ASSESSMENT AND EVALUATION

• Systematic process that judges the worth or value of something.

  Evaluation
• Efficiency and effectiveness

  Evaluation
• Part of the nursing process, nursing practice-decision making process, and education process.

  Evaluation
• The use of current best evidence in making decisions about patient care.

  Evidence-based practice
• Evidence that is collected with particular attention to its relevance under the constraints of real-world practice.

  Practice based-evidence
• Input

  Assessment
• Output

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

  Assessment
• Involves gathering, summarizing, interpreting, and using data after an activity has been completed to determine the extent to which an action was successful.

  Evaluation
• Guides evaluation design, conduct, data analysis, and reporting of results.

  Focus of evaluation
• The need to determine the focus of evaluation since it is the first and most crucial step.

  Focus of evaluation
• Used for conceptualizing, or classifying, educational evaluation into different categories or levels.

  RAS Evaluation Model
• Provides a visual of five basic types of evaluation in relation to one another based on focus, purpose, related questions, scope, and resources available.

  RAS Evaluation Model
• Make adjustments to an educational activity as soon as they are identified. Helps the nurse anticipate and prevent problems before they occur.

  Process (Formative) Evaluation
• Limited in scope of content and time frame or specific learning experience like class or workshop.

  Process (Formative) Evaluation
• Determine whether learners have acquired the knowledge or skills taught during the learning experience. It is used to focus on how the teaching-learning process affected immediate, short-term outcomes.

  Content Evaluation
• Limited to a specific learning experience and to specifically stated objectives for that experience.

  Content Evaluation
• Determine the effects of teaching efforts. It measures the changes that result from teaching and learning. This occurs after teaching has been completed or after an educational program has been carried out.

  Outcome (Summative) Evaluation
• Longer time period than content evaluation

  Outcome (Summative) Evaluation
• Determine the relative effects of education on the institution or the community. It is utilized to obtain information that will help decide whether continuing an educational activity is worth its cost.

  Impact Evaluation
• Boarder, more complex, and usually more long term.

  Impact Evaluation
• Determine the extent to which all activities for an entire department or program over specified time meet or exceed the goals originally established.

  Total Program Evaluation
• Broad, generally focusing on overall goals rather than on specific learning objectives, complex (both teacher and learner plus educational activity)

  Total Program Evaluation
• How detailed the evaluation should be?

  Design Structure
• Evaluation versus

  Research
• 1. Types of Data to Collect
  2. What data to collect and from whom?
  3. How, when, and where to collect data?
  4. Who collects data?

  Evaluation Methods
• 1. Lack of clarity
  2. Lack of ability
  3. Fear of punishment or loss of self-esteem

  Barriers to Evaluation
• These items are useful for testing objectives involving statements of facts, rules, principles, values, beliefs, and opinions of examinees.

  True or False Items
• They are useful for objectives which ask who, when, or what; in situations where a number of homogenous items are available as attractive answers to a given question; or when a problem is presented from which there are a number of correct solutions but only one best solution.

  Multiple choice questions
• These are relatively easy to construct as long as you restrict yourself to material that loads itself well to this item. They are considered economical, since they can sample a wide range of material with shorter test space utilized and can be scored quickly.

  Matching-type item
• Examinees are asked to list or arrange information in proper order or sequence. They are best utilized in situations that require chronology of life cycles, clinical manifestations, reactions in a series, and the schedule of treatment.


  Rank in order test items
• 1. Conduct a pilot test first.
  2. Include extra time.
  3. Keep a sense of humor.

  Steps in conducting the evaluation
• 1. Focused on the audience
  2. Stick to the evaluation purpose
  3. Use data as intended

  Report Evaluation Results