Evaluation of Curriculum In Nursing Education Introduction to Curriculum Evaluation
Curriculum evaluation is a crucial, systematic process aimed at continuously improving nursing curricula. It involves the gathering and analysis of data to ensure that the curriculum aligns with its objectives and to identify areas for enhancement (Card, Flannigan, & Clusky, 2004). This ongoing evaluation helps in refining educational strategies, improving student outcomes, and ensuring that the curriculum meets the evolving demands of the nursing profession.
Implementation of Evaluation
Effective curriculum evaluation is essential for maintaining high-quality nursing education. Nursing programs engage with various stakeholders, but their most critical contract is with society, which demands competent and safe care (Keating, 2006). Therefore, it is vital to assess nursing curricula regularly to confirm that they reflect state-of-the-art objectives and outcomes.
The integration of technology presents a new challenge to traditional nursing curricula. Online courses and asynchronous learning platforms can potentially undermine the curriculum’s original intent if not carefully managed. To address these challenges, the use of a theoretical framework to guide curriculum evaluation is recommended. This framework assists faculty in ensuring high-quality outcomes and adapting to new teaching modalities.
Models of Curriculum Evaluation
Several models exist for evaluating nursing curricula. One classic model is Tyler’s (1942) objectives model, which focuses on defining appropriate learning objectives, establishing useful learning experiences, organizing these experiences for cumulative effect, and evaluating and revising the curriculum based on effectiveness.
Another widely adopted model is the Context, Input, Process, and Product (CIPP) model developed by Stufflebeam and Shinkfield (2007). This model evaluates the curriculum from four perspectives:
- Context Evaluation: Assessing the need for the curriculum.
- Input Evaluation: Evaluating available resources.
- Process Evaluation: Checking if the program is implemented as planned.
- Product Evaluation: Determining whether the objectives have been met.
The CIPP model often serves as the foundation for other curriculum evaluation models in nursing education (Bradshaw & Lowenstein, 2007). It is crucial that the chosen evaluation method aligns with the curriculum model used.
Impact of Curriculum Evaluation
Continuous assessment of nursing curricula plays a significant role in informing stakeholders about the program’s quality and standards. Stakeholders include society, faculty, students, alumni, institutions, accrediting bodies, and councils of higher education (Keating, 2006). Effective reporting of data and subsequent changes enhances the credibility of the nursing school and its programs.
The design of a comprehensive evaluation plan is vital. This plan outlines the data to be collected, the frequency of collection, analysis methods, and handling of findings (Giddens & Morton, 2010). One recommended method for data collection is the use of questionnaires, which can gather feedback from students (exit surveys), alumni, and employers. Despite potential challenges like low response rates, advances in online survey technologies can improve participation (Jacobs & Koehn, 2004).
Schools typically control the timeline for data collection, which should occur every 1 to 3 years or in alignment with accreditation cycles (Keating, 2006). Timely analysis of the collected data facilitates prompt curriculum improvements. It is also important to store data securely, either in physical notebooks or electronically.
Who Evaluates Nursing Curricula
Nursing schools must establish a robust plan for curriculum evaluation. This plan should involve a dedicated evaluation committee comprised of experienced faculty members. Appointing a curriculum coordinator with extensive expertise is crucial for overseeing the committee’s work. The coordinator should mentor an associate coordinator to ensure continuity in case of their absence.
The committee is responsible for ensuring that the data collected align with the curriculum’s objectives, setting a collection timeline, analyzing the data, making recommendations, assisting in implementing changes, and securely storing the data. Faculty members play a vital role in this process by providing assessment data, exemplars of projects and papers, and insights into rapidly changing healthcare policies and practices.
Additionally, faculty input is valuable in designing and evaluating new curricula, such as those delivered online. The Chief Nursing Officer (CNO) of the school also plays a significant role, particularly in accessing institutional and benchmarking data from accrediting bodies (Gard et al., 2004; Giddens & Morton, 2010). As new educational delivery models emerge, especially those that are exclusively online, further research into curriculum evaluation methods is needed to ensure effective and relevant nursing education.
Conclusion
Curriculum evaluation is a fundamental aspect of nursing education that ensures programs remain effective, relevant, and of high quality. By employing various models and methodologies for evaluation, nursing schools can continuously improve their curricula to meet the demands of modern healthcare. Engaging all stakeholders in the evaluation process, utilizing appropriate data collection methods, and ensuring timely analysis and implementation of changes are key to maintaining the efficacy and credibility of nursing education programs. As education continues to evolve with technological advancements, ongoing research and adaptation in curriculum evaluation practices will be essential for preparing competent and skilled nursing professionals.