College of Nursing
EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND
DOCTORAL PROGRAMS
Elements – CIPP Model (Stufflebeam’s Educational Decision Model, 1983)
CONTEXT
INPUT
PROCESS
PRODUCT
Mission and goals
Resources
Implementation
Learner Outcomes
Setting
Support systems
Course Evaluation
Satisfaction
Internal and External
Forces
Learners
Teaching-Learning Transaction
Discipline-Specific
Aggregate Data (BSN
only)
Philosophy
Program Plan
Assessing Student Learning
Community
Curriculum organization
Support Courses and Liberal
Education Foundation
Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of
nursing. The intended ends of the organization are evaluated. The purpose of this phase is to define the context where
change is needed, identify unmet needs, identify problems underlying those needs, and identify opportunities for change.
Needs, problems, and opportunities are evaluated on an ongoing basis.
The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals,
environment, internal and external forces, philosophy, and community.
Input Evaluation – This element addresses the intended means and primarily focuses on the resources available to meet
the intended ends. Input elements include evaluation of resources, support systems, learners, program plan, curriculum
organization, and support courses related to the curriculum.
Process Evaluation – Involves an evaluation of the delivery. It monitors actual means to assess progress and to
intervene if the evidence suggests that there is a lack of congruence between intended and actual means. Process
evaluation includes the elements of implementation, course evaluation, teaching/learning transaction, and assessing
student learning.
Product Evaluation – provides the information that informs decisions about the congruence of intended ends and actual
ends. The purpose is to determine the fit of product outcome and program goals. This determines the program
effectiveness in attaining the program objectives. Elements that are evaluated are learner outcomes, satisfaction (which
includes students, alumni, and employers), and discipline-specific aggregate data.
College of Nursing
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The
structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community.
Elements of context evaluation
Mission and goals
Setting
Internal and External Forces
Philosophy
Community
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
-Annual review to
determine whether
activities are on
target and to
identify problems.
-Extensive
collegiate review
every five years.
Mission, Goals,
and Philosophy
DATA SOURCES
-Mission statements
-Philosophy
Congruence of
College of
Nursing and
University of
Iowa goals and
strategic plans
-Strategic plan with
indicators
-Academic program
goals
PROCESS/METHODS
INDICATORS
Mission, goals, &
philosophy for the school
reflect the collective
wisdom of administration
and faculty about the
obligation and capacity of
the college to meet
advanced knowledge
needs of society for health.
-Futuristic trends of the
discipline are reflected.
-Annual review to
determine whether
activities are on
target and to
identify problems.
-Extensive review
every five years.
Setting in which
learning will
occur supports
the mission,
and, goals and
strategic plans.
-Mission statements
Academic and clinical
settings
MEASURES
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Structure of the
organization to determine its
fit to mission, goals, and
philosophy.
-Dean
-CCNE
-Associate Dean for Academic
Affairs
-Faculty
-Roles and responsibilities
attached to each position in
the structure.
-Area Chairs
-Role clarification
-lines of authority
and lines of
collaboration.
Collect data via survey or
focus group.
-Academic Council
-IBN
-Directors
-Dean
-CCNE
-Strategic plan with
indicators
-Associate Dean for Academic
Affairs
-Faculty
-Academic program
goals
-Area Chairs
-Faculty Council
-Clinic settings
-Academic program
goals updated
yearly.
-Directors of BSN & RN-BSN,
MSN, and PhD Programs
2
-Updated Program and
Reports with goals sent
to State Board of
Nursing
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The
structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community.
Elements of context evaluation
Mission and goals
Setting
Internal and External Forces
Philosophy
Community
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Every five
years
One year
after
graduation
Product of
curriculum
(graduates)
currently in
demand
DATA SOURCES
Review of health
care setting and
employment
opportunities using
surveys and focus
groups
PROCESS/METHODS
INDICATORS
Employment of
graduates
MEASURES
Self-report of graduates
Self-report of employers
Survey of graduates
Literature review
Comprehensive review of health care
settings
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Dean
-CCNE
-Associate Dean for Academic
Affairs
-Faculty
-IBN
-Area Chairs
-Board of Regents
-Faculty
-Provost’s Office
3
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Context Evaluation – Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The
structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community.
