Discussion: Program Evaluation
In this Discussion, you and your colleagues identify a theory or model for evaluation and establish appropriate forms of evaluation for your programs.
As noted in Week 3 of this course, a particular theory or model is not necessarily appropriate for every program. It is important to consider the specifics of the problem and the target population when making that selection. This is important to keep in mind, also, as you examine theories and models related to program evaluation. In this instance, various facets of the program such as goals and objectives should be taken into consideration. Once selected, theory can provide a framework for evaluation.
In addition, there are distinct purposes for the elements of assessment addressed this week: performance measurement, monitoring, and summative evaluation. How do you foresee these being applied in your program?
• Review this week’s Learning Resources. You may wish to review the Week 3 Learning Resources as well, which may be pertinent.
• Consider the various facets of your program plan, such as your program goal(s) and objectives.
• Choose the evaluation theory or model (from nursing or related fields) most appropriate to your program. Be prepared to justify the choice of your model as it relates to your program.
• Based on the program you have developed:
o Create a time line for when to do measuring, when to implement monitoring, and when to evaluate program outcomes.
o What types of data would you need to collect in order to measure performance, monitor the progress of the program, and assess the program outcomes?
By Day 3
Post a cohesive scholarly response that addresses the following:
• Identify an evaluation theory or model that is most appropriate to support your program plan. Explain which field developed this theory or model, and describe how it has been applied in fields other than nursing. Support your response with evidence from the literature.
• Share a time line that articulates how and when you would engage in various elements of evaluation for the program you have been developing. Be as specific as possible, and provide your rationale for each decision point.
Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.
• Chapter 10, “Program Evaluation: Background and Basics”
Chapter 10 outlines steps for designing evaluation during program planning.
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
• Review Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”
• Chapter 11, “Impact Program Evaluation and Hypothesis Testing”
Review Chapter 10 and read Chapter 11 to examine aspects of evaluation essential to program planning.
Albert, D., Fortin, R., Herrera, C., Riley, B., Hanning, R., Lessio, A., & Rush, B. (2013). Strengthening chronic disease prevention programming: The toward evidence-Informed practice (TEIP) program evidence tool. Preventing Chronic Disease, 10, 1-9
Baron, K., Hodgson, A., & Walshe, C. (2015). Evaluation of an advance care planning education programme for nursing homes: A longitudinal study. Nurse Education Today, 35, 689-695.
Schmitt, C.L., Glasgow, L., Lavinghouze, S.R., Ricker, P.P., Fulmer, E., McAleer, K., & Rogers, T. (2016). Measuring infrastructure: A key step in program evaluation and planning. Evaluation and Program Planning, 56, 50-56 doi.org/10.1016/j.evalprogplan.2016.03.007
Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.
• “Performance Measurement, Monitoring, and Evaluation” (featuring Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, and Dr. Debora Dole)
You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.
In this week’s videos, Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, Dr. Debora Dole discuss evaluation for programs.
Ahmad, F., Roy, A., Brady, S., Belgeonne, S., Dunn, L., & Pitts, J. (2007). Care pathway initiative for people with intellectual disabilities: Impact evaluation. Journal of Nursing Management, 15(7), 700–702.
This article is an example of an impact evaluation.
Gard, C. L., Flannigan, P. N., & Cluskey, M. (2004). Program evaluation: An ongoing systematic process. Nursing Education Perspectives, 25(4), 176–179.
This article discusses the use of accreditation standards and site visits as a plan for ongoing evaluation for a nursing program.
Graff, J. C., Russell, C. K., & Stegbauer, C. C. (2007). Formative and summative evaluation of a practice doctorate program. Nurse Educator, 32(4), 173–177.
Milne, L., Scotland, G., Tagiyeva-Milne, N., & Hussein, J. (2004). Safe motherhood program evaluation: Theory and practice. Journal of Midwifery & Women’s Health, 49(4), 338–344.
This article identifies and evaluates the different approaches to program evaluation related to safe motherhood.
Centers for Disease Control and Prevention. (2007). Chronic disease indicators [Data set]. Retrieved from https://www.cdc.gov/cdi/.
This site allows you to search and compare different regions for specific chronic disease indicators.
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