Academic literature on the topic 'Continuing Nursing Education Program Evaluation'
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Journal articles on the topic "Continuing Nursing Education Program Evaluation"
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Jho, Mi Young, and Miyoung Kim. "Development of the Program Evaluation Measurement of Continuing Nursing Education Programs." Journal of Korean Academy of Nursing 43, no. 2 (2013): 236. http://dx.doi.org/10.4040/jkan.2013.43.2.236.
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Doherty-Restrepo, Jennifer L., Brian J. Hughes, Gianluca Del Rossi, and William A. Pitney. "Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?" Athletic Training Education Journal 4, no. 3 (July 1, 2009): 117–24. http://dx.doi.org/10.4085/1947-380x-4.3.117.
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Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influence both CPE program development and evaluation. Data Sources: We conducted a review of pertinent literature from 2005–2008 using the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various combinations: andragogy, adult education, continuing education, continuing professional education, lifelong learning, and evaluation. This search resulted in approximately 190 hits. Data Synthesis: We reviewed research studies that examined CPE effectiveness and the application of adult learning theories in program development. Our findings revealed that most CPE programs fail to assess acquisition or retention of knowledge in allied healthcare professions. To date, no studies in athletic training have investigated the extent to which CPE influences patient care. Conclusions/Recommendations: We suggest conducting learning outcome studies to examine how ATs acquire and retain CPE program content and then apply it to their professional practice. Furthermore, we recommend incorporating adult learning theory into all CPE practices, including conference planning.
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Dickinson, Glenda R., William L. Holzemer, and Elizabeth Nichols. "Evaluation of an Arthritis Continuing Education Program." Journal of Continuing Education in Nursing 16, no. 4 (July 1985): 127–31. http://dx.doi.org/10.3928/0022-0124-19850701-07.
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Connors, Helen R. "Impact Evaluation of a Statewide Continuing Education Program." Journal of Continuing Education in Nursing 20, no. 2 (March 1989): 64–69. http://dx.doi.org/10.3928/0022-0124-19890301-06.
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Sowell, Richard, Greg Seals, Barbara Wilson, and Carole Robinson. "Evaluation of an HIV/AIDS Continuing Education Program." Journal of Continuing Education in Nursing 29, no. 2 (March 1998): 85–93. http://dx.doi.org/10.3928/0022-0124-19980301-11.
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Borim, Bruna Cury, Ulisses A. Croti, Patricia C. Silveira, Carlos H. De Marchi, Airton C. Moscardini, Patricia Hickey, and Kathy Jenkins. "Development and Evaluation of a Continuing Education Program for Nursing Technicians at a Pediatric Cardiac Intensive Care Unit in a Developing Country." World Journal for Pediatric and Congenital Heart Surgery 8, no. 6 (November 2017): 694–98. http://dx.doi.org/10.1177/2150135117731724.
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Background: The nursing profession faces continuous transformations demonstrating the importance of professional continuing education to extend knowledge following technological development without impairing quality of care. Nursing assistants and technicians account for nearly 80% of nursing professionals in Brazil and are responsible for uninterrupted patient care. Extensive knowledge improvement is needed to achieve excellence in nursing care. The objective was to develop and evaluate a continuing education program for nursing technicians at a pediatric cardiac intensive care unit (PCICU) using a virtual learning environment entitled EDUCATE. Methods: From July to September 2015, a total of 24 nursing technicians working at the PCICU at a children’s hospital located in the northwestern region of São Paulo state (Brazil) fully participated in the continuing education program developed in a virtual learning environment using Wix platform, allowing access to video classes and pre- and post-training theoretical evaluation questionnaires outside the work environment. The evaluation tools recorded participants’ knowledge evolution, technological difficulties, educational, and overall rating. Results: Knowledge development was descriptively presented as positive in more than 66.7%. Content and training were considered “excellent” by most participants and 90% showed an interest in the use of technological resources. Technical difficulties were found and quickly resolved by 40% of participants including Internet access, login, and lack of technical expertise. Conclusion: The continuing education program using a virtual learning environment positively contributed to the improvement in theoretical knowledge of nursing technicians in PCICU.
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Dunker, Kimberly N. Silver, and Karen Manning. "Enhancing quality and safety in clinical teaching: Statewide live continuing education program for adjunct clinical nursing faculty." Journal of Nursing Education and Practice 8, no. 7 (March 9, 2018): 78. http://dx.doi.org/10.5430/jnep.v8n7p78.