Elements of context evaluation
Mission and goals
Setting
Internal and External Forces
Philosophy
Community
CONTEXT & PRODUCT
PROCESS/METHODS
TIME-LINE
STANDARDS
DATA SOURCES
Every ten
years with
interim
reports as
needed
Internal and
External
Forces
-Media coverage
Schools bylaws
-Peer group
rankings
Congruence of schools bylaws with the
constitution and bylaws of the larger institution
and the structures included to facilitate faculty
governance in relation to academic authority
State Board
report
every six
years and
interim
reports as
needed
- Forces
which
influence or
govern the
curriculum
Accreditation
standards
-Alumni feedback
-Feedback from
IBN and AACN
INDICATORS
ACCOUNTABILITY
MEASURES
Standing committees –address major issues
related to faculty affairs, student affairs,
curriculum, budget, and major thrusts of the
mission
Extent to which stakeholders are included in the
committee structures delineated in the bylaws—
student representation, voting privileges
PERSONS RESPONSIBLE
REPORT GOES TO
-Extent to which the
curriculum provides
content related to
professional nursing
organization
guidelines/standards
-Dean
- CCNE
-Associate Dean for
Academic Affairs
-Board of Regents
-Ratings in US News and
World Report
-Directors of BSN & RNBSN, MSN, and PhD
Programs
-Comparison to
essentials of
Baccalaureate Education
of Professional Nursing
Practice by AACN
-Area Chairs
-Faculty
-Academic Council
-Marketing Director ?
Minutes of standing committees – reflect
membership agenda items, salient discussions,
decisions made and actions taken.
Representation – intended (who is supposed to
come, vs actual participation)
-Number of media
reports
Education commissions and governmental
regulations, accrediting bodies. State board.
National accreditation
-Forum to evaluate the
congruence with bylaws
Specialty accreditation from relevant
organization and regulating bodies
4
-Other peer group
rankings
- Iowa State Board
of Nursing
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Context Evaluation – Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The
structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community.
Elements of context evaluation
Mission and goals
Setting
Internal and External Forces
Philosophy
Community
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Every five years
DATA SOURCES
PROCESS/METHODS
INDICATORS
MEASURES
Philosophy
- Mission and
philosophy
congruent
internally
(College of
Nursing) and
externally (The
University of
Iowa)
Mission statements
(CON and UI)
Philosophy (CON and
UI)
Congruence
between UI and
CON Mission and
Philosophy
Appropriate Organizational
Structure
Evaluation of documents to
establish congruence
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Dean
-CCNE
-Associate Dean for Academic
Affairs
-Faculty
-Area Chairs
Strategic Plan ?
Strategic Plan ?
-Faculty
-Academic Council
-Directors
-Provost’s Office and
Board of Regents
Yearly
5
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The
structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community.
Elements of context evaluation
Mission and goals
Setting
Internal and External Forces
Philosophy
Community
TIME-LINE
Every five
years
CONTEXT & PRODUCT
STANDARDS
Community
Engagement of alumni and donors in
University advancement
Continuing
-Help meet the graduate nursing education
needs
for State of Iowa:
-Hospitals
-Agencies
-Community
and Technical
Colleges
-Attract BSN nurses
interested in pursuing
graduate education
-Help meet the need of
Iowa constituents for
ARNPS
-Develop recognition as a leader in providing
graduate educated nurses for rural settings
- Develop recognition as a leader in
providing research training and knowledge
for nurses
DATA SOURCES
Faculty and student
report
Alumni and donor
report
-Employer surveys
-Graduate surveys
-Legislative
initiatives
-Graduates
employed in HPSA
or MUSA locales in
US
-Peers from CIC
Universities
PROCESS/METHODS
INDICATORS
-Externally funded
centers, major
projects, certificate
programs or
publications involving
faculty from different
departments
-Programs that
provide service to the
international, national,
state and local
constituencies
-Research that
provides knowledge
to the international,
national, state and
local constituencies
-New scholarships,
donations
-Availability of
Programs
-Legislative/ State
directives
-Number of applicants
-Employer
need/demand
-Inclusion of Iowa
emphasis and
rural practice issues
-Number of graduates
working in areas
designated as HPSA
or MUSA
6
MEASURES
-Number of externally
funded centers,
externally funded
research grants, major
projects, certificate
programs or
publications involving
faculty from different
departments
-Number of programs
that provide service to
the international,
national, state and
local constituencies
-Number of new
scholarships, donations
-Data from faculty
reported at
administration review
-State Funding
-Employer satisfaction
-Graduate satisfaction
New funding initiatives
from
Governments/
employers/ agencies
designed to support
their own needs
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Dean
Fiscal report on external funding
-Associate Dean for
Academic Affairs
-Provost’s Office
-Board of Regents
-Director of External
Relations
-Faculty
-Director of Student
Services
-Area Chairs
-Marketing Director ?
-Dean
-Graduate Faculty
-Course Directors ?
-Program Directors
-Individuals involved with
student recruitment
and publicity
-Area Chairs
-Marketing
-Academic Affairs
-State &
Federal
Government
-Public
-Citizens of
Iowa
Marketing Issues: The Public
outside of Iowa already thinks
―rural‖ when they think of Iowa.
