PROGRAM EVALUATION:

EVALUATION OF PERFORMANCE

UNIT-XVI
 INTRODUCTION
Program evaluation involves a complex process of data collection and analysis in
order to assign values to various program components leading to decisions about the
program.
More specifically, program evaluation in nursing education can help faculty and
administrators account for scarce fiscal resources, make administrative and
curricular decisions, appraise faculty and staff development needs, examine both
intended and unintended effects of their nursing program within the community, and
provide a mechanism to assure fulfillment of accreditation requirements.
 DEFINITION OF PROGRAM EVALUATION
Program Evaluation is a systematic process used to assess the design,
implementation, and outcomes of a program. It involves collecting and
analysing information to determine if the program is meeting its intended
goals and objectives. In the context of nursing education, it includes
evaluating the curriculum, faculty performance, administrative processes,
and student outcomes.
 PURPOSES OF PROGRAM EVALUATION
 It helps to diagnose problems
 Identify the weaknesses and strengths
 Test new and different approaches for accomplishing and advancing
the school's philosophy
 To improve the objectives, and conceptual framework, operation of all
aspects of the school.
 IMPORTANCE IN NURSING EDUCATION
1. Ensures Quality Improvement
Regular evaluation helps maintain high standards in nursing programs by
identifying areas needing enhancement.
Facilitates the continuous improvement of teaching methods, course
content, and student experiences.
2. Supports Evidence-Based Decision-Making:
Provides data-driven insights that help educators make informed
decisions about curriculum updates, resource allocation, and teaching
strategies.
Helps align program objectives with current healthcare industry
requirements and standards.
3. Promotes Accountability
Holds the institution accountable to stakeholders, including regulatory
bodies, students, faculty, and healthcare organizations. Demonstrates the
program’s commitment to achieving educational excellence and meeting
accreditation requirements.
4. Enhances Program Effectiveness
Measures the success of the program in achieving its intended
learning outcomes and prepares graduates with the competencies
required in the nursing profession. Identifies strengths and
weaknesses in the program, helping to refine strategies and
maximize educational impact.
5. Facilitates Accreditation and Compliance
Assists nursing programs in meeting the standards set by
accrediting bodies (e.g., INC, NMC).Provides documentation
and evidence of program performance for accreditation reviews.
 DIMENSION OF PROGRAM EVALUATION

