EVAL, DOCU

• Evaluating


  An ongoing and terminal process in which the client, the nurse, and often the support persons determined what has been learned
• Conducting an evaluation


  1. Determining the focus of evaluation

  2. Designing the evaluation

  3. Conducting the evaluation

  4. Determining methods to analyze and interpret data collected

  5. Reporting results and summary findings from data collected

  6. Using evaluation results
• Determining the focus of evaluation


  The first and most crucial step in planning any evaluation. Guides evaluation design, conduct, data analysis and reporting of result
• Components of evaluation focus

  • Audience
  • Purpose
  • Questions to be asked
  • Scope
  • Resources
• Process (Formative) evaluation


  Purpose is to make necessary adjustments to an educational activity as soon as they are identified
• Outcome (Summative) evaluation


  Purpose is to determine the effects of teaching efforts. Measures the changes that result from teaching and learning
• Content evaluation


  Purpose is to determine whether learners have acquired the knowledge or skills taught during the learning experience
• Impact evaluation


  Purpose is to determine the relative effects of education on the institution or the community
• Total program evaluation


  Purpose is to determine the extent to which all activities for an entire department or program over a specified time meet or exceed the goals originally established
• Documentation of the teaching process is essential, for this provides a legal record that the teaching took place and communicates the teaching to other health professionals
• What to document in patient teaching

  • The patient's learning needs, styles and readiness to learn
  • The patient's current knowledge about his/her condition and health care management
  • Learning objectives and goals as determine by both nurse or the patient
  • Information and skills, you have taught
  • Teaching methods used
  • Objective reports of patient and family responses to teaching
  • Evaluation of what the patient has learned and how learning was observed to occur
• Evidence-based practice (EBP)


  The conscientious use of current best evidence in making decisions about patient care
• EBP involves the following 5 steps

  • Form a clinical question to identify a problem
  • Gather the best evidence
  • Analyze the evidence
  • Apply the evidence in clinical practice
  • Assess the result
• Examples of EBP in daily practice of nursing

  • Infection control
  • Oxygen use in patient with COPD
  • Intravenous catheter size and blood administration
• Types of research used in EBP

  • Randomized controlled trials (RCT)
  • Evidence gathered from cohorts, case-control analysis or observational studies
  • Opinions from clinical experts that are supported by experiences, studies or reports from committee
• Practice-based evidence


  The systematic collection of data about client progress generated during treatment to enhance the quality and outcome of care
• Practice-based evidence is the integration of best research evidence with clinical expertise and patient values
• Evaluating


  An ongoing and terminal process in which the client, the nurse, and often the support persons determined what has been learned
• Conducting an evaluation


  1. Determining the focus of evaluation

  2. Designing the evaluation

  3. Conducting the evaluation

  4. Determining methods to analyze and interpret data collected

  5. Reporting results and summary findings from data collected

  6. Using evaluation results
• Determining the focus of evaluation


  The first and most crucial step in planning any evaluation. Guides evaluation design, conduct, data analysis and reporting of result
• Components of evaluation focus

  • Audience
  • Purpose
  • Questions to be asked
  • Scope
  • Resources
• Process (Formative) evaluation


  Purpose is to make necessary adjustments to an educational activity as soon as they are identified
• Outcome (Summative) evaluation


  Purpose is to determine the effects of teaching efforts. Measures the changes that result from teaching and learning
• Content evaluation


  Purpose is to determine whether learners have acquired the knowledge or skills taught during the learning experience
• Impact evaluation


  Purpose is to determine the relative effects of education on the institution or the community
• Total program evaluation


  Purpose is to determine the extent to which all activities for an entire department or program over a specified time meet or exceed the goals originally established
• Documentation of the teaching process is essential, for this provides a legal record that the teaching took place and communicates the teaching to other health professionals
• What to document in patient teaching

  • The patient's learning needs, styles and readiness to learn
  • The patient's current knowledge about his/her condition and health care management
  • Learning objectives and goals as determine by both nurse or the patient
  • Information and skills, you have taught
  • Teaching methods used
  • Objective reports of patient and family responses to teaching
  • Evaluation of what the patient has learned and how learning was observed to occur
• Evidence-based practice (EBP)


  The conscientious use of current best evidence in making decisions about patient care
• EBP involves the following 5 steps

  • Form a clinical question to identify a problem
  • Gather the best evidence
  • Analyze the evidence
  • Apply the evidence in clinical practice
  • Assess the result
• Examples of EBP in daily practice of nursing

  • Infection control
  • Oxygen use in patient with COPD
  • Intravenous catheter size and blood administration
• Types of research used in EBP

  • Randomized controlled trials (RCT)
  • Evidence gathered from cohorts, case-control analysis or observational studies
  • Opinions from clinical experts that are supported by experiences, studies or reports from committee
• Practice-based evidence


  The systematic collection of data about client progress generated during treatment to enhance the quality and outcome of care
• Practice-based evidence is the integration of best research evidence with clinical expertise and patient values