Short-term and Long-term Curriculum Evaluation  NURS FPX 6107 Assessment 3 Curriculum Evaluation

by Posted on

 

For an effective evaluation of the curriculum, both short-term, as well as long-term evaluations, should be carried out. The short-term evaluation is carried out for a relatively shorter period and is usually carried out by taking feedback from students. The feedback and information collected from the students help in making required changes in the curriculum. While long-term evaluation is a more detailed and comprehensive process that is carried out for a longer span and special experts are recruited to do critical analysis. A special panel is comprised of nursing educators, healthcare professionals, and curriculum managers which will help in the identification of gaps and make changes after careful analysis (Aslan & Sağlam, 2017).

There are many types of evaluation based on the timeframe which include formative, summative, process, impact, and outcome evaluation. Formative evaluation is a type of short-term evaluation that evaluates the curriculum during its stages of implementation. The main advantage of it is that process carried out is recent, therefore, accurate changes can be implemented and there is sufficient time to improve the areas in students learning. However, making judgments before the completion of curriculum implementation is not right and has intrusive nature. Different techniques can be employed in this kind of learning. For example, teachers can conduct a ten-minute test to analyze the outcomes and progress of the curriculum. Most of the nursing institutes are using the standards practices of the Assessment Technology Institute which involves special tests each semester that helps in the identification of competencies and gaps in the curriculum (Schildkamp, 2020).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

The summative evaluation is a kind of long-term evaluation that involves the collection of information, and relevant data at the end of the nursing program. It covers the whole process of curriculum implementation and evaluation from the start to the end. It involves the evaluation of initial objectives and then measures at the end to what extent those objectives have been met. It assures that all the processes have been implemented and the course curriculum is completed and provides the final results. This type of evaluation involves using different methods such as surveys, interviews, and pilot scale tests as well. As a result, critical analysis is performed and revisions are made if needed (Ismail et al., 2022).

Process evaluation is another kind of short-term evaluation in which activities of the curriculum and RN to BSN program are monitored and measured. It makes sure that the curriculum is delivered to a particular target population and that stakeholders involved in curriculum implementation are satisfied with the ongoing process. It also involves the evaluation of materials and resources allocated for evaluation and makes sure that these resources meet the requirements of the population (Mousavinasab et al., 2020).

Impact evaluation is a form of short-term evaluation comprising a span of six months which determines the immediate effect of the study program on the students. It monitors the alignment of objectives with curriculum development and immediately determines the impact of the curriculum after its implementation (Oermann, 2019). The outcome evaluation is a type of long-term evaluation that measures the long-term outcomes and impacts of the curriculum. It measures whether the objectives of the curriculum have been met or not and which factors have contributed to achieving the improved outcomes (Themes, 2017).

Process for Implementation of Evaluation 

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Both types of evaluation involve fundamental steps that carry out the complete process of evaluation and contain important steps that are as follow:

  • Identification of the root cause of evaluation of curriculum.
  • Identification of timeline for evaluation.
  • Determination of when the evaluation has to be done.
  • Selection of evaluators of the curriculum.
  • Selection of framework and model adopted for evaluation.
  • Collection of information and feedback after evaluation.
  • Interpretation of the obtained results of evaluation.
  • Costs and resources for evaluation.
  • Reporting of results of the evaluation.

Evidence-based Concepts of Nursing Theories and Practices 

NURS FPX 6107 Assessment 3 Curriculum Evaluation

The curriculum development at the Cinncinati University for RN to BSN program can be carried out more precisely through the integration of evidence-based theories, concepts, and practices. International institutions for nursing focus on the development of a curriculum that is based on evidence-based practices. The evidence-based concepts will help nursing students grasp best practices and implement them in clinical settings to improve healthcare outcomes. With the help of evidence-based concepts, nursing students will be able to identify a problem comprehensively, then find the best credible source of evidence-based practices. After finding the best practices they will implement them for patient care and will report the results of adopted practices.

Abu Baker et al., have reported the positive impacts of the integration of evidence-based practices and theories in the curriculum. EBP helps in minimizing the gaps and areas of uncertainty in the curriculum and education program of nursing. It is the main source of standardizing nursing clinical practices, improving the outcomes in patient care, and providing treatment at reasonable costs by reducing the extra charges. The Institute of Medicine (IOM) has considered EBP a core component of the nursing curriculum. The Accreditation Commission for Education in Nursing (ACEN) has elaborated on using evidence-based theories in the curriculum to develop professional competencies and skills in nursing students (Abu-Baker et al., 2021).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

There are three main levels of introducing evidence-based practices and concepts in the nursing curriculum. The first level involves conducting clinical workshops and activities. The second level is characterized by didactics in the classroom aided by clinical activities. The third level is teaching in a stand-alone way (Horntvedt et al., 2018).