They also associate ―good,
country and/or pastoral‖ It is our
strength and we need to build
on it to compete with other
schools. Marketing efforts
should make the following links
―University of Iowa CON:
-meeting the nursing needs of
rural America‖ or
-―meeting the educational
needs for rural nursing ― or
-―serving the citizens in the
heartland‖
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Input Evaluation – Primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support systems
Learners
Program Plan
Curriculum organization
Support Courses and Liberal Education Foundation
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Every
Semester
Resources
Faculty
Resources
used
efficiently and
effectively
DATA SOURCES
-Demographic
profile of faculty
and faculty
expertise
PROCESS/METHODS
INDICATORS
MEASURES
-Faculty profile with number and type of adjunct faculty,
clinical preceptors, and clinical sites
-faculty/staff elected to American Academy of
Nursing
-faculty receiving regional, national, international
awards
-faculty elected or appointed to major professional
and service organizations
-faculty/staff participation in mandatory annual
performance assessments
-faculty available with specific expertise
-Mix of faculty needed to meet the mission and goals.
The nature of programs delivered by the school and the
faculty mix expectations of the parent institution and
accrediting bodies
-Analyze the faculty profile against the goals
-Goals related to scholarship and service
-Faculty credentials are one criterion of assessment.
-The source of the credentials
-Representation of a wide variety of educational
institutions in the faculty profile differences
-Faculty education and experience relevant to their
areas of assignment
-Mix of full-time and part time faculty to help meet
broad goals of teaching scholarship and service.
Every
semester
Library with
adequate
holdings
Extent of nursingrelated library
holdings
-Characteristics of Library holdings
7
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Salary structure
- Dean
-Data Base
Management
-Profile of clinical
preceptors,
Preceptor
affiliations
-Associate Dean for
Academic Affairs
-Area Chairs
- CCNE Self-Study
NOT EVERY
SEMESTER
-number of
faculty/staff elected
to American
Academy of Nursing
-number of
faculty receiving
regional, national,
international awards
-number of
faculty elected or
appointed to major
professional and
service
organizations
-number of
faculty/staff
participation in
mandatory annual
performance
assessments
-number of
faculty available
with specific
expertise
-Amount and variety
of Library holdings
-Faculty
-Provost Office yearly
-Board of Regents
yearly
-Associate Dean for
Academic Affairs
-Area Chairs
-Faculty
- CCNE (NOT EVERY
SEMESTER)
-IBN
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Every
semester
Physical Space
adequate for
teaching
Internal fiscal
resources to
meet teaching
needs
External fiscal
resources to
support the
College mission
Clinical facilities
to support the
College mission
DATA SOURCES
Classrooms,
offices, research,
lounge, meeting
space.
Overall CON
budget
Amount of
external funding
received by
faculty and staff
Profile of clinical
units
PROCESS/METHODS
INDICATORS
MEASURES
-Classroom characteristics available to
faculty
-Number and variety of
classrooms
-Funds and their allocation
-Amount of money
received
-Travel and related
expenses supportBudget for curriculum
development,
maintenance, evaluation,
and revision expensesOffice supply budget for
faculty and students
-Amount of money
received
-Fiscal resources –
percentage related to
curriculum and
instruction, teachingrelated grant amounts
-Number and variety of
clinical sites
-Funds from NIH, private foundations
-Clinical facilities data to include:
-Clinical facilities
-Clinical site, Availability
-Profile of clinical units
-Population
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Associate Dean for
Academic Affairs
-Area Chairs
-Faculty
-Dean
-Director of Operations and
Finance
- CCNE
-Dean
-Director of Operations and
Finance
-Associate Dean for
Research
-Faculty
-Director of Academic
Outreach
-Associate Dean for
Academic Affairs
-Directors of BSN & RNBSN, MSN, and PhD
Programs
-Faculty
-Faculty
Haven’t inserted the Board of Visitors anywhere. Might need to insert this group also.
8
-Faculty
What about staff ?