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The nursing faculty shortage is being filled by adjunct clinical faculty with no classroom teaching experience. These novice faculty members must undergo a socialization and orientation process (onboarding), when transitioning into the academic environment. To support orientation, the Live Continuing Education Program for Adjunct Clinical Nursing Faculty (LCEP-ACNF), a competency-based 4.0-hour continuing education unit program for novice clinical faculty was used. In this study, the LCEP-ACNF was tested in a statewide sample of clinical faculty. For this mixed-methods study a convenience sample of faculty members (N = 312) from all nursing programs in one northeast state was recruited. All 312 participants completed pretest competency-based evaluation and a demographics sheet. Participants’ (N = 312; n = 162) posttest scores were significantly higher than their pretest scores (Z = 11.10, p < .01). Eight interviews were conducted and the themes emerged were, communication with other faculty members on clinical teaching, orientation strategies, student evaluation and feedback strategies, and mentorship issues for novice clinical faculty. Evaluation results for the LCEP-ACNF were overall positive, including the need for more continuing education offerings, mentorship, and teaching strategies. The results suggest an increased need for clinical faculty development and orientation, a need for developing the clinical coordinator role and mentorship for all novice clinical faculty. Lastly, the LCEP-ACNF should be offered twice a year, regionally and nationally.
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Hockenberry, Marilyn, Tadala Mulemba, Aisha Nedege, Kitsiso Madumetse, and Jennifer Higgins. "Distance-Based Education for Nurses Caring for Children With Cancer in Sub-Saharan Africa." Journal of Pediatric Oncology Nursing 37, no. 5 (July 13, 2020): 321–29. http://dx.doi.org/10.1177/1043454220938355.
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Nursing specialization in the care of children with cancer provides the foundation for implementing successful childhood cancer and blood disorder treatment programs throughout the world. Excellence in nursing education is at the center of all that is needed to maximize cures for children with cancer in low- and middle-income countries (LMIC). While the burden of childhood cancer care is the highest in LMIC, opportunities for continuing nursing education and specialization are extremely limited. Capacity-building programs using distance-based learning opportunities have been successful in sub-Saharan Africa and provide insight into successful, continuing professional development. The Global Hematology-Oncology Pediatric Excellence (HOPE) program part of Texas Children’s Hospital in Houston, Texas, has developed and implemented a distance-based training program designed for nurses working in sub-Saharan Africa. Following a needs assessment, Global HOPE developed a program using both the Moodle (modular object-oriented dynamic learning environment) distance-based learning platform and computer notebooks that hold the course content. The program teaches basic principles of nursing care for a child with cancer and has been implemented in Malawi, Uganda, and Botswana. Courses are taught using a modular approach and core competencies are established for each module. Frequent teaching sessions using Zoom and WhatsApp reinforce independent learning experiences. Formal course evaluation includes written pre- and posttests, self-competency assessments, and simulated checkoffs on essential pediatric oncology nursing competencies. The success of this distance-based learning program emphasizes the importance of formal training for nurses in LMIC to become full-time specialists in pediatric oncology nursing.
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Karaman, Selcuk, Sevda Kucuk, and Melike Aydemir. "Evaluation of an online continuing education program from the perspective of new graduate nurses." Nurse Education Today 34, no. 5 (May 2014): 836–41. http://dx.doi.org/10.1016/j.nedt.2013.09.006.
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Horiuchi, Shigeko, Yukari Yaju, Miki Koyo, Yumi Sakyo, and Kazuhiro Nakayama. "Evaluation of a web-based graduate continuing nursing education program in Japan: A randomized controlled trial." Nurse Education Today 29, no. 2 (February 2009): 140–49. http://dx.doi.org/10.1016/j.nedt.2008.08.009.
Full textDissertations / Theses on the topic "Continuing Nursing Education Program Evaluation"
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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.
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Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators and the revised Bloom's Taxonomy were used as the conceptual frameworks for this study. The Director of the Nursing Program and 9 faculty members participated. Data were collected from a review of documents, 2 focus groups, faculty-maintained diaries, and an interview. During data analysis, categories were identified and themes emerged, revealing the key findings. Using a single method alone to assess student learning limited the opportunity for formative assessment, the ability to assess higher order thinking, and the development of metacognition on the part of students. To assist faculty in creating assessments of student learning that would address these themes, a 3-day faculty professional development project followed by 4 monthly lunch and learn sessions was designed. Providing additional faculty development in assessment methods may promote positive social change as it may ultimately increase the retention of qualified students to meet the demand for registered nurses within the community.
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Butler, Mollie. "The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16510.
