Curriculum and Program Evaluation

Lycia L. Harris
Jacksonville State University

Introduction

Measurable outcomes are important when looking at the quality of nursing

programs. The National League for Nursing Accrediting Commission
(NLNAC) and the Commission on Collegiate Nursing Education (CCNE) are
the agencies in the United States that set standards and expectations for
nursing programs and nursing program development. The NLNAC is the
accrediting body for all types of nursing organizations: Practical, Associate,
Diploma, Baccalaureate, Post masters certificate and Clinical doctorate
programs. The CCNE is recognized to accredit baccalaureate and higher
education such as : Masters of Science in Nursing (MSN) and Doctorate in
Nursing Practice (DPN). It is important for stakeholders (those interested in
nursing programs) to have a way to measure the quality of the nursing
program and the nursing faculty of the particular program they may be
interested in .

Types of Curricula

The formal curriculum is the planned program of studies for an

academic degree or discipline; includes the components of the
curriculum which are visible to the public through its publication in
catalogs, recruitment materials, and on websites.
The informal curriculum is sometimes termed as the hidden
curriculum, co curriculum, or as extracurricular activities. The co
curriculum incorporates planned activities such as collaboration with
other academic units, student affairs meetings, field trips, and planned
volunteer services in the community.
Keating, 2011

Program Evaluation
There are two types of program evaluation in academe that differ from regulatory and
accreditation processes:
Program approval
Program review

Keating, 2011

Accreditation

A process of external quality review created by higher education to :

Scrutinize colleges
Universities
Programs
for quality improvement
Accreditation organizations apply for recognition by the United
States Department of Education (USDOE) and the Council for
Higher Education (CHEA)as a means of external review (Billings &
Halstead, 2012)

Accrediting organizations seek USDOE recognition to become eligible

for federal funding.
CHEA recognition lets accrediting organizations establish a standing
of quality among the higher education community
4 types of CHEA accrediting organizations:

Regional
National faith-related
National career-related
Programmatic
The accreditation model practiced by most accrediting organizations is a combination
of self-study and site visits by a team or peer evaluators
Billings & Halstead, 2012

Components of Accreditation

Measurable program outcomes

Curricula
Faculty
Qualified students
Student support services
Quality and adequate resources
Qualified administrators
Policy and procedures
Formal complaining mechanism
Systematic program evaluation plan

Program Approval
Before a new program is started, its parent institution
must approve it. The faculty develops the curriculum for
the new program and it should be based on a needs
assessment that gives the reasons:
Why it is needed
How it meets the mission of the institution
Who the key stakeholders are
There should also be a program plan, a budget should also accompany it and
it is expected that it projects the costs and income for at least the next 5 years
to justify its start-up and maintenance.
Keating, 2011

Every Round Goes Higher and Higher

In the academic setting the usual rounds of approval for a
nursing program are:
1st round faculty at originating program approve the proposal
2nd round proposal goes to curriculum or program approval at division or college
level
3rd round goes to the overall university or college graduate or undergraduate
committee for review and approval then a subcommittee of the senate that reviews
program proposals.
4th round senate reviews it for their input and approval and then it goes to the chief
executive for academic affairs such as a vice president or provost.
5th round President of institution approves program
6th round finally, a governing board such as a board of trustees or regents approves
for a professional program such as nursing accreditation process and state board of
nursing approvals are initiated along the way to reassure the academic entities that
the program is qualified for professional approval and accreditation
Keating, 2011

Program Review

In the academic setting, program review happens every 5 years inside the
parent institution. The purpose of the review is to ensue the quality and health
of the program.
Faculty prepares an overview of the program related to:
Enrollment
Quality of faculty
Student learning outcomes
Enrollment and graduation projections

Keating,
2011

Use of Data from Program Reviews

When budgets are tight, these projections help demonstrate the relationship of
the program to:
the mission of the institution
the contributions to the community
quality of the program
Nursing often finds itself trying to justify its program owing to the relatively
small faculty to student ratios when clinical supervision is factored in.
Nursing programs need the data to:
support the program
cost-effectiveness
its contributions to the core general education
its contributions to prerequisite requirements
Keating, 2011

Requirements and process for program approval and review use the
same data sets as many of the other assessment and evaluation
activities related to professional accreditation and standards of
excellence.
Parent institutions:

Request copies of the most recent self-studies

Request copies of accreditation reports
These either substitute for program review criteria or supplement the requirements.
Program approval and review should be integrated into the master plan of evaluation so
that the data sets can serve all purposes for assessment.
Keating, 2011

Evaluation Model

The model represents the ways the variables, items or events to be evaluated
are arranged, observed or manipulated to answer evaluation question.
It clarifies the relationship of the variables to be evaluated and provides a
systematic plan or framework for evaluation.
Models may be found in nursing literature or may be developed by nurse
educators for a specific use.
There are advantages to using models such as:

Makes variables explicit

Reflects a priority about how variables should be evaluated first or most often
Gives structure that is visible to all concerned
Keeps evaluation effort on target
Can be tested and validated
Billings & Halstead, 2012

Types of Models
Theory-Driven supports use of theory
Logic-Models useful for conceptualizing planning and
communicating about program
Decision Oriented Models :CIPP facilitates delineating, obtaining
and provided useful information for judging decision alternatives
Client-Centered Models focuses on goals and observed effects of
the program being evaluated based on antecedents, transactions,
and outcomes
Assessment Models focuses on outcomes of general and
professional education
Billings & Halstead, 2012

 Naturalistic, Constructivist, or Fourth-Generation Evaluation Models

is a sociopolitical process that is simultaneously diagnostic, change
oriented and educative for all parties
Quality Assurance Models: Total Quality Management and Continuous
Quality Improvement used to guide evaluation and improve
educational programs and nursing programs
Accreditation Model: Evidence Based Evaluation organizations are
recognized and have been reviewed for quality
Benchmarking the measurement and comparison of selected criteria
with ideal criteria
Models for Evaluating Online Learning Environments
Billings & Halstead, 2012

Accreditation of Nursing
Programs
Nursing programs are accredited by two main
organizations:
Commission on Collegiate Nursing Education
(CCNE)
National League for Nursing Accrediting
Commission (NLNAC)
Billings & Halstead, 2012

Commission on Collegiate Nursing Education

(CCNE)
Originally known as the Nursing Education Accrediting Commission
Created with sole purpose of accrediting baccalaureate and higherdegree programs
Strives to be mission-driven
Focuses on innovation, autonomy and creativity
Is a voluntary, self regulatory process
Accreditation supports and encourages continued self-assessment
Supports continuing growth and improvement of collegiate professional
education and post baccalaureate nursing residency programs
Billings & Halstead, 2012

National League for Nursing Accrediting

Agency(NLNAC)

Mission is to support nursing education, nursing practice, and the public

through accreditation.
Defines accreditation as voluntary, self- regulatory, by which non-governmental
associations recognize educational institutions or programs that have been
found to meet or exceed standards for educational quality
Has six designated accreditation standards:
Mission and administration
Faculty and staff
Students
Curriculum
Resources
Outcomes
Each standard has specific criteria based on type of program evaluated
Billings & Halstead, 2012

References

Billings, D. M. & Halstead, J. A. (2012). Teaching in nursing: A guide for

faculty (4th edition.). St. Louis: Saunders/Elsevier
Clipart. Retrieved from : www.googleimages.com
Keating, S.B. (2011). Curriculum Development and Evaluation in Nursing (2 nd
edition). New York: Springer Publishing