NURS FPX 6111 Assessment 4 Program Effectiveness Presentation

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation

Student Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name:

Date

Program Effectiveness Presentation

Good afternoon, everyone. My name is _______, and in today’s presentation, we will delve into the effectiveness of the BSN program within which we have introduced a course, “Integrative Nursing: Comprehensive Approaches to Patient Care.”

Purpose

The primary purpose of this presentation is to illuminate the effectiveness of the BSN program and direct significant improvements for the nursing program to incorporate the designed course seamlessly. This evaluation is fundamental before incorporating a new course to ensure ongoing improvement. Assessing program effectiveness helps recognize strengths and weaknesses, ensuring the designed curriculum aligns with evolving healthcare needs and standards. This process assists in improving student outcomes, upholding accreditation requirements, and modifying the curriculum on emerging nursing practice trends (Balmer et al., 2020). Eventually, this systematic evaluation ensures that any new course introduced is informed by data-driven decision-making, fostering a self-motivated and receptive educational environment for aspiring nurses. 

The presentation flow is as follows:

1. We will discuss some philosophical approaches to the evaluation and evaluate the evidence used for explanation.
2. Present the program evaluation process steps and discuss the limitations interlinked with these steps. 
3. Articulate an evaluation framework/design for program evaluation and elaborate on the limitations associated with the framework/design. 
4. Describe the use of data analysis to promote the ongoing program evaluation process, followed by discussing the knowledge gaps and uncertainties where further information is essential. 

Philosophical Approaches to Evaluation

Educational philosophy presents several approaches that can be used to evaluate a program’s effectiveness. These approaches include pragmatism and constructivism. Pragmatism focuses on practical consequences and real-world application of the educational curriculum (Newton et al., 2020). In the context of BSN program evaluation, a pragmatic approach involves evaluating the program’s effectiveness according to its real-world implications on nursing students, faculty, and patient care outcomes. It stresses the need to apply theoretical knowledge in clinical settings practically. This approach helps educators evaluate their program outcomes and curriculum, ensuring they align with the needs of the dynamic healthcare landscape.

Additionally, the constructivist approach emphasizes the importance of active learning and reflective thinking (Abualhaija, 2019). A constructive approach revolves around assessing the program outcomes and curriculum, ensuring that it engages students’ participation, promotes critical thinking, and constructs their knowledge. This approach recognizes that effective nursing education goes beyond rote memorization. It cultivates a deeper understanding of theoretical concepts and the ability to apply knowledge in diverse clinical scenarios. 

Evaluation of the Evidence 

The explanation is grounded in an evidence-based approach using scholarly literature that underscores the importance of pragmatism and constructivism approaches. The articles utilized are credible based on their currency, relevance, and accuracy in describing the research topic. While the specific evidence related to BSN programs might vary, the outlined philosophical approaches within these articles reflect well-established principles in education and nursing that contribute to effective program evaluation and development. Thus, the evidence helps us understand and integrate the philosophical approaches into our program evaluation process. 

Program Evaluation Process

Further in our presentation, we will delve into the steps of the program evaluation process. Program evaluation requires a systematic approach to guarantee a structured and organized data collection process, ensuring comprehensive analysis and informed decision-making. These steps enhance the credibility of the evaluation and facilitate meaningful improvements in educational programs. The steps are as follows: 

• Purpose and Scope: The first step is to articulate the goals and objectives of the program evaluation. It involves establishing the capacity and identifying specific aspects that will be evaluated, such as curriculum, faculty effectiveness, program outcomes, and student learning objectives (Allen et al., 2022).
• Stakeholders Collaboration: The next step is to engage critical institutional stakeholders, including nursing educators, faculty, students, and accrediting bodies. This stakeholders’ collaboration is essential to include diverse perspectives and comprehensive insights into program evaluation, ensuring holistic improvements.
• Evaluation Indicators: Defining measurable indicators is an essential step in the process. It involves the development of evaluation criteria aligned with the program outcomes and student learning objectives (Balmer et al., 2020). 

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation

• Evaluation Design and Methods: The next step before collecting the data is identifying and selecting appropriate research designs. These designs may include experimental, quasi-experimental, or non-experimental. Furthermore, we select data collection methods like surveys, interviews, or observations. The selection is based on the evaluation indicators and evidence-based practices (Patel, 2021). 
• Data Collection and Analysis/Interpretation: Gather relevant data using selected methods. Moreover, in this step, we further analyze the collected data to draw conclusions regarding the program’s effectiveness and interpret the results in the context of the evaluation questions and measurable indicators. 
• Informed Decision-making: The evaluation results are applied to make informed decisions. This may involve adjusting the program outcomes, curriculum, faculty development, or overall program structure. 

Limitations

However, several limitations are associated with these steps. These include limited time constraints, minimal financial resources, and inadequate personnel. This limitation may impede comprehensive evaluation, failing to capture holistic aspects of the program’s effectiveness. Moreover, stakeholder perspectives may introduce subjectivity, leading to biased evaluations. For instance, stakeholders might show limited engagement in the evaluation process due to resistance to implementing the changes. This situation will impose a significant challenge by hindering the application of evaluation findings. 

Evaluation Design for Improvement

To evaluate our BSN program, we have selected the CIPP model as our evaluation design. According to Toosi et al. (2021), this model effectively assesses the educational program’s development to the implementation phase. CIPP is an acronym for context, input, process, and product. The “context” evaluates the external factors influencing the program, such as regulatory changes, environmental needs, and healthcare trends. This component guarantees that the program is relevant and aligned with healthcare objectives and dynamics of the industry. Input evaluation, as the second aspect, focuses on the resources allocated to the program. This includes faculty experience, curriculum materials, and other educational facilities, ensuring that the necessary inputs for effective education are available and utilized optimally.

