evaluation in nursing education

1. EVALUATION OF
EDUCATIONAL
PROGRAMMES IN
NURSING-COURSE
AND PROGRAMME

2. HISTORICAL BACKGROUND

3. In 1860 Nightingale set up the first
nurse training school at St Thomas'
Hospital, London. Nightingale's
curriculum was largely base around
nursing practice, with instruction
focused upon the need for hygiene
and task competence. Her methods
are reflected in her Notes on
Nursing, (1898).

4. Some other nurses at that
time, notably Ethel Gordon
Fenwick, were in favor of
formalized nursing registration
and curricula that were formally
based in higher education and not
within the confines of hospitals.

5. Nurse education in the United States
is conducted within university schools,
although it is unclear who offered the
first degree level program. So far as
known Yale School of Nursing became
the first autonomous school of nursing
in the United States in 1923. In Europe
the University of Edinburgh was the
first European institution to offer a
nursing degree in 1972.

6. NURSING DEGREES

7. PRESENT AIMS

8. GUIDELINES FOR ESTABLISHMENT OF
NEW NURSING SCHOOLS / COLLEGES
IN INDIA APPROVED BY INDIAN
NURSING COUNCIL

9. NURSING CREDENTIALS AND
CERTIFICATIONS

10. ALPHABETICAL LISTING OF
NURSING AND RELATED
CREDENTIALS AND
CERTIFICATIONS

11. CONCEPTS AND METHODS OF
EVALUATION IN NURSING
EDUCATION

12. Programme evaluation is a complex but
integral component of a nursing
education programme. It is an ongoing
process of collecting and describing data
which provides the basis for decision
making.

13. Specifically, evaluative data can be used
to prepare for accreditation visits;
account for budgetary expenditures;
answer requests for information; develop
faculty and staff; and examine the
planned and actual effects of the
programme within the community and
make changes accordingly.

14. There are several programme evaluation models
available to guide the evaluation process, but no
single model is best and nurse educators must
consider a variety of variables. Ideally, the
selection of a model should be based on the
purpose of the evaluation, programme needs,
material and spatial resources, and personnel
time, as well as the needs and desires of key
interest groups. Several considerations are also
required before the model is implemented.

15. These include determining specific priorities for
evaluation since all aspects of a programme
(conceptual framework, philosophy, programme
goals, student characteristics, graduates'
performance, faculty and administrative
expertise, as well as adequacy of resources)
usually cannot be evaluated simultaneously; how
the evaluation should proceed; time frames for
specific evaluation projects; and personnel
responsible for the evaluative activities.

16. WHAT IS EVALUATION
 A systematic process by which
the worth or value of something is
judged.

17. Ralph Tyler defines evaluation as “the
process of determining to what extent the
educational objectives are being realised.”

18. MEASUREMENT
It is a process involving the assigning of
a number to an individuals characteristics.

19. MEASUREMENT VS EVALUATION
Quantitative
Objective &
impersonal
Precise & scientific
Not a continuos
process, occasional
Qualitative
Personal &
subjective
Interpretative &
philosophical
Continuos process

20. PURPOSES OF EVALUATION
 Facilitate learning
 Diagnose problems
 Make decisions
 Improve products
 Judge effectiveness

21. TYPES OF EVALUATION
Formative
-takes place continuosly
-meant for diagnosis & remedial
instruction
Summative
-occurs at the end of a course
-meant for placement ,prediction &
guidance

22. FORMATIVE EVALUATION
to enable people and agencies make
judgements about the work undertaken;
 to identify their knowledge, attitudes and
skills
 to understand the changes that have
occurred in these
to increase their ability to assess their
learning and performance

23. SUMMATIVE EVALUATION
to enable people and agencies to
demonstrate that they have fulfilled the
objectives of the programme or project, or
 to demonstrate they have achieved the
standard required .

24. Formative evaluations provide
information to improve a product or
process.
Summative evaluations provide
short-term effectiveness or long-term
impact information to decide whether
or not to adopt a product or process.

25. TYPES -CONTD
Criterion referenced
- evaluates an individuals performance with
respect to specific characteristics expected in the
performance.
-used to measure the effectiveness of a programme
or instruction.
Norm referenced
-compares individual performance with those of
other persons taking the same test.
-measures individual differences.
-classify and grade learners in various categories.

26. EVALUATION PROCESS-STEPS
Identify purpose of evaluation
Identify a time frame
Determine when to evaluate
Select the evaluators
Choose an evaluation design




27. EVALUATION PROCESS-CONTD
Select an evaluation instrument
Collect data
Interpret data
Report the findings
Use the findings
Consider the cost of evaluation

28. EVALUATION FOCUS INCLUDES FIVE
BASIC COMPONENTS
Audience
Purpose
Questions
Scope
Resources

29. EVALUATION TECHNIQUES
Testing
Observation
Interview
Case study
Projective techniques

30. EVALUATION -TOOLS
Checklists
Rating scale
Questionniare and inventories
Anecdotal records
Cumulative records
Tests
Performance tests
Oral tests
 Written tests