-Provost
-Board of Regents
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
Input Evaluation – Primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support systems
Learners
Program Plan
Curriculum organization
Support Courses and Liberal Education Foundation
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Yearly
Support
systems
Support staff to
support the
College mission
Yearly
Student
services to
support the
College mission
PROCESS/METHODS
INDICATORS
DATA SOURCES
MEASURES
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Demographic profile
of faculty and faculty
expertise
Support systems needed
-continuity
-innovation
Faculty evaluation
-Dean
Administrative evaluation
– Diversity (gender
and ethnic) statistics
and trends (faculty,
students, staff)
Diversity program: Diversity director or
officer
Staff evaluation
-Associate Dean for Academic
Affairs
-Area Chairs
-Faculty
-Director of Student Services
-OICT Director
Student services data
Evaluation plan for technology
Support staff
Quality of faculty and staff
-Diversity program
-Remediation programs
-Tutors
-Enrollment support,
-Services to support second degree,
part-time, commuter students, distance
education
-Retention activities
-Recruitment activities
-Advanced placement options and
programs
-Specialized laboratory or simulation
equipment
-Teaching related supplies, software,
and instructional design
-Updated technological infrastructures
for educational and support programs
-Staff available with expertise to help
with hardware and software
-# of diversity programs
-# of remediation programs
-# of tutors
-# of enrollment support,
-# of services to support second
degree, part-time, commuter
students, distance education
-# of retention activities
-# of recruitment activities
-# of advanced placement
options and programs
Yearly
Information and Student services data
-# of specialized laboratory or
Instructional
simulation equipment
Technology to
-# of teaching related supplies,
support the
software, and instructional
College mission
design
-# of updated technological
infrastructures for educational
and support programs
-# of staff available with
expertise to help with hardware
and software
Yearly
Faculty support
Student services data
-Release time for course development
-amount of release time for
to support the
-Time and FTE for secretarial, clerical,
course development
College mission
and student services support per
-amount of time and FTE for
student and FTE faculty
secretarial, clerical, and student
services support per student
and FTE faculty
Student services data to include Student services : -Enrollment support, advising, scheduling, parking, library support , tutors
9
-Associate Dean for Academic
Affairs
-Area chairs
-Director of Student Services
-Undergraduate
Assembly
-CCNE
-Graduate
Assembly
-Faculty
Organization
-Undergrad
Assembly
-CCNE Self-Study
-Graduate Assembly
-Faculty
Organization
-Directors of BSN & RN-BSN,
MSM, and PhD Programs
-OICT Director
-Undergrad
Assembly
-Technology Committee (faculty,
staff, student representatives)
-Academic Council
-Academic Council
-CCNE
-Graduate Assembly
-Dean,
-Associate Dean for Academic
Affairs
-Area chairs
-Faculty
-Faculty
Organization
-Undergrad
Assembly
- CCNE
-Graduate Assembly
-Faculty
Organization
Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs
INPUT EVALUATION – Addresses the intended means and primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support systems
Learners
Program Plan
Curriculum organization
Support Courses and Liberal Education Foundation
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Each cohort
of learners
DATA SOURCES
Learners
- Admission profile
High quality
learners are
admitted,
progress
through the
program in a
timely fashion,
and graduate
successfully
- Demographic data
- Commitments
beyond school
- Plans of study
PROCESS/METHODS
INDICATORS
Demographic data: BSN and RN/BSN, MSN, and PhD
-Number of students in
the program
-% Part-time and fulltime enrollments
-Graduation rates
-Acceptance rates
-Racial and cultural
characteristics
-Gender
MEASURES
Admission Data
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
-Associate Dean for Academic
Affairs
-Faculty
-Academic Council
-Directors of BSN & RN-BSN,
MSN, and PhD Programs
-CCNE
-Director of Student Services
-Undergraduate
Assembly
-Program Associates
-Graduate Assembly
-Faculty
Organization
Admission profile: ACT/SAT/GRE
-High school rank
-GPA
-Motivation of students –
essay
-TOFFEL minimum
-Prior completion of
programs started
(second degree)
-Prior learning (courses
and programs) by
students
-Prior grades
-Supporting courses
-Previous nursing
education
-Licensure
-Practice history
10
GRADUATE CURRICULUM EVALUATION PLAN SPECIFIC TO THE DOCTORAL PROGRAM
Input Evaluation – Primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support Systems
Learners
Program Plan
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Every two
years for
curricular
evaluation.
Yearly
Yearly
Resources
Faculty
DATA SOURCES
Students,
Faculty, Alumni
Diverse
intellectual
perspectives
are valued;
represented by
the faculty
Faculty
conceptualize &
implement
research that
attract & engage
students
Students,
Faculty, Alumni,
Applicants
PROCESS/METHODS
INDICATORS
MEASURES
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
Respect for
academic freedom
is apparent.
Director, PhD Program
DPE, Faculty item #2
Area Program Associates maintain
administrative database.
Faculty represent
diverse intellectual
perspectives
DPE, Faculty item #1
Faculty are
regionally,
nationally, and
internationally
known for their
research and
scholarly work.
Faculty are
recognized leaders
in nursing.
DPE, Facullty item #4
Faculty encourage
graduate students
to participate in
their research.
Faculty work with
students on student
research
Faculty encourage
students to present
or co-present
papers at research
conferences
Presented to faculty,
administration, & students.
Faculty include in annual
Administrative Review materials and
for Administrative Data Base
Area Chairs,
Office of Research
Area Chairs, Office of Research
Area Chairs,
Office of Research
University Indicator: National
Ranking
Number of Faculty in AAN
(Annual Review)
Number of faculty elected or
appointed to major professional
and service organizations(Annual Review)
Number of Manuscripts,
presentations developed by
faculty and students.