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Dissertation (PhD)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The Saudi Arabian Government has implemented a nation-wide policy to prepare its people for the workforce and has directed that the Saudi Council for Health Specialties (SCHS) be established. Under the SCHS umbrella the Saudi Nursing Board (SNB) has been formed for the purpose of regulating the nursing profession. While Saudi Arabia has for many years been dependent on the international community for nurses, it is now establishing its own nursing workforce. One challenge for the SCHS and the SNB is to ensure that practice standards are developed, since ultimately nursing practice affects the quality of the patient services and patient health outcomes. The Saudi nursing profession has a responsibility to develop its social mandate and provide a full range of services to the Saudi public. Systems and education programmes are required for all aspects of the regulatory process, including continuing professional development. Effective regulation systems are not based on a “one size fits all” approach. Furthermore, nurses need to insist on high quality education to develop both basic and ongoing competence and should be able to depend on the profession for social status and credibility. The purpose of this research was to develop, implement, validate and evaluate a continuing professional development learning programme for nurses working in Saudi Arabia. The learning programme was built from a vision of nurses (regardless of country) engaging in lifelong learning for the purpose of ensuring quality patient care and population health. The development of a continuing professional development learning programme is an initial step in fulfilling the need for educational structures to support standards of practice. The overall outcome of the research was functional by nature in that the knowledge of continuing professional development in nursing was generated and applied to nursing practice in Saudi Arabia. In view of the nature of the question, a mixed methodology was selected. Although the qualitative aspect was dominant, both the qualitative and quantitative aspects were used simultaneously. The design included exploratory and descriptive aspects. Furthermore, the researcher employed qualitative methods to develop, implement and evaluate the provisional learning programme and quantitative methods to validate the provisional programme, resulting in a partial explanation of the research phenomenon. The primary theoretical drive was inductive, as the purpose was to discover rather than to test the learning programme contents. Botes’ Research Model and King’s Theory of Goal Attainment were utilised. They complemented each other, as they both support a comprehensive, dynamic scientific approach to learning (health) outcomes influenced by the quality of nursing practice and practice environment. The research, which was outcomes–based, was carried out in the context of quality patient care (population health) and nursing practice situated within the Saudi Arabian setting, where the nursing regulatory system is emerging. As the questionnaire mean ( X ) results revealed scores of 3.0 to 3.9, data saturation was achieved during the first round of the Delphi technique. Fourteen experts from six different countries were asked to validate the provisional learning programme, which was duly done. The programme was implemented in a tertiary research hospital in Saudi Arabia. Formative and summative evaluations were also conducted. The results of the implementation and evaluation affirmed the effectiveness of the learning programme. Boyer’s Model for Scholarship was used to triangulate the research findings. These results formed the basis for the recommendations and final summary. The five broad recommendations that emerged from the research were that nurses should take on self-regulatory and leadership responsibilities; that they should engage in continuing professional development collaboration; that the nursing profession’s self-regulation responsibilities be acknowledged; that a healthy (quality) workplace environment be ensured; and that further research be done in this field.
AFRIKAANSE OPSOMMING: Die regering van Saoedi-Arabië het ʼn landwye beleid geïmplementeer om die mense van die land vir die arbeidsmag voor te berei en het opdrag gegee vir die stigting van die Saudi Council for Health Specialties (SCHS,) ʼn raad wat spesifiek met gesondheidsdienste gemoeid is. Die Saoedi Raad vir Verpleging (Saudi Nursing Board oftewel SNB) is tot stand gebring met die doel om die verpleegdiens in die land te reguleer. Nadat Saoedi-Arabië vir baie jare van die internasionale gemeenskap vir verpleegkundiges afhanklik was, word ʼn eie verpleegkorps nou in die land gevestig. Een van die uitdagings waarmee die SCHS en die SNB te kampe het, is die noodsaaklikheid om te verseker dat standaarde vir die praktyk ontwikkel word, aangesien die verpleegpraktyk inderdaad die gehalte van pasiënte-diens en gesondheidsuitkomste beïnvloed. Die verpleegberoep in Saoedi-Arabië is daarvoor verantwoordelik om sy maatskaplike mandaat te ontwikkel en ʼn volledige reeks dienste aan die mense van die land beskikbaar te stel. Stelsels en opvoedkundige programme is nodig vir alle aspekte van die reguleringsproses. Dit sluit voortgesette professionele ontwikkeling in. Vir ʼn reguleringstelsel om werklik doeltreffend te wees moet dit op spesifieke behoeftes gerig wees en kan een stelsel nie aan al die vereistes van diverse instellings voldoen nie. Dit is noodsaaklik dat