Evaluation of Educational Process In Nursing Education
What are Objectives of Nursing Education
The primary objectives of nurse educators, then, should be to nourish clients, mentor staff, and serve as teachers, clinical instructors, and preceptors for nursing students. They must value their role in educating others and make it a priority for their patients, fellow colleagues, and the future members of the profession. As the ancient Chinese (author unknown) proverb says “Provide a man a fish and he may eat for a day. “Teach a man to fish and he may eat for a lifetime.”
As Johaun Jackson (2015), a student in a nurse educator course, recently stated, this mantra speaks to the sacred and honorable act of teaching-imparting knowledge to others and empowering them to no end and there can be no higher calling that that of an educator.The Education Process Defined The education process is a systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations: teaching and learning.
Characteristics of Educational Process
This process forms a continuous cycle that also involves two interdependent players, the teacher and the learner. Together, they jointly perform teaching and learning activities, the outcome of which leads to mutually desired behavior changes. These changes foster growth in the learner and, it should be acknowledged, growth in the teacher as well. Thus, the education process is a framework for a participatory, shared approach to teaching and learning (Carpenter & Bell, 2002; Kelo, Eriksson, & Eriksson, 2013).
The education process is similar across the practice of many of the health professions. In fact, it can be compared to the nursing process because the steps of each process run parallel to the steps of the other. The education process, like the nursing process, consists of the basic elements of assessment, planning, implementation, and evaluation (Ward, 2012; Wingard, 2005). The two are different in that the nursing process focuses on the planning and implementation of care based on the assessment and diagnosis of the physical and psychosocial needs of the patient.
The education process, in contrast, focuses on the planning and implementation of teaching based on an assessment and prioritization of the client's learning needs, readiness to learn, and learning styles (Carpenter & Bell, 2002).The outcomes of the nursing process are achieved when the physical and psycho social needs of the client are met. The outcomes of the education process are achieved when changes in knowledge, attitudes, and skills occur. Both processes are ongoing, with assessment and evaluation perpetually redirecting the planning and implementation phases.
If mutually agreed on outcomes in either process are not achieved, as determined by evaluation, the process can and should begin again through reassessment, re-planning, and re-implementation.
Teaching Techniques and Educational Process
Note that the actual act of teaching or instruction is merely one component of the education process. Teaching and instruction-terms that are often used interchangeably are deliberate interventions that involve sharing information and experiences to meet intended learner outcomes in the cognitive, affective, and psychomotor domains according to an education plan. Teaching and instruction, both one and the same, are often thought of as formal, structured, organized activities, but they also can be informal, spur-of-the-moment educational sessions that occur during conversations and incidental encounters with the learner.
Evaluation of Educational Process by ASSURE Model
Whether formal or informal, planned well in advance or spontaneous, teaching and instruction are nevertheless deliberate and conscious acts with the objective of producing learning (Carpenter & Bell, 2002; Gregor, 2001) (cognitive, effective, and psycho motor) can be met through the process of education. The ASSURE model is a useful paradigm originally developed to assist nurses to organize and carry out the education process (Rega, 1993). This model is appropriate for all health professional educators.
The acronym stands for
A:Analyze the learner
S:State the objectives
S:Select the instructional methods and materials
U:Use the instructional methods and materials
R:Require learner performance
E:Evaluate the teaching plan and revise as necessary
Give your opinion if have any.