Administrative data base
Graduate student data base
University Indicator: Report
to Office of the Provost
Faculty and students
Area Chairs,
Office of Research
Faculty and students
Director of PhD Program
Student report.
During Annual Review. Faculty
report in Administrative review
documents and their vitas.
Number of Faculty and student
presentations
Administrative data base
Graduate student data base
11
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Yearly
Twice A
Year
Survey
using
Doctoral
Program
Evaluation
Questionnai
re every 2
years.
PROCESS/METHODS
MEASURES
DATA SOURCES
INDICATORS
Faculty
conceptualize &
implement
research that
attract & engage
students
Faculty create
environment in
which mentoring,
socialization of
students, & a
community of
scholars is
evident
Students,
Faculty, Alumni,
Applicants
Faculty are funded or are
seeking funding and have
appointments on research
review committees and/or
editorial review boards.
Students, Faculty,
Alumni, Applicants
Faculty promote the welfare and
professional development of
students.
Faculty assist
students to
understand the
value of
programs of
research and
scholarship that
continue over
time and build
upon previous
work.
Student report
Faculty host social events for
students
Alumni report
Faculty doctoral student
relationships are positive
Faculty devote a significant
proportion of time to dissertation
advisement; generally each
faculty member serve as major
advisor/chair for no more than
3-5 students during the
dissertation phase.
Faculty members are accessible
to doctoral students
Number of externally funded awards per
capita.
Number of Faculty on research review
committees and editorial review boards
Administrative Review
Research Office
Items on Section I for Faculty on the Doctoral
Program Evaluation Questionnaire
DPE- faculty items 10,11,12
GPSA item 22
Student report at annual review.
Opportunities are available to report to
faculty advisors, AGNS, and Director of PhD
Program.
Items on Section I for Faculty on the Doctoral
Program Evaluation DPE faculty item12
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
Research Office
Director of PhD Program
Dean
PhD Director
Dean
Faculty
PhD Director
Dean
Faculty
Student report at annual review.
Opportunities are available to report to
faculty advisors, AGNS, and Director of PhD
Program.
Faculty receive collegiate teaching awards
Student evaluations
Faculty are enthusiastic as
teachers and stimulate students
to learn
Master teachers capable of
preparing graduates for faculty
roles
Faculty discuss issues related to
the substance of nursing
science with students.
Yearly
Faculty identify,
generate, and
use resources
within the
University and
broader
community
Students, faculty,
alumni,
administration
Faculty discuss issues related to
research methodologies with
students.
Faculty foster interaction
between the College of Nursing
PhD Program and other related
disciplines or programs on the
campus
Items on Section I for Faculty on the Doctoral
Program Evaluation Questionnaire.DPE faculty item 18
# of comprehensive exam and dissertation
co-chairs and committee members from
other disciplines (not including statisticians).
# of multidisciplinary grants, manuscripts,
and presentations reported by students and
faculty.
12
Faculty
Area Chairs
Faculty provide data for
administrative review on
number of grants,
manuscripts /presentations
that are multidisciplinary.
University Indicator: Report
to Office of the Provost
Data stored on Administrative
Database
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Yearly
Faculty
identify,
generate, and
use resources
within the
University and
broader
community
PROCESS/METHODS
MEASURES
DATA
SOURCES
INDICATORS
Students,
faculty, alumni,
administration
Faculty participate in multidisciplinary
scientific pursuits
Faculty collaborate in clinical research
or administrative endeavors with
members of the nursing community
outside the College
Faculty research findings are
disseminated to the practice community
and the public at local, state, national,
and international levels.
Most faculty are members of several
professional organizations and
organizations that are interdisciplinary
Faculty hold leadership positions in
professional nursing organizations
Endowed professorships in College of
Nursing
Faculty
Research
Ongoing
Research is
an explicit
component of
the mission of
The University
of Iowa and
the College of
Nursing
The University
and the
College of
Nursing value,
support, and
reward faculty
and student
research and
scholarship
Number of students enrolled in courses from
other disciplines
Administrative review
ACCOUNTABILITY
REPORT GOES TO
Faculty
University Indicator: Report
to Office of the Provost
Area Chairs
Data stored administrative
database.
Items on Section on Faculty in Doctoral
Program Evaluation Questionnaire
DPE faculty 20
Student, administration, and faculty report
Number of reports at local, state, national,
and international levels
Items on Section I for Faculty on the Doctoral
Program
Evaluation Questionnaire
Number of Professional Organizations
reflected on faculty vita
Number of leadership positions held by
Faculty
AACN survey
Administrative data base
Items on Section II for Research on the
Doctoral Program Evaluation Questionnaire
DPE research 2
Faculty,
students, alumni.
Faculty are well-trained and
experienced researchers
University and
College mission
statements &
strategic plans.