verpleegkundiges op onderrig van ʼn hoë gehalte aandring ten einde basiese en voortgaande bevoegdheid te ontwikkel. Daarbenewens behoort hulle op die beroep te kan steun vir sosiale status en geloofwaardigheid. Die doel van hierdie navorsing was om ʼn voortgesette leerprogram vir die professionele ontwikkeling van verpleegkundiges wat in Saoedi-Arabië werk, te ontwikkel, te implementeer, te valideer en te evalueer. Die leerprogram het onstaan uit ʼn visie van verpleegsters (ongeag hulle land van oorsprong) wat hulle met lewenslange leer besig hou met die doel om diens van ʼn hoë gehalte aan pasiënte asook bevolkingsgesondheid te verseker. Met die ontwikkeling van ʼn leerprogram vir voortgesette professionele ontwikkeling is die eerste stap gedoen om in die behoefte aan opvoedkundige strukture ter ondersteuning van praktykstandaarde te voorsien. Die algehele uitkoms van die navorsing was funksioneel van aard deurdat die kennis van voortgesette professionele ontwikkeling in verpleging deur die verpleegpraktyk in Saoedi-Arabië gegenereer en ook daarop toegepas is. Vanweë die aard van die navorsingsvraag is besluit om ʼn gemengde metodologie, dit is kwalitatiewe en kwantitatiewe aspekte gelyktydig te gebruik, met die kwalitatiewe aspek as die dominante metode. Sowel verkennende as beskrywende aspekte is in die ontwerp ingesluit. Daarbenewens het die navorser kwalitatiewe metodes gebruik om die voorlopige leerprogram te ontwikkel, te implementeer en te evalueer, en kwantitatiewe metodes om die voorlopige program te valideer. Die navorsingsverskynsel is deur middel van ʼn gedeeltelike verklarende metode ontleed. Die primêre teoretiese dryfkrag was induktief, aangesien dit die doel van die navorsing was om die leerprogram se inhoud te ontdek eerder as om dit te toets. Daar is van Botes se Navorsingsmodel en King se Teorie van Doelbereiking (Theory of Goal Attainment) gebruik gemaak. Hulle het mekaar aangevul aangesien albei ʼn omvangryke, dinamiese wetenskaplike benadering tot leer- (gesondheid-) uitkomste, wat deur die gehalte van verpleegpraktyk en die praktykomgewing beïnvloed word, ondersteun. Die navorsing, wat uitkomsgebaseerd was, is uitgevoer binne die konteks van pasiëntediens van gehalte (bevolkingsgesondheid) en verpleegpraktyk, gesetel in die Saoedi-Arabiese milieu, waar die reguleringstelsel vir verpleegkunde aan die ontwikkel is. Data saturasie is reeds bevestig tydens die eerste rondte van die Delphi tegniek met gemiddelde tellings van ( X ) 3,0 en 3,9. Die navorsingsontwerp is daardeur verder versterk. Veertien deskundiges van ses verskillende lande is gevra om die voorlopige leerprogram te valideer, wat hulle ook gedoen het. Die program is in ʼn tersiêre navorsingshospitaal in Saoedi-Arabië geïmplementeer. Formatiewe en summatiewe evaluering is gedoen en die resultate van die implementering en evaluering het die doeltreffendheid van die leerprogram bevestig. Boyer se Wetenskaplikheidsmodel (Model for Scholarship) is gebruik om die navorsingsbevindinge te staaf. Hierdie resultate het die grondslag gelê vir die aanbevelings en die finale opsomming. Die vyf breë aanbevelings wat uit die navorsing voortgekom het was dat verpleegkundiges selfregulerende en leierskapverantwoordelikhede aanvaar; dat hulle aan samewerkingsaksies ten opsigte van voortgesette professionele ontwikkeling deelneem; dat die verpleegberoep se verantwoordelikhede ten opsigte van selfregulering erken word; dat ʼn gesonde (gehalte-) werkomgewing verseker word; en dat verdere navorsing op hierdie gebied gedoen word.
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Simmons, Joanne Stephanie. "The Development and Validation of a Novice Nurse Decision-Making Skills Education Curriculum." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3512.
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Novice nurses (NNs) are entering critical care environments with limited knowledge, skills, and decision-making expertise. They are expected to care for complex patients in a dynamic healthcare setting. The research question for this project examined whether NNs improve their knowledge and skills by participating in a nursing decision-making skills curriculum. The purpose of the project was to develop and validate a nursing decision-making skills education curriculum working in an intermediate critical care unit. Taba's instructional theoretical model was used to guide the new curriculum development along with current evidence based practice found in the current literature. Scaffolding approach theory encouraged the use of more knowledgeable peers or educators to assist NN with skill acquisition. Project participants consisted of 5 local learning specialists in critical-care nursing with a minimum of a bachelor's of science degree in nursing as well as national certifications. Upon curriculum review completion, each of the 5 specialists were asked to complete a 5-point Likert scale survey to evaluate the content of the newly developed curriculum. Descriptive analysis was completed on the survey data. Three of the 5 learning specialists agreed and 2 strongly agreed that the program met its stated objectives. Three of the learning specialists strongly agreed and 2 agreed that the course content was relevant to NNs' day-to-day roles and that the material and resources facilitated the development of decision-making skills. Adjunct NN education may promote positive social change by providing an effective strategy for improving decision-making skills among NNs, potentially leading to improved patient outcomes in a healthier community with a skilled healthcare workforce.
