessment are normative outcome (goals),
normative treatment, implementation environment (seven dimensions), impact
(expected and unexpected results), intervention mechanism and general.
Give your opinion if have any.