Faculty influence nursing science
Faculty,
students, alumni
Faculty & students participate in the
discussion at the nursing research
colloquia
Items on Section II for Research on the
Doctoral Program Evaluation Questionnaire
DPE RESEARCH 4
Faculty publish in refereed journals
(an average of two per year)
Number of people attending as shown on the
sign-in sheet at colloquia
Number of articles published with faculty as
authors
Faculty workload
assignments
PERSONS
RESPONSIBLE
PhD Director
Office of Assoc. Dean
for Research.
Amount in dollars of faculty funding and
number of published articles.
Associate Dean for
Research
Faculty provide data for
administrative review.
Data stored administrative
Database.
Faculty submit data with
administrative review
materials
Faculty
Faculty participate in NIH study
sections & other grant review activities
Number of faculty participating in NIH Study
Sections
13
PhD Director
Area Chairs
Data stored administrative
data base
University Indicator:
Report to Office of Provost
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
Continuation page
Annually
Faculty Programs
of research that
are developed
over time and
build upon
previous exist and
are congruent
with research
priorities within
nursing and its
constituent
communities
Faculty,
students, alumni
Funding record
A variety of mechanisms (e.g. peer
review, mentoring, consultation) exist
that foster high quality research
Number of externally funded grants
involving interdisciplinary/
interdepartmental/cross-collegiate PIs
Items on Section II for Research on the
Doctoral Program Evaluation Questionnaire
DPE research 7
Funded Centers of Excellence exist
related to faculty programs of research
Number of funded grant proposals per capita
at University and NINR ranking
DPE RESEARCH 8
Number and variety of research topics for
faculty
Sufficient research exists to support the
curricular goals
DPE research9
Faculty obtain and maintain research
funding over extended periods of time.
14
Faculty, Area Chairs,
Assoc Dean for
Research
University Indicator:
Report to Office of
Provost
PhD Director
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
Input Evaluation – Primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support Systems
Learners
Program Plan
Curriculum Organization
Support Courses and Liberal Education Foundation
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
DATA SOURCES
Yearly
Support Systems
Students
Sufficient human,
financial, &
institutional resources
are available to
accomplish the goals
of the unit for doctoral
education & faculty
research
Faculty advisors
PROCESS/METHODS
INDICATORS
Technical support exists for:
Cutting edge education and
research. DPE RESOURCES 1
Peer review of proposals &
manuscripts in process
Data management & analysis
support
Hardware & software availability
Expertise in advanced technological
support exists for data repository and
knowledge building to be used for
education, research, and practice.
Grant proposal development &
management
Technical support for research
design expertise
State of the art
technical & support
services are available
& accessible to
faculty, students, &
staff for state of the
science information
acquisition,
communication, &
management
Faculty advisors
Space is sufficient for:
-Faculty research needs
-Doctoral student study, meeting & socializing
-Seminars
-Small group work
Centers of research excellence
Students
Computer accessibility
Faculty advisors
Computer consultation & support are
accessible
MEASURES
Student & faculty
self-report
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
College Administration
Office of OITC
Curricular
evaluation
questionnaire
Faculty advisors
OICT data
DPE resource
items,
8,12,13,14,15,16
Office for
Research
Research
Colloquia
Doctoral
symposia
Number of
centers
Student & faculty
self-report
DPE resources
item 9
College Administration
Office of OITC
Faculty advisors
College Administration
Office of OITC
Faculty advisors
15
PhD Director
PhD Director
PhD Director
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Every two
years
normally;
ongoing
informally
Library & data base
resources are
sufficient to support
the scholarly
endeavors of faculty &
students.
Support systems exist
to promote learning
PROCESS/METHODS
DATA SOURCES
INDICATORS
MEASURES
Library acquisitions
Nursing journals & journals from
other disciplines are available to
support research
Student & faculty self-report DPE
resources item 7
Faculty, Students,
Alumni report
On-going
On-going
On-going
On-going
Yearly
Resources needed
are adequate
Consultant Resources
are available for
research
Students are matched
with faculty doing the
same research
Strategic Planning is
developed and used
to monitor the
doctoral program
Resources are
allocated in an
equitable, fiscally
responsible fashion
and are aligned
strategically
Program Evaluation
occurs in a regular,
systematic fashion
PhD Director
Faculty
Students
Faculty,
Students,
Alumni,
Administration
Curricular Evaluation Questionnaire
Annual report of research office
DPE resources items 2,3
An Office of Research administration
is in place
A Record of NIH funding exists
NIH funding record from office of
nursing research
Internal research funds exist
Mechanisms are in place that value,
support, & reward faculty & student
research & scholarship
Informal feedback from students
Budget report
Report of faculty
and students
Faculty and other resources are
available
Faculty, students
Funding proposals are competitive.