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Holtzinger, Pamela Susan. "Nonfatal Strangulation Continuing Education Program for Forensic Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7301.
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Patients experiencing nonfatal strangulation during intimate partner violence (IPV) are suffering the consequences of unrecognized injuries and delayed life-threatening medical sequela. Forensic nurses offer expertise in the physical assessment and documentation to a variety of assault victims including those impacted by IPV. This project addressed whether an educational program on nonfatal strangulation increased the knowledge and assessment skills of forensic nurse examiners. The purpose of this doctoral project was to develop a continuing education program on the topic of nonfatal strangulation for forensic nurse examiners. The project design was created using Knowles's adult learning theory principles. The content outline was guided by the International Association of Forensic Nurses Nonfatal Strangulation Toolkit as well as input from content experts on nonfatal strangulation. The evaluation of the project was through pre- and posttest scores. The nonfatal strangulation continuing education training resulted in a statistically significant increase in participants' posttest scores (z-value= -3.064; p value =.002) indicating that the training material and teaching modality positively affected the participants test scores. This continuing education program on nonfatal strangulation increased knowledge of forensic nurse examiners and its application in the field might contribute to positive social change by increasing the identification of IPV and providing appropriate intervention.
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Dunn, Kristina Ann. "Nursing Informatics Competency Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3985.
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Currently, C Hospital lacks a standardized nursing informatics competency program to validate nurses' skills and knowledge in using electronic medical records (EMRs). At the study locale, the organization is about to embark on the implementation of a new, more comprehensive EMR system. All departments will be required to use the new EMR, unlike the current policy that allows some areas to still document on paper. The Institute of Medicine, National League of Nursing, and American Association of Colleges of Nursing support and recommend that information technology be an essential core competency for nurses. Evidence of the need for nursing informatic competencies was found through a literature search using CINHAL, Proquest Nursing, Medline, and Pubmed search lines. Concepts searched were competencies, nursing informatics, health information technology, electronic health record, information technology literacy, nursing education, information technology training, and curriculum. The Staggers Nursing Computer Experience Questionnaire was distributed to 300 nurses practicing within the hospital setting to obtain baseline data on current nursing computer knowledge and skill level. This validated tool was created by Nancy Staggers in 1994 and used in other process improvement efforts similar to this one. The assumption was that nursing competency levels with computers were varied through the hospital. The data obtained from the questionnaire, through Zoho Survey tool, confirmed this assumption and were used to help create the education, support, and competency plan for the future. Data was analyzed through the built-in reports and interactive charts that the Zoho survey tool provides. The new EMR and all the new processes that come with it will be the framework of nursing care. Having competent nurses in the use of the EMR will optimize the quality of patient care delivered.
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Weekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.
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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.
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Divine, Allison. "Admissions Criteria and First-Year Completion Rates in an Associate Degree Nursing Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5850.
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Students in associate degree nursing (ADN) programs in the United States experience high attrition rates in the first year. The purpose of this quantitative correlational study was to examine the relationship between preadmission factors and first-year ADN program completion rates at one college in the south central United States. Constructivist theory provided the framework for the study. Archival data for 228 students from one ADN program were analyzed using binary logistic regression. Results indicated a statistically significant association between prerequisite grade point average (GPA) and first-year program completion. An increase in the number of incoming students ages 25 years and younger was also noted. The professional development project focused on educating nursing faculty to assist students with lower GPAs to be successful. A second component of the project addressed teaching modalities targeted to millennial and Generation Z learners. Findings may be used to increase the number of nurse graduates at the study site, which may improve health care and economic development in the local community.
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Grissom, Charles Michael. "Behavior modeling : the evaluation of a program to develop conflict management skills." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618482.