The “process” component examines how the program is implemented, such as elaborating on teaching methods, student engagement, and the overall student learning experience. This step is crucial to identifying educational methods’ alignment with program outcomes and student expectations. The last component, the “product,” evaluates the program’s outcomes. The measures include students’ grades, competency development, and success in the professional field. This step assesses the overall effectiveness of the BSN program in producing competent and qualified nursing professionals (Toosi et al., 2021). Iterative use of the CIPP model will inform evidence-based decision-making related to the BSN program, directing ongoing improvement efforts to maintain program relevance and effectiveness. 

Limitations

While the CIPP model provides an inclusive framework for BSN program evaluation, it has certain limitations. Firstly, its exhaustive nature may pose challenges regarding time and resource intensity, making it less practical for institutions with limited budgets or constricted timelines (Finney, 2019). Additionally, apprehending expanded outcomes is a complex process due to the evolving nature of healthcare and nursing practice. Furthermore, the subjective nature of the context dimension may introduce bias. Despite these challenges, prudent adaptation and prioritization within the model can result in valuable insights for continuous program improvement.

Data Analysis for Ongoing Improvement

The ongoing program improvement is significantly impacted by effective data collection and analysis. To improve the BSN program, we employ several data analysis methods to ensure our program leads to excellence and abides by accreditation standards. Data analysis can foster ongoing improvement in these ways:

1. Identification of Strengths and Weaknesses: Through a systematic evaluation of quantitative and qualitative data, educators can gain insights into various program dimensions (Adams & Neville, 2020), including student performance, effectiveness of faculty teaching methods, and curriculum impact. Identifying strengths and weaknesses through the data analysis guides targeted interventions to improve teaching methods and make necessary adjustments in the program. Eventually, it will align with evolving healthcare needs. 
2. Compliance with Program Accreditation: Accreditation standards require specific data reporting. Data analysis ensures compliance with these requirements to exhibit that the program meets established standards and constantly works towards improvement (Al-Alawi & Alexander, 2020). 
3. Resource Optimization: Data analysis can allocate resources effectively based on identified needs, ensuring that financial investments align with areas that contribute to program success.

Data analysis is the cornerstone for program evaluation and ongoing improvement of our BSN program. It enables the university to make informed decisions, identify areas for improvement, and ensure alignment with evolving educational and healthcare requirements.

Uncertainties and Knowledge Gaps

While the explanation outlines the use of data analysis in evaluating the BSN program, it lacks specific examples of data collection and analytical methods. Further information on data analysis methods, such as quantitative or qualitative approaches, and the specific metrics used for assessing student outcomes and faculty performance would improve the understanding of the explanation. Additionally, knowing how our institution overcomes the challenges of data collection, analysis, and program evaluation would provide a more comprehensive perspective on the complexities involved in ongoing program evaluation and improvement.

Conclusion

In conclusion, promoting ongoing evaluation and improvement of our BSN program demands a holistic approach integrating diverse data analysis methods. This approach is essential to seamlessly incorporate the “Integrative Nursing: Comprehensive Approaches to Patient Care” course. Pragmatism and constructivism are effective philosophical approaches that may improve the evaluation results. Along with these approaches, the CIPP evaluation model directs systematic evaluation, providing a holistic overview of various aspects of our educational program. Embracing data-driven decision-making, institutions can navigate uncertainties, address knowledge gaps, and ultimately enhance BSN program outcomes in response to evolving educational and healthcare landscapes.

References

Abualhaija, N. (2019). Using constructivism and student-centered learning approaches in nursing education. International Journal of Nursing and Health Care Research, 5(7), 1-6. http://dx.doi.org/10.29011/IJNHR-093.100093 

Adams, J., & Neville, S. (2020). Program evaluation for health professionals: What it is, what it isn’t and how to do it. International Journal of Qualitative Methods, 19, 160940692096434. https://doi.org/10.1177/1609406920964345 

Al-Alawi, R., & Alexander, G. L. (2020). Systematic review of program evaluation in baccalaureate nursing programs. Journal of Professional Nursing, 36(4), 236–244. https://doi.org/10.1016/j.profnurs.2019.12.003 

Allen, L. M., Hay, M., & Palermo, C. (2022). Evaluation in health professions education—Is measuring outcomes enough? Medical Education, 56(1), 127–136. https://doi.org/10.1111/medu.14654 

Balmer, D. F., Riddle, J. M., & Simpson, D. (2020). Program evaluation: Getting started and standards. Journal of Graduate Medical Education, 12(3), 345–346. https://doi.org/10.4300/JGME-D-20-00265.1 

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation

Finney, T. L. (2019). Confirmative evaluation: New CIPP evaluation model. Journal of Modern Applied Statistical Methods, 18. https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=3568&context=jmasm 

Newton, P. M., Da Silva, A., & Berry, S. (2020). The case for pragmatic evidence-based higher education: A useful way forward? Frontiers in Education, 5. https://www.frontiersin.org/articles/10.3389/feduc.2020.583157 

Patel, M. S. (2021). Use of research tradition and design in program evaluation: An explanatory mixed methods study of practitioners’ methodological choices. University of Denver. https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=2965&context=etd 

Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, input, process, and product evaluation model in medical education: A systematic review. Journal of Education and Health Promotion, 10(1), 199. https://doi.org/10.4103/jehp.jehp_1115_20