31. CRITERIA FOR SELECTION OF
EVALUATIVE DEVICES
Relate to:
1. Sampling of objectives
2. Sampling of the content
3. Validity
4. Reliability
5. Practicability
6. Usefulness

32. COMMON ERRORS IN RATING
Personal bias
Generosity errors
Central tendency error
Logical error
Halo effect

33. COMMON DEFECTS OF WRITTEN
EXAMINATIONS
Triviality
Error
Bias
Complicated instructions
Ambiguity
Complexity
Obsolescence

34. JOINT COMMITTEE ON STANDARDS FOR
EDUCATIONAL EVALUATION
The Student Evaluation Standards
 The Propriety standards
 The Utility standards.
 The Feasibility standards
 The Accuracy standards

35. PROPRIETY STANDARDS
 The propriety standards help ensure that student
evaluations will be conducted legally, ethically and
with due regard for the well-being of the students
being evaluated and other people affected by the
evaluation results.
 P1 Service to Students Evaluations of students
should promote sound education principles, fulfillment
of institutional missions, and effective student work,
so that educational needs of students are served.
 P2 Appropriate Policies and Procedures Written
policies and procedures should be developed,
implemented, and made available, so that evaluations
are consistent, equitable, and fair.

36.  P3 Access to Evaluation Information Access to
student’s evaluation information should be
provided, but limited to the student and others with
established legitimate permission to view the
information, so that confidentiality is maintained and
privacy protected.
 P4 Treatment of Students Students should be treated
with respect in all aspects of the evaluation process, so
that their dignity and opportunities for educational
development are enhanced.

37.  P5 Rights of Students Evaluations of student
should be consistent with applicable laws and
basic principles of fairness and human rights, so
that students’ rights and welfare are protected.
 P6 Balanced Evaluation Evaluations of students
should provide information that identifies both
strengths and weaknesses, so that strengths can
be built upon and problem areas addressed.

38. UTILITY STANDARDS
 The utility standards help ensure that student
evaluations are useful. Useful student evaluations
are informative, timely, and influential.
 U1 Constructive Orientation Student evaluations
should be constructive, so that they result in
educational decisions that are in the best interest of
the student.
 U2 Defined Users and Uses The users and uses
of a student evaluation should be specified, so that
evaluation appropriately contributes to student
learning and development.

39.  U3 Information Scope The information collected for
student evaluations should be carefully focused and
sufficiently comprehensive, so that evaluation questions
can be fully answered and the needs of student
addressed
 U4 Evaluator Qualifications Teachers and others who
evaluate students should have the necessary
knowledge and skills, so that evaluations are carried out
competently and the results can be used with
confidence.
 U5 Explicit Values In planning and conducting student
evaluations, teachers and others who evaluate students
should identify and justify the values used to judge
student performance, so that the bases for the
evaluations are clear and defensible.

40.  U6 Effective Reporting Student evaluation reports
should be clear, timely, accurate, and relevant, so that
they are useful to students, their parents/guardians, and
other legitimate users.
 U7 Follow-Up Student evaluations should include
procedures for follow-up, so that students,
parents/guardians, and other legitimate users can
understand the information and take appropriate follow-up
actions.

41. FEASIBILITY STANDARDS
 The feasibility standards help ensure that student
evaluations can be implemented as planned. Feasible
evaluations are practical, diplomatic, and adequately
supported.
 F1 Practical Orientation Student evaluation procedures
should be practical, so that they produce the needed
information in efficient, nondisruptive ways.
 F2 Political Viability Student evaluations should be
planned and conducted with the anticipation of questions
from students, their parents/guardians, and other legitimate
users, so that their questions can be answered effectively
and their cooperation obtained.
 .

42.  F3 Evaluation Support Adequate time and resources
should be provided for student evaluations, so that
evaluations can be effectively planned and
implemented, their results fully communicated, and
appropriate follow-up activities identified

43. ACCURACY STANDARDS
 The accuracy standards help ensure that a student
evaluation will produce sound information about a
student’s learning and performance. Sound information
leads to valid interpretations, justifiable conclusions, and
appropriate follow-up.
 A1 Validity Orientation Student evaluations should be
developed and implemented, so that interpretations
made about the performance of a student are valid and
not open to misinterpretation.
 A2 Defined Expectations for Students The
performance expectations for students should be clearly
defined, so that evaluation results are defensible and
meaningful.

44.  A3 Context Analysis Student and contextual
variables that may influence performance should be
identified and considered, so that a student’s
performance can be validly interpreted.
 A4 Documented Procedures The procedures for
evaluating students, both planned and
actual, should be described, so that the procedures
can be explained and justified.

45.  A5 Defensible Information The adequacy of
information gathered should be ensured, so that good
decisions are possible and can be defended and
justified.
 A6 Reliable Information Evaluation procedures should
be chosen or developed and implemented, so that they
provide reliable information for decisions about the
performance of a student.
 A7 Bias Identification and Management Student
evaluations should be free from bias, so that
conclusions can be fair.
 A8 Handling Information and Quality Control The
information collected, processed, and reported about
students should be systematically reviewed, corrected
as appropriate, and kept secure, so that accurate
judgments can be made.