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The purpose of this study was to determine if the behavior modeling approach to training could be used effectively to teach managers conflict management skills. The researcher explored whether behavior modeling training made a significant difference in the participants' conflict management behaviors and whether videotaped feedback to participants enhanced their gain scores.;Forty-eight managers from an industrial organization in central Virginia were the subjects for this study. The managers were invited to participate following a needs assessment identifying conflict management as a skill deficit.;The design used for this study was a combination of the pretest-posttest control group design and the posttest only control group design. Subjects were randomly assigned to one of the two experimental treatment groups: Group I--behavior modeling training/no video feedback (N = 24) and Group II--behavior modeling training/video feedback (N = 24). Each group was broken into two sub-groups (N = 12). One received a pretest and posttest, the other received a posttest only. The eight dependent variables Describe the Problem, Ask for Reasons and Listen Attentively, Define Needs, Generate Alternatives, Evaluate Alternatives, Select an Alternative, Follow-up, and Overall Rating, were collected using assessment center methodology.;It was hypothesized that (1) behavior modeling would be an effective approach for training managers in conflict management skills, and (2) that videotaping participants' role plays for use as feedback would produce greater gains than behavior modeling without videotaped feedback.;It was concluded that behavior modeling training significantly improved scores on the eight dependent measures. However, behavior modeling training with videotaped feedback had no additional effect on the dependent measures.
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Cooley, Janet, Lisa Gunderson, and Jacqueline Tate. "Creation, Delivery, and Evaluation of a Malignant Melanoma Continuing Education Program for Pharmacists." The University of Arizona, 2006. http://hdl.handle.net/10150/624522.
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Class of 2006 AbstractObjectives: To create, deliver, and evaluate a malignant melanoma continuing education (CE) seminar for pharmacists. Methods: A CE program was developed and presented to educate pharmacists about skin cancer prevention, specifically malignant melanoma, and their role in prevention through patient counseling. All practicing pharmacists who attended the CE program were asked to fill out a knowledge indicator and assess their comfort level in counseling patients about sun safety before and after the program. The participants also answered questions addressing how often they counsel patients on sunscreen use, their personal experience with skin cancer, preferred CE format, previous CE attendance, sex, age, practice site, hours worked per week, and years since graduation from pharmacy school. Results: The survey instrument was completed by 84 pharmacists. The average score on the pre-test knowledge indicator was 4.95 ± 0.39 and the average score on the post-test knowledge indicator was 7.81 ± 0.39. This was a significant improvement (p < 0.01). There was a significant increase in participant comfort level when counseling patients about sun safety after attending the CE program (p < 0.01). Personal experience with skin cancer did not have a significant effect on the pre-test knowledge indicator scores, however it was associated with the knowledge indicator change score (p < 0.01). Completion of previous skin cancer CE programs did not have a significant effect on the pre-test knowledge indicator score or the change score. Conclusions: Pharmacists who attended the CE program improved their knowledge indicator scores when tested about malignant melanoma and sun safety. Many participants felt more comfortable counseling patients about sun safety and felt their counseling on sun safety would change as a result of attending this CE program.
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Goerke, Leah Flores. "A Summative Program Evaluation of Online and Hybrid Military Professional Development Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3161.
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Instructors at a U.S. Military School transitioned traditional courses used for professional development (PD) of military and civilian personnel to fully online and hybrid formats that combine online and face-to-face instruction. No evaluation of student satisfaction or instructor experiences during the transition has been conducted. The purpose of this sequential mixed methods summative program evaluation was to evaluate hybrid and online delivery of 2 PD courses by analyzing student satisfaction data and instructor experiences. This study was grounded in Knowles, Holton, and Swanson's adult learning theory and Anderson's and Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of the PD courses, and interviews with 4 instructors who taught the courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences. Student satisfaction narrative and instructor interview data were analyzed using thematic analysis and axial coding to find themes. There were no significant differences in student satisfaction ratings among course delivery methods. The courses were not relevant to jobs, contained little interaction, and identified technology challenges as common themes in the student comments and the instructor interviews. Based on the findings of this study, an evaluation report was drafted with recommendations to incorporate job-related activities, interactive teaching strategies, and technology orientation sessions for future course transitions. This endeavor may contribute to positive social change by informing military officials and faculty to guide future course transitions from traditional to online and hybrid delivery.
Books on the topic "Continuing Nursing Education Program Evaluation"
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Beginning reflective practice. Cheltenham: Nelson Thornes, 2003.
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Swihart, Diana. Nurse preceptor program builder: Tools for a successful preceptor program. 2nd ed. Marblehead, MA: HCPro, 2007.
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Assessing needs in continuing education: An essential tool for quality improvement. San Francisco: Jossey-Bass, 1995.
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Rice, Simpson Kathleen, Creehan Patricia A, and Association of Women's Health, Obstetric, and Neonatal Nurses., eds. AWHONN's competence validation for perinatal care providers: Orientation, continuing education, and evaluation. Philadelphia: Lippincott Raven, 1998.
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Evaluation in nursing staff development: Methods and models. Rockville, Md: Aspen Systems Corp., 1985.
