Nursing Discussion: Selecting an Evaluation Approach

Discussion: Selecting an Evaluation Approach

At the close of every quarter, you and your fellow students are asked to complete an evaluation form on your courses. The questions are usually simple in format but require you to evaluate many factors that influenced your learning experience. From the quality of your Instructor to the workload and engagement of weekly assignments, you are asked to provide your honest opinion about your learning experience. As a student, you should take great care when answering these questions because they are used to adapt, refine, and improve the learning experiences offered to you and to future students. As a nurse educator, you should take great care in selecting the evaluation approach that best aligns with your curriculum and your setting. As there are many approaches to evaluation, collaborating with other educators within the parent institution or agency is also a must.

To prepare:

·         Review this week’s Learning Resources to explore the diverse evaluation models nurse educators can use to evaluate the quality of their curriculum. Specifically focus on Chapter 16, “Program Evaluation,” in the Keating text.


Questions to be addressed in my paper:

1.    Consider why nurse educators might employ an eclectic approach that combines one or more of the following evaluation models: conceptual, benchmarking, evaluation process, formative, and summative.

2.    Reflect on your Course Project (Doctor of Nursing Science for Arizona State University). Consider the internal and external factors that influence your setting, as well as the needs of the learner. What approach to evaluation might work best to assess the quality of your team’s proposed Doctor of Nursing Science curriculum? Conduct further research as necessary.

3.    An explanation of the evaluation model(s) you would select for your team’s setting (Arizona State University) and why.

4.    Describe how the model(s) would help your team collect and analyze data surrounding curriculum quality. Justify your response by providing references to your Course Project and Learning Resources as applicable.



1.      Put APA citations and references between 2011 – 2016… References that are below 2010 are obsolete already….

2.      At least two pages



Required Readings

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier. 

  • Chapter 22, “Introduction to the Evaluation Process  (pp. 385–397)


There are many models and frameworks that can guide the evaluation process. Chapter 22 discusses the general steps of evaluation and also underlines the importance of conducting meaningful evaluations throughout all stages of the curriculum development process.

Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.

  • Section V: Program Evaluation and Accreditation (pp. 345–347)


The introduction to Section V provides a succinct overview of the key ideas presented in Chapters 16 and 17 of the course text.


  • Chapter 16, “Program Evaluation” (pp. 349–367)


Chapter 16 explores the process the who, what, when, and why of the evaluation process.

Dickerson, P. S. (2010). Continuing nursing education: Enhancing professional development. Journal of Continuing Education in Nursing41(3), 100–101. 

Retrieved from the Walden Library databases.


The author of this article presents the evolving role of nursing education and the foundational work that is guiding its future.

Kalb, K. A. (2009). The three Cs model: The context, content, and conduct of nursing education.Nursing Education Perspectives30(3), 176–180. 

Retrieved from the Walden Library databases.


The three Cs model consists of context, content, and conduct. This article provides an overview of what each “C” stands for, what the model accomplishes, and how it can benefit nursing education.

Scarvell, J., & Stone, J. (2010). An interprofessional collaborative practice model for preparation of clinical educators. Journal of Interprofessional Care24(4), 386–400. 

Retrieved from the Walden Library databases.


This article outlines the benefits of interprofessional collaboration. Through a study, the authors found that these collaborative synergies permitted clinical education innovation.


Centers for Disease Control and Prevention. (2011). A framework for program evaluation. Retrieved from


This website connects you to the framework, steps, and standards used by the CDC.


Optional Resources

DeSilets, L. (2010). Another look at evaluation models. Journal of Continuing Education in Nursing,41(1), 12–13. Retrieved from Walden Library databases.



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