California maternal quality care collaborative cmqcc toolkits

Running head: CURRICULUM EVALUATION 1

Curriculum Evaluation
Bella Berelovich
Capella University
MSN-FP6107: Curriculum Design Development and Evaluation Dr. Adriane Stasurak
May 15, 2020

This process enables early recognition of warning signs and opportunities for improvement.

Continuing monitoring utilizes tools allowing to truck agreed-upon indicators and targets. The importance of curriculum evaluation is determining the value of the content, format, teaching methods of information transfer towards meeting the objectives of participants, and positively affecting patient outcomes. Ongoing evaluation of curriculum allows for public accountability,

In making decisions about what criteria to consider for the curriculum evaluation, some academic institutions use various evaluation theories. In contrast, others use criteria from accrediting agencies or Board of Nursing guidelines since those regulatory bodies require formal evaluation process against their standards as a part of the accreditation procedure (Lewallen, 2015).

Theoretical models of curriculum evaluation provide the meaning and scientific approach to the assessment process, intending to improve the program's productivity and efficiency. Some of the theories will be discussed below.

Method –focused evaluation theories developed by Ralph Tyler and Edward Suchman were focusing on behavioral objectives as measurable outcomes in determining how well an educational program is meeting its goals. They were focusing on an effort as a quantity and quality of educational activities in the program, a performance-as measurable result of the effort, adequacy of performance in relationships to the amount needed, and efficiency of the program as an examination of another way or an approach in terms of personal and monetary expense, and a process as to how and why a program performs in a certain way (Oerman, 2013, p.277).

One of the more current evaluation theories developed by Wandersman defined nine principles of empowerment the educators should include in the program evaluation. The first principle is centering on running evaluation activities for program improvement. The second and third principles focus on the engagement of stakeholders in establishing goals, design, collection, interpretation, and application of evaluation information. The more engaged the stakeholders are, the more meaningful and useful will be results. The fourth principle refers to the authenticity of participants and the importance of all stakeholders' democratic participation, embracing their contributions to the evaluation process. The fifth principle of empowerment during the

In order to evaluate and increase knowledge gained from the High-Risk Obstetrics program, case studies discussion with learner participation will be conducted as a culmination of the program. Post presentation survey completed by perinatal nurses can provide valuable insight on learner’s perceptions towards the competencies of the faculty, the effectiveness of teaching methods, educational materials, and learning activities provided to learners, appropriateness of the length of the program, and physical environment in what the curriculum was presented (Lubejko, 2016).

Besides, observation of practice and patient chart review, as well as quality assurance activities using dashboards that are monitoring adverse and "near miss," timeliness of appropriate interventions and patient outcomes can provide a great inside on whether or not this program positively influenced change in clinical practice of program participants.

Short-Term and Long-Term Evaluations for Process Improvement The current demand in our society is to have a high-quality education delivered with maximum efficiency. Many programs have adopted a continuous quality improvement (CQI) approach. Four dimensions have been identified as pillars of quality education: accountability, curricular alignment, student satisfaction, and assessment. Accountability refers to a systematic approach that produces favorable outcomes for graduates of the program. Curricular alignment is described as a method by which educators develop courses to address program outcomes and sequence them to advance to increasingly higher cognitive levels. Student satisfaction review provides feedback on faculty accessibility, flexibility, availability of remediation, various teaching approaches, and resources to address students' individual learning needs. Assessment is the identification of individual and collective necessities and results. Both formative and summative assessments should occur externally and within a classroom (Brown, 2008).

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process and its outcomes. During the Check phase, newly received data is analyzed against the original prediction of improvement. The final stage of the cycle is the acting phase when all leanings are examined and standardized if outcomes were positive or referred to a new PDCA cycle if more changes were needed (McKay, 2018).

Evidence-Based Nursing Concepts and Best Practices to Improve Curriculum Development
Evidence-Based Nursing Concepts and best practices have tremendous significance in curriculum content development as well as in educator's approaches to curriculum presentation.

With an understanding that nursing education is an interdisciplinary endeavor, nurse educators shall work on translational research and apply evidence-best practices from general education, psychology, and other healthcare disciplines when teaching the curriculum. Educators use past experiences of interactions with various learners, most effective strategies of teaching when the available and professional judgment in their teaching approaches with individual learners.

Educational resources used for the High-Risk Obstetric curriculum development were chosen with the goal to obtain evidence-based research and best practices on the topics for the program. Peer-reviewed publications selected by using CINAHL Compete database search, California Maternal Quality Care Collaborative CMQCC toolkits, and publications review were used along with the review of The Join Commission's new standards for perinatal safety.

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Conclusion
With the accent on outcomes, curriculum evaluation is a necessary key element for calculating the success of the program, establishing benchmarks, and continually upgrading the quality of the educational content. Students are an essential part of the evaluation process. Their test results, ability to critically think and demonstrate clinical skills, satisfaction with the program, and assessment of teaching performance and the quality of courses in which they participate produce valuable information about the program's effectiveness. Feedback from alumni, employers of the graduates, and patients receiving nursing care can provide valuable insight into the quality of the educational program. Additional measures of success can include graduate performance on licensure and certification exams and professional advancements (Keating, 2014, p. 346).

Lubejko, B. G. (2016). Developing a program evaluation plan: options and opportunities. The Journal of Continuing Education in Nursing, 47(9), 388-389.

doi:http://dx.doi.org.library.capella.edu/10.3928/00220124-20160817-02
McKay, S. (2018, January 25). Quality improvement approaches: lean for education. Retrieved May 15, 2020, from

Story, L., Butts, J. B., Bishop, S. B., Green, L., Johnson, K., & Mattison, H., (2010). Innovative strategies for nursing education program evaluation. Journal of Nursing Education, 49(6), 351-4. doi:http://dx.doi.org.library.capella.edu/10.3928/01484834-20100217-07