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Grieder, Timothy M. Demographic profile of students enrolled in the Colorado Statewide Extended Studies Program. Denver, Colo. (1300 Broadway, Denver 80203): Colorado Commission on Higher Education, 1991.
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Library, Wyoming State. Wyoming 2003-2007 program evaluation, Library Services and Technology Act. Cheyenne, WY: Wyoming State Library, 2007.
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Fish, Della. An evaluation of practice-based learning in continuing professional education in nursing, midwifery and health visiting. London: English National Board for Nursing, Midwifery and Health Visiting, 1991.
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Bond, Chambers Susan, and Hechenberger Nan B, eds. Strategic planning, marketing, and evaluation for nursing education and service. New York, NY: National League for Nursing, 1989.
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Vineyard, Edwin. Survey of higher education leaders on continuing education needs of Oklahoma adults: A partial report of a statewide assessment study performed under the auspices of a Kellogg Foundation grant to the Oklahoma Higher Education System Foundation. [Oklahoma]: Oklahoma Network of Continuing Higher Education, 1991.
Find full textBook chapters on the topic "Continuing Nursing Education Program Evaluation"
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Millar, Douglas B. "A Conceptual Framework for the Evaluation and Development of the Agent Persona in the Adele Web Based Medical Continuing Educational Program." In Electronic Business and Education, 175–87. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1497-8_8.
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Antonsen, Kjersti Natvig, and Janne Kristin Hofstad. "Simulating Preoperative Preparations with Focus on Non-technical Skills in an OR Nursing Education Program in Norway." In How Can we Use Simulation to Improve Competencies in Nursing?, 37–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_4.
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AbstractThis chapter describes the planning, implementation, and evaluation of non-technical skills simulations in an operating room (OR) nursing program in Norway. Three scenarios of preoperative preparations in the OR were simulated, each of which was followed by facilitated debriefing sessions. These sessions consisted of three phases: description, analysis, and application. To achieve the highest standard of care and ensure patient safety in the OR, it is necessary for Norwegian OR nurses to be proficient in the responsibilities and functions of both circulating and scrub nurse roles, including teamwork and non-technical skills. With respect to the three domains of educational purpose—qualification, socialization, and subjectification—the simulation activities aimed to enhance knowledge, ability, and understanding of non-technical skills in the OR, thus socializing the students to their new profession while also encouraging their independence. The Norwegian adaptation of the Scrub Practitioners’ List of Intraoperative Non-Technical Skills (SPLINTS-no) behavioral rating tool was used by the students for reflection and learning throughout the teaching activities. The majority of participants agreed or fully agreed that the three phases of debriefing were helpful for their learning. Simulation of non-technical skills in the preoperative OR can therefore be a valuable learning experience for OR nursing students, through the use of both low- and high-fidelity simulations in partnership with nurse anesthetist students.
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"Simulation: Program Evaluation." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0156.
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Yuksekdag, Belgin Boz. "The Experts in Design of Distance Nursing Education." In Identification, Evaluation, and Perceptions of Distance Education Experts, 106–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8119-4.ch008.
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In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.
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"Program Evaluation and Accreditation." In Evaluation and Testing in Nursing Education. New York, NY: Springer Publishing Company, 2019. http://dx.doi.org/10.1891/9780826135759.0018.
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Keating, Sarah B. "Program Evaluation and Accreditation." In Curriculum Development and Evaluation in Nursing Education. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826174420.0012.
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Ervin, Susan M. "Program Evaluation and Accreditation." In Keating’s Curriculum Development and Evaluation in Nursing Education. 5th ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826186867.0014.
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Mark, Christine L. "Evaluating and Funding the Professional Development Program." In Adult and Continuing Education, 1685–705. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch097.
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Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.
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Clement, Nisha. "Program Evaluation and Review Technique." In Essentials of Management of Nursing Service and Education, 124. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12694_14.
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Anderson, Sheri, and Beth Oyarzun. "Multi-Modal Professional Development for Faculty." In Adult and Continuing Education, 958–80. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch054.
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This chapter describes a multi-modal faculty professional development program designed using the Analyze, Design, Development, Implement, and Evaluation process (ADDIE) and the Community of Learners model. The program includes a general training series, one-on-one trainings, on-demand training, as well as social events. The general training series is offered synchronously via face-to-face and webinar formats simultaneously. This training series is also offered asynchronously via training videos and slides that are published to a website. Additionally, the professional development program encourages faculty to support one another and share their experiences through social events and colloquiums. This multi-modal approach creates an adaptable and flexible environment that allows the professional development program to meet the needs of a diverse group of faculty.