 Evaluation of administration and operation

 Curriculum evaluation

 Faculty evaluation

 Evaluation out comes

 EVALUATION OF ADMINISTRATION & OPERATIONS
Participation: Do faculty, administrators, and students participate in
governance as per regulatory bylaws?
Organizational Structure: Does the structure support effective
functioning and goal attainment?
Program Leader: Is the program led by a nurse educator with a
minimum of a master’s degree and relevant experience?
Administrative Authority & Resource Allocation
Leadership Role: Does the administrator have authority for planning
and resource allocation?
Consultation: Is there collaboration with institutional bodies and faculty
input in decision-making?
 CURRICULUM EVALUATION
Definition of Curriculum: The curriculum is the totality of learning
activities designed to achieve specific educational goals.
Importance of Curriculum Evaluation:
 A critical focus for nurse educators to ensure the curriculum meets
current healthcare standards.
 Ensures alignment with the philosophy, conceptual framework, and
program goals of the institution.
 COMPONENTS OF CURRICULUM EVALUATION
1. Nursing Content and Course Assessment:
Evaluation of nursing content taught in each course to ensure it aligns
with educational goals. Analysis of course objectives, teaching
strategies, and evaluation methods. Assessment of how non-nursing
courses contribute to the overall plan of study .
2. Course Objectives:
 Objectives should describe expected student behaviors.
 Reflect the level and nature of content (cognitive, affective,
psychomotor).
 Assessed for clarity, relevance, and the ability to measure
achievement.
3.Teaching Strategies and Evaluation Methods
 Teaching strategies should be tailored to meet course objectives and
support student learning.
 Should be designed to achieve expected outcomes across cognitive,
affective, and psychomotor domains.
 Evaluation Methods:
 Utilize various methods (e.g., exams, practical assessments, projects)
to measure student performance.
 Ensure that methods are fair, objective, and aligned with course
objectives for accurate assessment of student learning.
 FACULTY EVALUATION
Definition:
Faculty evaluation involves measuring performance in teaching,
research, and service.
PURPOSE
 Ensures the continuous improvement of faculty members.
 Helps in updating faculty portfolios and showcasing achievements.
 Self-Evaluation
 Faculty reflect on their accomplishments in research, teaching, and
service.
 Allows for updating portfolios and planning professional growth.
 Administrative and Peer Evaluation
Administrative Evaluation
 Involves synthesizing data from various sources (student feedback,
research output, service activities).
 Results are reviewed with faculty members for constructive feedback
and improvement.
 Peer Evaluation
 Often omitted due to potential bias (mutual support, friendships).
 Can be controversial, as it may reflect personal relationships rather
than objective performance.
 Student Evaluation and Evaluation of Outcomes
 Provides valuable insights on Course assignments, textbook usage,
fairness in grading.
 Faculty’s interest in students and the subject matter. Offers feedback to
improve teaching methods and course delivery.
 EVALUATION OF OUTCOMES
Student Performance:
Assessed through written and oral assignments, exams, and clinical
appraisals.
Program Effectiveness:
Identifies strengths and weaknesses in course delivery (e.g., deficiencies
in pharmacology knowledge).Helps in refining the curriculum based on
collective student performance data.
 MODELS FOR EVALUATING NURSING EDUCATION
PROGRAMS
Several programs and curriculum evaluation models have been advanced
in recent years. Such strategies enhance both organization of the process
and the comprehensiveness of the evaluation.
 COMPARATIVE COURSE EVALUATION
Comparative course evaluation is a process designed to identify
articulation, duplication, and omission of learning opportunities between
courses in a curriculum. It involves a systematic examination of course
syllabi in order to identify omissions and duplications of content and
behavioural objectives between courses.
 DISCREPANCY EVALUATION MODEL
Discrepancy evaluation refers to the search for differences between two or more
elements or variables of an education/ training program that, according to logical,
rational or statistical criteria, should be in agreement or correspondence. Most
commonly the focus of program evaluation using the discrepancy model is upon
one or more of the following
(1) Differences between program design and actual program operations, such as
planned curriculum content, and actual content taught.
(2) Discrepancies between predicted and obtained program outcomes, such as
predicted and actual NCLEX scores and so on.
 GOAL FREE EVALUATION
The focus of goal free evaluation is to determine the importance and
value of final outcomes, not intentions and design of the program. It is an
approach to ensuring that evaluators take into account the actual effects
and not just the intended effects of education and training programs
 STAROPOLI AND WALTZ MODEL
The Staropoli and Waltz Model is a comprehensive approach to
educational program evaluation that has been widely used in schools of
nursing. The Waltz evaluation plan considers the educational program
as an open system consisting of inputs, operations, and outputs.
Included in the plan are four distinct yet interrelated levels of analysis,
school, program, subprogram, and course level.
 STUFFLEBEAM'S CIPP MODEL
Context, input, process, and product comprise the four types of evaluation in
Directing and Controlling Educational Institution Stufflebeam's model. Context evaluation serves
decision- making for the planning of an ongoing program and therefore is formative or diagnostic
in nature Input evaluation involves questions regarding the feasibility, availability. costs, and
potential advantages and disadvantages of the various strategies proposed. Process evaluation
provides feedback to administrators and participants of the program which detects or predicts
problems with the day-to-day functioning of the program. The final component, product
evaluation, serves to measure the extent to which goals have been achieved, and is therefore