Consultation for diverse research is
available.
Students choose dissertation topics
related to faculty research
Students, Faculty
Students, Faculty
Budget report,
Students, Faculty
Evaluation Reports
Associate Dean for Research
Assoc. Dean for Academic
Affairs
Assoc. Dean for
research
PhD. Director
PhD Director
Section IV for Resources on Doctoral
Evaluation
Questionnaire
Faculty Advisors
CON alumni assist in recruitment of
faculty, students, and contribute funds
for endowed chair positions
Mechanisms for financial support for
fulltime study
Administration
Support Systems
University support
List of journals available
Postdoctoral programs are in place
Yearly
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
NRSA awards
Research Assistantships
Section IV on Resources from Doctoral
Evaluation Questionnaire
Faculty and student requests
Strategic Plan is used for
benchmarking and formative
evaluation
Comparison of program processes
and outcomes to standards of parent
institution and selected peer groups
Focal areas in PhD program receive
equitable resources. Resources
decisions are made by faculty
consensus when possible.
Evaluation Report is given to faculty
every two years
16
College Dean
PhD Director
Director of Operations and
Finance
Section IV on Resources from Doctoral
Evaluation Questionnaire. Faculty and
student reports PDE Resource item 2
Section I on Faculty from Doctoral
Evaluation Questionnaire
NRSA awards
Section IV on Resources from Doctoral
Evaluation Questionnaire. Faculty and
student reports
Yearly report to Provost
Associate Dean for Research
PhD Director
Area Chairs
PhD Director
PhD Director
College Dean
annually
Section IV on Resources from Doctoral
Evaluation Questionnaire. Faculty and
student reports
DPE resources item21
PhD Director
Director of Operations
and Finance
Doctoral Evaluation Questionnaire
IBN, AACN, CIC, Board of Regents,
Statement of Trends reports
PhD Director
Faculty and Associate
Dean for Academic
Programs
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
On-going
Yearly
Yearly
Annually
PROCESS/METHODS
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
DATA SOURCES
INDICATORS
MEASURES
Facilities are
managed to
provide support to
faculty and
students
Exceptional
Students are
accepted
Faculty Advisors
are oriented
Students and
faculty
Students and faculty report that they
have adequate facilities for their work
Section IV on Resources from
Doctoral Evaluation Questionnaire.
Faculty and student reports
DPE student item 6
PhD Director
Director of
Operations and
Finance
Student Applicant
pool
Students accepted to the program are
moving forward successfully
PhD Director and Faculty
To Associate Dean
for Academic Affairs
Faculty report
Students report that Faculty Advisors
are knowledgeable.
PhD Director
To Associate Dean
for Academic Affairs
Program Director
and Program Staff
are Evaluated
Annually
Evaluation
summaries
Students and faculty provide
evaluation data for the report.
Recognized caliber of:
Program
Faculty
Students
Section V on Doctoral Program
Evaluation Questionnaire
GPSA item 20
Section I on Doctoral Program
Evaluation Questionnaire
GPSA items II2, 15
Section I on faculty and Section IV on
resources from Doctoral Program
Evaluation Questionnaire
Administrative Review
Associate Dean for Academic
Affairs and PhD Director
To Associate Dean
for Academic Affairs
17
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
Input Evaluation – Addresses the intended means and primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support Systems
Learners
Program Plan
Curriculum organization
Support Courses and Liberal Education Foundation
CONTEXT & PRODUCT
TIME-LINE STANDARDS
Annual
Review
STUDENTS
Learners
Students are
exceptional
DATA SOURCES
Applicant records
Student vitas &
self-report
Faculty advisors
Yearly
Students
represent
diversity in
gender,
ethnicity, and
races.
PROCESS/METHODS
INDICATORS
MEASURES
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
Students are selected from a pool of
highly qualified & motivated applicants
who represent diverse populations.
Students’ research goals & objectives
are congruent with faculty research
expertise & scholarship & institutional
resources
Students are successful in obtaining
financial support through competitive
intramural & extramural academic &
research awards.
Applicant profiles
PhD Student Services Office
PhD Director
Research office
report. Number of
funded pre-doctoral
proposals.
Number of students
representing diversity
DPE student item 6
Faculty Advisors &
Associate Dean for research
University Indicator:
Report to Office of the
Provost
Students commit a significant portion
of their time to the program & complete
the program in a timely fashion
Student plans of
study
Time for completion
of PhD program,
Graduation rates
Plan of study
Plans of study
Faculty report
Publication records
Administrative office
Faculty Advisors
Student
Applications
Students establish a pattern of
productive scholarship, collaborating
with researchers in nursing & other
disciplines in scientific endeavors that
result in the presentation & publication
of scholarly work that continues after
graduation.