Conference papers on the topic "Continuing Nursing Education Program Evaluation"
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Mourad, Shehab M., M. Iqbal Khan, and Waleed M. Zahid. "Assessment and Evaluation of the Civil Engineering B.Sc. Program – King Saud University." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p163.
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Mukhalalati, Banan, Ahmed Awaisu, Sara Elshami, Bridget Javed, Marwan Abu-Hijleh, Susannah Hart, Hiba Bawadi, Randa Almahasneh, Abdullatif Al-Khal, and Kristine Al-Amri. "Pilot Evaluation of the “Practice Educators’ Academy” Preceptor Development Program for Continuing Health Professional Education Programs in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0078.
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“The Practice Educators’ Academy Program” is an innovative educational intervention developed following a preceptor-focused needs assessment. This study evaluated the program’s effect on self-efficacy and knowledge amongst multi-disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University, Qatar. Additionally, the study assessed satisfaction with the program’s comprehensiveness, appropriateness, and relevance. The program’s effectiveness was assessed utilizing a pretest-posttest pilot intervention study with a single group of preceptors. Preceptor self-efficacy was assessed using the Preceptor Self-Efficacy Questionnaire, a validated 21-item questionnaire. Preceptor knowledge was assessed through a 25-item multiple-choice question test. Satisfaction with program content and delivery was assessed through a 14-item questionnaire with open comments. Participation of 30 preceptors in the self-efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest-to-posttest: 3.3-to-3.6, p= 0.001). Twenty-six preceptors completed the knowledge-based assessment, with a statistically significant increased posttest mean score (pretest-to-posttest: 10.2-to-15.7, p< 0.001). Participants indicated high levels of satisfaction with the program (average score= 4.42/5). Our findings suggest the pilot program is effective as demonstrated through a significant improvement in preceptors’ self-efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter-disciplinary integration.
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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.
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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.
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Al-Thani, Shaikha Saoud, Lolwa Al-Mohannadi, Meera Al-Khulifi, Doha Elsaman, Mark David, and Hebah Osama. "Complexity and Use in Building Evaluation (CUBE2): The Modular Case of the BCR Corridors at Qatar University." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0202.
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The BCR Corridors at QU are notorious for wayfinding difficulties of end-users in the building complex. These navigation problems appear to arise due to the repetitive similarity of individual parts in its modular design, highly localized impediments to readability and visibility such as shading device screens and temporary installations, and the relationship of those different parts composing the collective whole of the BCR Corridors to the immediate surrounding context of the QU campus (Figure 1). The purpose of the “Complexity and Use in Building Evaluation” research project (CUBE2: QUST-2-CENG-2019-12) is to build on the research success of the post-occupancy cluster in the first demonstration project (CUBE1: QUST-2-CENG-2018-9). It includes continuing to develop a detailed post-occupancy dataset of movement and space use in buildings at QU. The goal is to contribute positively to future design refinements, alterations, and design of new university buildings at QU. We want to help create a world-class center of education and research where space use, interaction, and innovation are tactically ‘woven’ into the design and planning of the campus at various scales of the built environment. In the CUBE1 study, Major et al. (2019) were able to graphically illustrate building program/use and movement/space use patterns. It included quantifying the relationship between movement and spatial layout, and the significance of other end-user activities such as sitting and interacting in the common areas of the QU Women’s Engineering Building. It also included identifying adaptive re-use of classrooms and storage spaces for laboratory and office uses, leading to a shortage of storage spaces in the building. There was a consistent relationship (R^2=0.68, p < 0.001) between sitting and interacting unrelated to accessibility or metric area, i.e., the availability of seating was the dominant factor for casual encounter, mostly of students. Finally, there was a weak but consistent relationship (R^2=0.38, p < 0.001) between spatial layout and movement flows using space syntax modeling when allowing for the strongly programmatic differences (classrooms versus faculty offices) in different wings of the building (Major et al., 2019) (Figure 2). The post-occupancy evaluation findings in the CUBE1 project were largely consistent with previous results of space syntax research over the last 30 years for generative layouts such as office buildings, colleges, and research laboratories. Those results include the generative role of spatial layout for movement and casual encounter in buildings, the prescriptive effects of strong programmatic aspects (in this case, classroom location and course schedules) in causing some spaces to over-perform/underperform for some types of uses, most usually movement, and the singular importance for the provision of seating to facilitate consistent and robust use of spaces whether at the building or urban level (Hillier and Penn, 1991; Hillier, 1996; Hillier et al., 1996; Major et al., 2019; Sailer et al., 2016).
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
Reports on the topic "Continuing Nursing Education Program Evaluation"
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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.
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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.