46.  A9 Analysis of Information Information collected for
student evaluations should be systematically and
accurately analyzed, so that the purposes of the
evaluation are effectively achieved.
 A10 Justified Conclusions The evaluative conclusions
about the student performance should be explicitly
justified, so that the students, their
parents/guardians, and others can have confidence in
them.
 A11 Metaevaluation Student evaluation procedures
should be examined periodically using these and other
pertinent standards, so that mistakes are prevented or
detected and promptly corrected, and sound student
evaluation practices are developed over time.

47. INTERNAL ASSESSMENT
Internal assessment is continuous, periodic and
internal, in which assessment is done in relation to
certain abilities and skills of the students periodically
and continuously.
Internal assessment has to be planned at the time
of curriculum development and syllabus interpretation.
• Internal assessment will be assessed by the teacher/
instructor of the college or school and no external
teacher or instructor involved in this.
•Internal assessment demands the out come of
students than the abilities and skills of the students

48. PURPOSES OF INTERNAL ASSESSMENT
The main purpose of introducing
internal assessment is to integrate
teaching and evaluation and to test
the skills and abilities which can not be
tested through written examination

49. NEED FOR INTERNAL ASSESSMENT
1,Helpful for the student to assess their qualitative and
quantitative evaluation.
2. Teacher may use different method of teaching –
learning process.
3. Internal assessment improves the teaching learning
process, it gives a comprehensive pi . The objectives of
affective domain(attitude, interest, and appreciation)
and its technique can be assessed by internal
assessment.
5. Internal assessment motivate the students to study.
6. Diagnostic and remedial teaching are possible and
more scientific.
7.Internal assessment motivate the student to give
more weight age to the annual examination of the
students learning

50. SIGNIFICANCE OF INTERNAL ASSESSMENT
•Internal assessment should be
1. Comprehensive (eg) academic achievement
personality traits achievement objects.(cognitive
affective and psychomotor)
2. Follow the education commission(1964-66)
Recommendation
3. Built in to the total educational program and
should be used for improvement rather than
certifying the level of student.

51. 4. not to follow scoring procedure,(some of the items needs
description.)
5.keep separate record, not to be combined with other
records.
6. help the student in changing their attitudes towards the
day-to day program.
. supplement the final examination
8. very objective, unbiased on all the items—
- unit test
-oral test
- practical test
- home work
- class work
- observational scale
- participation in social and
cultural
- group activities etc.

52. COMPONENTS OF INTERNAL ASSESSMENT
Items to be observed.
• -periodic test (unit test/term test)
• - oral test
• - laboratory work
• - terms paper(written)
• - study habits
• - participation
• - co-curricular activities
• - personality tests
• - visits

53. 3. Assessment of personality traits.
Traits, co operation, initiation, honest, leadership,
fellowship, perseverance, confidence etc

54. ADVANTAGE / MERITS OF INTERNAL ASSESSMENT.
1. This is logical and psychological
2. Proper study habits are likely to be developed.
3. Students will be more regular, alert, sincere in their study.
4. 11th hour preparation will be reduced.
5. Students will pay equal attention to all the activities
6. Helps the students to minimize their anxiety
and nervous breakdown.

55. •7. Gives comprehensive picture to the teacher.
•8. It is a good device for motivating.
•9. It helps to diagnose the weakness and
strength of the student.
•10. It brings changes in their attitude, interest,
and appreciation.
•11. Gives ample opportunity to assess the
student.”The teacher who teaches should
assess.”
•12. Parents feel more comfortable in knowing
about their children.

56. DEMERITS OF INTERNAL ASSESSMENT
1. It may be misused by teacher
2. It can cause a great harm in the hands
of an Inexperienced, insincere, inefficient
and dishonest teacher.
3. It lose it validity if a teacher shows
favoritism personal prejudices and
subjectivity in assessment.

57. EXTERNAL EXAMINATIONS
Conducting university examination, or boards of
examination for awarding certificates or degrees related to
nursing.
In our country usually state boards and universities are
conducting examinations for awarding diplomas and degrees.
Controller or registrar is over all in charge on behalf of
the university matters relating to conduct examinations,
announcement of results and conferment of degrees and
maintain confidence.

58. STEPS FOLLOWED
•Invite applications from eligible candidates.
•Fix a date of commencement of examinations 3 months in
advance.
•Issue notification to all the colleges/students.
•Select centers for conducting examinations.
•Check with the calendar of events one month prior to
examinations(theory/practical/viva-voice)
•Select list of examiners for setting the questions(respective
subjects and courses etc).
•Send communication to respective teachers along with
guideline pattern of theory question papers, blank white sheets
to set the questions.

59. PERSONNEL INVOLVES IN EXTERNAL
EXAMS
•Registrar (controller of exams)
•Deputy Registrar(deputy controller of
exams)
•Verifiers
•Dispatching officer
•Chief supt. Of examination.
•Room superintendent.
•Invigilators
•Group D staff

60. Conclusion

61. THANK YOU