Different theories can be used in the implementation of evidence-based practices in the nursing curriculum. For example, Rogers’ theory of diffusion of innovation and cognitive theory in learning. Roger’s theory states that innovations and advancements should be introduced and the latest ideas should be integrated into evidence-based practices that are further incorporated into the nursing curriculum. It focuses on updating the nursing curriculum from time to time to equip the nursing program with advanced and accurate knowledge. The social cognitive theory focuses on the interaction between nursing students and nursing educators that develops a cognitive base to adopt best practices in clinical settings. The evidence-based practices will be integrated into the nursing curriculum of the RN to BSN program and will guide the nursing students to excel as experts in the healthcare profession and enhance outcomes in patient care (Ramis et al., 2019).

Accreditation Body for Curriculum 

NURS FPX 6107 Assessment 3 Curriculum Evaluation

The accreditation in the nursing curriculum assures that content in the nursing program meets all the criteria and fulfills the requirement of nursing students. Accreditation aims at serving the role of quality assurance in education. It ensures that students select the most authentic institutes and nursing programs for education. Accreditated curricula and institutes have the opportunity to seek resources and funds from national and federal authorities. There are three main governing bodies for accreditation of nursing curriculum in the United States. The first one is Accrediting Commission for Education in Nursing (ACEN) and the second accreditation structure is Commission for Nursing Education Accreditation (CNEA). The third accreditation body in nursing curriculum is the Commission on Collegiate Nursing Education (CCNE). American Nursing Association (ANA) has also set standards for the evaluation of nursing curricula. These accreditation bodies make sure that all the standards and criteria have been met in the nursing program. They ensure that the curriculum of nursing is the latest and up-to-date. These accreditation bodies validate the nursing practices added to the curriculum and focus on adding evidence-based practices in nursing. The most appropriate accreditation body for RN to BSN programs is CCNE. Its mission is to provide guidelines on nursing education. It has set specific standards for bachelor’s and graduation in the nursing curriculum. The accreditation bodies make sure that the curriculum is meeting fulfilling and achieving the goals of the nursing institution. The National Council Licensure Examination for Registered Nurses has set the criteria to secure admission to nursing programs (Themes, 2020).

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Certain standards should be met as set by the accreditation body for the nursing program which is as follow:

  • The mission of the institute and the effectiveness of the curriculum.
  • Outcomes of curriculum and resources for the nursing curriculum.
  • The services for students and their learning requirements.
  • The plan for assessment of outcomes and progress in the curriculum.
  • Qualification of faculty and leadership in academics.
  • Criteria for admission and enrollment in the nursing program.
  • Final policies and refunds for the nursing curriculum.
  • Governance of the institute.

CCNE evaluates the content of the nursing curriculum and then approved it for implementation in the institute. Before admission to the nursing program RN to BSN at Cincinnati University, the student should check whether the selected program and curriculum are approved by CCNE. The evaluation of the curriculum carried out by CCNE results in the implementation and delivery of nursing content at a large scale. The CCNE can suggest fundamental revisions in the curriculum of nursing students and then those changes should be implemented. Otherwise, legal actions are taken against the organization.

CCNE has a direct role in determining the quality of curriculum and improving the quality to achieve better outcomes in education. It will make sure that the nursing curriculum has appropriate and valid content and faculty are using the right methodologies in pedagogy, and nursing institutes are making contributions in meeting the student’s needs (Themes, 2020).

Conclusion 

NURS FPX 6107 Assessment 3 Curriculum Evaluation

Curriculum evaluation is the most important process in the development of a curriculum which guarantees the success of the curriculum. The evaluation provides a summary of standards and requirements that the designed courses at Cinncinati University are meeting. It will help the faculty members and university administration to monitor the outcomes of the nursing curriculum. Both long-term and short-term evaluations can be carried out in curriculum development and after its implementation. The accreditation bodies have a fundamental role in the evaluation of curriculum. CCNE has set national standards for the nursing curriculum and has contributed to the improvement of contents in nursing education.

NURS FPX 6107 Assessment 3 Curriculum Evaluation

References 

Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: A cross-sectional Study among Undergraduate Nursing Students. BMC Nursing, 20(1), 1–8.

Published by Negota