18
Doctoral reviews
Alumni surveys
Faculty Advisors
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
Input Evaluation – Addresses the intended means and primarily focuses on the resources available to meet the intended ends.
INPUT EVALUATION
Resources
Support Systems
Learners
Program Plan
Curriculum organization
Support Courses and Liberal Education Foundation
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Formal
evaluation
every two
years
normally;
ongoing
informally
Program Plan
DATA SOURCES
INDICATORS
PROCESS/METHODS
MEASURES
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
Faculty, students,
alumni
Requirements (program of study) and their
sequence for progression are clear and
available to students in writing.
Graduate student handbook
PhD Director
PhD Director
Items on Section III for
Program of Study from
Doctoral Program Evaluation
Questionnaire
DPE program item 1
Ongoing faculty report.
DPE program item 2
Ongoing student report\
DPE program item 3
Faculty
Doctoral Advisory Committee
University
Indicator. Report to
Office of the Provost
Faculty
PhD Director
Core & related
course content
distribution are
Consistent with
Goals of the
program &
student’s area of
focus
Content: History & philosophy of science and their
relation to the development of nursing knowledge
#2 PROGRAM CLEAR, AVAILABLE
Existing and evolving
Substantive nursing knowledge
Methods & processes of theory/knowledge
Development in nursing and other disciplines
Elements for
Formal &
informal teaching
& learning
prepare students
to be nurse
scientists &
nursing leaders
Faculty, students,
alumni,
Employers of
graduates
Elements for
Formal &
informal teaching
& learning
prepare students
to be nurse
scientists &
nursing leaders
&/or educators
Faculty, students,
alumni,
Employers of
graduates
Research methods & scholarship are appropriate to
inquiry
Analytical & leadership strategies for dealing with
social, ethical, cultural, economic, & political issues
related to nursing, health care, & research
Faculty practice provides opportunities for learning
translational research
DPE program item 4
Items on Section III for
Program of Study from
Doctoral Program Evaluation
Questionnaire DPE program
item 4
University
Indicator. Report to
Office of the Provost
Faculty practice data
Progressive & guided student scholarship research
experiences, including exposure to faculty’s
interdisciplinary research programs
Immersion experiences that foster the student’s
development as a nursing leader and/or nurse
scientist
Agencies provide opportunities for the conduct of
research and leadership experience
Socialization opportunities for scholarly
development in roles that complement students’
career goals
19
Number and variety of
experiences for research and
leadership training
Research residency,
Research Seminars,
Research Colloquia,
Research Assistantships
Student report at annual
review
Administrative data base
Number and variety
Residency experiences
GPSA items I16, II,2
Faculty
PhD Director
Graduate Curriculum Evaluation Plan Specific to the Doctoral Program
Product Evaluation – provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of
product outcome and program goals.
PRODUCT EVALUATION
Learner Outcomes
Satisfaction
Discipline Specific Aggregate Data (BSN only)
CONTEXT & PRODUCT
TIME-LINE
STANDARDS
Ongoing
Learner
outcomes
Graduates’
scholarship &
leadership are
recognized
3-5 years
postgraduation
3-5 years
postgraduation
DATA SOURCES
Alumni,
employers of
graduates
Faculty
PROCESS/METHODS
INDICATORS
MEASURES
ACCOUNTABILITY
PERSONS RESPONSIBLE
REPORT GOES TO
Advancement to candidacy
requires faculty’s satisfactory
evaluation
Student records
PhD Student Services
Dissertations represent original
contributions to the scholarship of
the field
Dissertation
Abstracts
Systematic evaluation of graduate
outcomes is conducted at regular
intervals
Student plan of
study
Graduates have designed &
secured funding
Survey of
graduates
PhD Director
Employers report satisfaction with
leadership & scholarship
Graduates’ scholarship &
leadership are recognized through
awards, honors, and/or external
funding.
References:
*American Association of Colleges of Nursing (2000). Task Force to Revise Quality Indicators for Doctoral Education Report.
Doctoral Faculty, University of Iowa (1999). Doctoral Program Evaluation Questionnaire
University of Iowa Strategic Plan Indicators (2001).
Stufflebeam, D.L. (1983). The CIPP model for program evaluation. In G.F. Madaus, M.S. Scriven and D.L. Stufflebeam (Eds.) Evaluation models: Viewpoints on educational and human services evaluation
(pp. 117-141). Boston: Kluwer-Nijhoff.
GPSA. (1987). Graduate Program Self-Assessment. Doctoral Programs Faculty Questionnaire. Educational Testing Service.
DPE.(2000. Doctoral Program Evaluation. College of Nursing, The University of Iowa.
American Association of Colleges of Nursing. (November 2001). Indicators of quality in research-focused doctoral programs in nursing. http://www.aacn.nche.edu/Publications/positions/qualityindicators.htm.
Retrieved March 1, 2002.
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