summative in nature.
 MAINTAINING DISCIPLINE IN NURSING EDUCATIONAL
INSTITUTIONS
Discipline can act as a natural control by which a student brings his or her conduct
into a concurrence with the institution's legitimate conduct code, or it tends to be an
administrative action to implement students' consistency with office principles and
directions.
 MAINTAINING DISCIPLINE IN NURSING EDUCATIONAL
Definition
• Discipline is defined as training or molding of the mind and
character to bring about desired behaviours.
• Discipline is the practice of making people to obey rules or
standards of behaviour, and punishing them when they do
not.
 TYPES OF DISCIPLINE
Self-controlled discipline:
For the situation of self- controlled discipline, the student brings her or
his conduct into a concurrence with the associations authentic conduct
code, the student controls their very own exercises for the benefit of all
of the association. Therefore, individuals are acquainting with studies for
a pinnacle execution under self controlled discipline
Enforced discipline/control:
Here, an administrative activity authorizes student consistency with the
association's tenets and directions, ie, it is a typical control forced from
the higher level. Here, the supervisor practices his power to urge the
students to carry on with a specific goal in mind.
 APPROACHES TO DISCIPLINE
Traditional methodology:
It accentuates correction/punishment for unfortunate conduct. The
reasons for conventional order are punishment for wrongdoing.
implement an adjustment to custom, and fortify the power of the old over
the youth.
Developmental methodology:
It accentuates discipline as a shaper of attractive conduct. The reason for
formative discipline is to shape behaviour by giving excellent results to
the correct functioning and severe modifications for the wrong conduct,
and shirking of physical punishments. defend the privileges of the
blamed and swap for individual discretionary decisions of the blame
Positive approach:
lt depends on the presumption that a good student with a sense of pride,
regard for power. and enthusiasm for the activity will stick to brilliant
work benchmarks: and when an intrigued, conscious and self regarding
student briefly strays from his/her typically exclusive expectations, an
amicable reminder/update is sufficient to divert their endeavours in the
ideal bearing
INDISCIPLINE IN CLASSROOM
• Not attending
• Sleeping
• Lying Cheating
• Not studying
• Not completing homework's and assignments
• Not punctual
INDISCIPLINE IN CLINICAL AREAS
• Gross negligence, disobedience
• No attitude and improper behaviour
• Not punctual
• Not considerate
• Not studying, laziness
• Not completing the assignments
• AbsenteeismLeaving the clinical area without permission
CAUSES OF INDISCIPLINE
 Delay in administering discipline
 Ignoring rule violation in the hope that it is an isolated event
 Accumulations of rule violations, causing irritated
 supervisors to become outrageous
 Failure to administer progressively severe sanctions
 Failure to document disciplinary actions accurately
 Imposing discipline disproportionate to the seriousness of the offense
 Disciplining inconsistently
 CLASSROOM DISCIPLINARY MEASURES

Desirable measures Undesirable measure

• Personal conference • Use of threat, forced apology
• Suggestions regarding maintaining • Punishing the group for the offense of
and adherence to guidelines one student
• Deprivation of privileges • Use of students misdeed as an
example for others
• Use of probation and honor, Seating • Nagging, Scolding
arrangements of the students
 PUNISHMENTS/PENALTIES
Oral reprimands:
It is recommended in case of minor faults due to any reason An oral
warning will be given by the Faculty but add the same in the anecdotal
record with nature of the event, time, and place.
Written reprimands:
It is advised in times of serious faults A notice may be issued by the teacher to
prevent the same in the future. It should include the name of the student and the
teacher, the idea of the issue, the punishment, and the outcomes of future
redundancy. The student needs to sign it, to demonstrate that the student has
perused it. A duplicate should be given to the person who is getting punished and
one held for the student record. On the off chance that again, the terms are not met,
different punishments will most likely be vital.
Other punishments:
 Financial punishments may be initiated, such as imposing fines, etc.
 Loss of benefits may incorporate exchange to deny a privilege or
participation.
 Suspension from the institution.
 Termination (rejection) from the organization.
 MEASURES TO MAINTAIN CLASS DISCIPLINE

 Ensure that classroom conditions are favorable to the lesson planned.

 Make sure that the teaching process doesn't depress class morale
 Appropriate reinforcement on time
 Neither too friendly nor too remote with the students.
 Watch for the signs of trouble very carefully.
 Plan the class with a desirable pace with appropriate learning measures
 Be fair mind and impartial favoritism in any sense will lead to a withdrawal of
co-operation and indiscipline among students.
 A teacher must know when and how to punish (ie. to implement disciplinary
measures).
 Ensure the necessity for a reprimand.
 Follow up all-important disciplinary matters.
Thank you