Curriculum Evaluation Project

  • Last Edited: May 22, 2017

Slide 1:  Curriculum Evaluation Project

Application of CIPP: LPN to BSN Curriculum

Slide 2: Introduction:  A Model Approach to Curriculum Evaluation

A model provides a conceptual framework the enables evaluation of curriculum according to the purpose of the evaluation and the content of the curriculum.

Evaluation is the process of delineating, obtaining, and providing useful information for judging alternatives to various decisions. (Glatthorn, et al, 2012, p. 167)

The concepts of the CIPP model (context, input, process, and product) facilitate the evaluation steps that consist of delineating, obtaining, and providing useful information for judging decisions (Stufflebeam et al., 1971; Stufflebeam & Webster, 1994 ).

C – Context of the program =  This allows for the determination of objectives.

Slide 3:  The CIPP Curriculum Evaluation Model

Developed by a Phi Delta Kappa committee chaired by Daniel Stufflebeam in 1971, the CIPP model is one of a number of approaches to curriculum evaluation used in the field of health science.  Four key components constitute the CIPP model, as follows:

C – Context of the program

I – Input into the program

P – Process within the program

P – Product of the program

“The CIPP model, however, has some serious drawbacks associated with it. Its main weakness seems to be its failure to recognize the complexity of the decision-making process in organizations. It assumes more rationality than exists in such situations and ignores the political factors that play a large part in these decisions. Also, as Guba and Lincoln (1981) noted, it seems difficult to implement and expensive to maintain.”  (Glatthorn, et al., 2012, p.167).

Slide 4: Nursing Curriculum: A Focus on Decision-Making

Delineating:  This first step of the evaluation process focuses the requirements of the information that is to be collected through specifying, defining, and explaining.  

Obtaining: The second step of the evaluation process makes information available through familiar processes such as collecting, organizing, and analyzing.  

Providing:  This final step of the evaluation process synthesized the information, combining them into systems or subsystems to best fit the evaluation purposes.

Decision-Making Types:

-Intended Ends (goals)

-Intended Means (procedural designs)

-Actual Means (procedures in use)

-Actual Ends (attainments)

A wide array of methods can be used to evaluate a curriculum, with each method or approach addressing some aspect of delineating,

Here are some common ways. Several of these would normally be used in combination:

discussion with class

informal conversation or observation

Slide 5: Nursing Curriculum  – A Focus on Decision-Making – Continued

Intended Actual
Ends Planning Decisions (goals) Recycling Decisions

(attainments)

Means Structuring Decisions

(procedural designs)

Implementing Decisions (procedures in use)


Focuses on Decision making

The model considers the inMended and actual ends and means of the various elements of decision making.  

Planning Decisions

To determine objectives such as those that might be used by policy makers and administrators.

Slide 6:  Nursing Curriculum – Types of Decisions & Evaluations

Intended Actual
Ends Planning Decisions (goals) Recycling Decisions

(attainments)

supported by

Context Evaluation

supported by

Product Evaluation

Means Structuring Decisions

(procedural designs)

Implementing Decisions (procedures in use)
supported by

Input Evaluation

supported by

Process Evaluation

Slide 7: Context Evaluation

Identifies the needs of the target population

  • The situations of students are considered in program design and delivery.
  • Flexible scheduling prevents students from getting spun out of a lock-step sequence, as pre-requisites for core courses are kept to a minimum.
  • Coursework is rigorous, yet adequately bridges the skills and knowledge gap between LPN and RSN professional experience.

ARTIFACTS OF PROGRAM DESCRIPTION

DELIVERY METHODS

This module contains assignments and information for multiple course delivery methods.  

Slide 8:  Input Evaluation

Identifies and assesses system capabilities and considers alternative program  strategies

  • The curricula is regularly updated to reflect evidence-based practice and specifically designed develop strong decision-making skills that function in academic and practice contexts.
  • A flexible course schedule is designed to meet the needs of place bound students who must access the program online and the needs of students who can attend classes on campus.
  • Faculty are highly experienced practitioners who stay current with new technology and understand best practices in clinical adult education.
  • A focus on cohort learning teams and teamwork skills is directly applicable to clinical and hospital settings upon graduation.

Artifacts from program description:

Regularly updated curricula that focus on evidence-based practice and stronger decision-making skills you can use now, not just after graduation.

Faculty members whose average 20 years of experience bring life to the curricula.

A flexible course schedule that allows you to study the BSN program online or on campus, where available.

Slide 9:  Process Evaluation

identifies defects in the curriculum design

  • Based on an array of organizational attributes and intentional support structures, students are empowered to succeed.
  • Highly experienced teaching faculty with advanced degrees from a variety of nursing roles.
  • Excellent ratio of instructors to students, and a dedicated team of follow-along advisors.
  • Programs are fully accredited by the Commission on Collegiate Nursing Education (CCNE).

Artifacts from program description:

Learn from nurse leaders with advanced degrees and relevant nursing experience.  Every class is taught by a master’s- or doctoral-prepared nursing professional. Our more than 800 faculty members average more than 5 years of teaching experience and 14 years of professional experience — many of them are in roles you may aspire to, including Director of Nursing, Chief Nursing Officer and nurse educator.

Intimate class sizes in the Division of Nursing average 14 students, allowing for dynamic, personal interaction with classmates and instructors.  A team of advisors stay with students every step of the way until graduation.

Slide 10:  Product Evaluation

Analyzes outcomes and correlates them to the objectives, context, input, and process information, resulting in the interpretation of results.

  • A variety of performance input measures are considered, and assignments are weighted according to pre-determined criteria.
  • Feedback loops are complete and stakeholder input is considered as integral to the module revision process.

ARTIFACTS OF PROGRAM DESCRIPTION

MODULE REVISION HISTORY

Refer to the table below to determine if module changes made since you created your syllabus are significant enough to require a new syllabus.

Slide 11:  Conclusions – LPN to BSN Curriculum Evaluation

During each of stages of the CIPP process, specific steps are accomplished:

    1. The kinds of decisions are identified.
    2. The kinds of data needed to make those decisions are identified.
    3. Those data are collected.
    4. The criteria for determining quality are established.
    5. The data are analyzed on the basis of those criteria.
    6. The needed information is provided to decision makers

The overall evaluation of the curriculum is positive with all key elements in place.  A single drawback is that the coursework to progress from LPN to BSN is not available at all campus locations.

(Glatthorn, et al., 2012, p.165).

Slide 12:  References

Bourke, M and Ihrke, B. (2009). The Evaluation process: An overview. In D.M. Billings, & J.A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 391 – 408). Retrieved from The University of Phoenix eBook Collection.

Glatthorn, A. A., Boschee, F., Whitehead, B. M., Boschee, B. F. (2012).  Curriculum Leadership: Strategies for Development and Implementation (3rd ed). Thousand Oaks, CA: Sage Publications, Inc. ISBN 9781412992190.

Guba, E., & Lincoln, Y. (1981). Effective evaluation. San Francisco: Jossey-Bass.

Stufflebeam, D. L. (1971). Educational evaluation and decision making. Itasca, IL: Peacock.

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