Curriculum Evaluation
LPN to BSN
Cheryl Painter
University of Phoenix
Assessment and Evaluation of Learning:
HSN/552
Patricia Shannon
March 29, 2008
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Overview
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Description of CIPP Model
Choosing evaluators
Context
Input
Process
Product
Summary
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CIPP Model - Purpose
Context
Product
CIPP
Model
Input
Process
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Choosing Evaluators
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Internal
External
Program Evaluation Committee
Program Evaluation Standards
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Utility
Feasibility
Propriety
Accuracy
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Context Evaluation
• Mission congruent with goals
• Incongruence between course description and goals
• Some goals incongruent with curriculum
– Identifying the major pharmaceutical treatment modalities
– Utilizing therapeutic communication
– Formulating a formal teaching plan
• Program standards are being followed
– Academic Program Council participation
– CCNE accredited
– BON approved
• Instructor does not deliver a lecture
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Input Evaluation
Human
Resources
Faculty shortage
MSN prepared
Active RN license
Experience in field
Professional development
Clinical Preceptor
RN @ partnering institution
Lacks formal instructional training
Clinical Site Faculty
Faculty Diversity
White: 74%
Minority: 26%
Exceeds national average
Physical
Resources
Class size – 13-15 students
Partnering Facility
Flex Net – classroom and
online workshops
CourseCompass website
Clinical Conference
University library
Librarian assistance
Scholarly and peer reviewed
articles
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Input Evaluation cont…
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Process Evaluation
• Entrance and degree requirements
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Assessment of prior learning
LPN license in good standing
63 required core sequence courses
57 lower division credits
GPA 2.0
• Curriculum based on biological, physical, and social
sciences
• Emphasizes transition, critical thinking, and clinical
skills
• Lack of cultural awareness in curriculum
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Product Evaluation
• Quantity and quality of feedback is acceptable
• Formative evaluation
– Midpoint evaluation: Pass/Fail
• Summative evaluation
– Final clinical evaluation: Pass/Fail
• Proficiency checklist for clinical evaluation
• Provided weekly NCLEX questions
• Student surveys of faculty members are completed
after each course.
• Did not consistently meet required 90% pass rate for
NCLEX for nine years
• Faculty and student development
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Summary of Strengths
• Strengths of the curriculum
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Comprehensive, formative/summative feedback/evaluation
Mission congruent with goals
Program standards met: BON approval, CCNE accreditation
Experienced and diversified Flex-Net faculty
Small class sizes and abundant /flexible resources
Operating within approved budget
Course sequencing and program entrance criteria evident
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Summary of Weaknesses/Plan
• Weaknesses of curriculum
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Lack of lectures and direct class time for several topics
Incongruence: course description, curriculum, and goals
Inadequate NCLEX pass rates for nine consecutive years
Clinical preceptor lacks formal instructional training
Needs an action plan
• Action Plan
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Integrate topics that address goals and other indicators
Clinical preceptor requirements: BSN, NHCE
Apply BON recommendations/goals
Include a lecture as a teaching mode
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References
Bible, C., Chisari, C., & Calkins, M. (2004). On the state of the art of
approval/accreditation processes in boards of nursing. National Council of
State Boards of Nursing [NCSBN]. Retrieved March 28, 2008, from
https://www.ncsbn.org/Final_11_05_Approval_White_Paper.pdf
Billings, D.M., & Halsted, J.A. (2005). Teaching in nursing: A guide for faculty
(2nd ed.). [University of Phoenix Custom Edition e-text]. Retrieved March 18,
2008, from University of Phoenix, Resource, HSN/552 Assessment and
Evaluation of Learning Web site:
https://ecampus.phoenix.edu/secure/resource/resource.asp
Singh, M. (2004). Evaluation framework for nursing education programs:
Application of the CIPP Model. International Journal of Nursing Education
Scholarship, 1(1), Article 13. Retrieved March 28, 2008, from
http://www.bepress.com/ijnes/vol1/iss1/art13
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References
Standards for accreditation of baccalaureate and graduate nursing programs.
(2003). American Association of Colleges of Nursing [AACN].Retrieved
March 28, 2008, from
http://www.aacn.nche.edu/Accreditation/RevisedStandards.htm
Suhayda, R. & Miller, J. (2006). Optimizing evaluation of nursing education
programs. Nurse Educator, 31(5), 200-206. Retrieved March 28, 2008, from
ProQuest Database.
University of Phoenix [UOP]. (2007a). Factbook. Retrieved March 28, 2008,
from https://mycampus.phoenix.edu/secure/factbook/factbook.pdf
University of Phoenix [UOP]. (2007b). Annual report. Retrieved March 28, 2008,
from http://www.apollogrp.edu/Investor/AnnualReports.aspx
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References
University of Phoenix [UOP]. (2008). Student catalog. Retrieved March 28,
2008, from
http://myresource.phoenix.edu/secure/resource/eCatalog/31_2007_2008
University of Phoenix [UOP]. (2003). Nursing management of the medicalsurgical client II – UniModule. Retrieved March 28, 2008, from University of
Phoenix, Resource, HSN/552 Assessment and Evaluation of Learning Web
site: https://ecampus.phoenix.edu/secure/resource/resource.asp
Why regulation matters. (2007). National Council of State Boards’ of Nursing
[NCSBN]. Retrieved March 28, 2008, from https://www.ncsbn.org/247.htm
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