Hes sas22

• Evaluation

  A systematic process that judges the worth or value of something
• Evaluation provides evidence that what nurses do as educators makes a value-added difference in the care they provide
• Evaluation ensures staff and students have knowledge, skills, and attitudes that demonstrate competencies to deliver safe, high-quality, evidence-based care
• Evaluation

  • A process
  • A critical component of other processes (Nursing process, Decision-making process, Education process)
  • A way to provide data to demonstrate effectiveness
  • The bridge at the end of one process that guides direction of the next
• Steps in Evaluation

  1. Focus

  2. Design

  3. Conduct

  4. Analyze and interpret

  5. Report

  6. Use
• The results of evaluation are useless if they are not used to guide future action
• Evidence-based practice (EBP)

  Conscientious use of current best evidence in making patient care decisions
• Evidence from research

  External; intended to be generalized
• Internal evidence

  Generated by quality improvement project or EBP with specific population
• Practice-based evidence (PBE)


  Systematic data collection about client progress generated during treatment to enhance care quality and outcomes
• Assessment


  Initially gathering, summarizing, interpreting, and using data to decide a direction for action
• Evaluation


  Gathering, summarizing, interpreting, and using data after an activity has been completed to determine the extent to which an action was successful
• Evaluation (INPUT) and Assessment (OUTPUT)
• Determining Evaluation Focus

  • Audience
  • Purpose
  • Questions
  • Scope
  • Resources
• Evaluation Models

  • Process (Formative)
  • Content
  • Outcome (Summative)
  • Impact
  • Total Program
• Five Levels of Learner Evaluation

  • Level 0: Learner's participation and readiness to learn
  • Level I: Learner's dissatisfaction and satisfaction during intervention
  • Level II: Learner's performance and attitude in daily setting (Long-term; outcome)
  • Level III: Learner's maintained performance and attitude (Ongoing impact)
  • Level IV: Learner's performance and satisfaction after intervention (Initial process)
• Designing the Evaluation

  • Needs a level of rigor (precision, exactness, logical organization)
  • Depends on the questions to be answered, the complexity of the scope, and how results will be used
• Evaluation vs. Research

  Evaluation is audience specific and conducted to make decisions, while research is generic and conducted to generate new knowledge
• Evaluation Methods

  • What types of data will be collected (complete, qualitative/quantitative)
  • From whom or what will data be collected (participants, caregivers, representatives, documents, preexisting databases)
  • How, when, and where will data be collected (observation, interview, questionnaire, test, record review, secondary analysis)
  • By whom will data be collected (learner, educator, evaluator, trained data collector)
• Designing the Evaluation: Evaluation Instruments

  • Conduct evaluations using existing instruments when possible
  • Instrument selection steps (literature search, critique, measure performance exactly, documented reliability and validity, affordable, feasible, minimal training)
• Designing the Evaluation: Evaluation Barriers

  • Lack of focus clarity
  • Lack of ability
  • Fear of punishment or loss of self-esteem