Unit 4 STUDENT(1)

Unit 4: Evaluation and Documentation

• CNUR 106 January 2025

Unit Objectives

• Define evaluation.

• Compare and contrast evaluation and assessment.

• Identify the purpose of evaluation.

• Distinguish between five types of evaluation.

• Describe the ethical and legal implications of proper documentation of client education.

• Describe the CRNS documentation guidelines for client education.

• Describe health literacy.

• Identify technology in health education.

The Evaluation Process

• A systematic process that judges the worth or value of teaching and learning.(Source: Bastable, 2023, p. 630)

Why Should We Evaluate Teaching and Learning?

• Provides evidence of the value of education.

• Can assess effectiveness and efficiency.

Evaluation vs. Assessment

• Assessment: Gathering, summarizing, interpreting & using data to decide on a direction for action.

• Evaluation: Involves gathering data after an activity was completed to determine its success.(Source: Bastable, 2023, p. 633)

• Similarities: Both involve data gathering and interpretation.

• Differences:

  • Assessment is done before an action.

  • Evaluation occurs after an action.

• Planning for evaluation and assessment should be concurrent.

Determining the Focus of Evaluation

• Crucial first step in the evaluation process.

• Guides evaluation design, conduct, data analysis, and reporting of results.

• Includes five basic components:

  • Audience: Who is being evaluated?

  • Purpose: Why is it being conducted?

  • Questions: Specific, relevant, and measurable.

  • Scope: Extent determined by reason and resources available.

  • Resources: Time, people, expertise, equipment, etc.

Types of Evaluation

Process/Formative Evaluation

• Ongoing process to determine further learning needs.

• Adjustments are made as soon as issues are identified.

• Scope is limited to specific learning experiences.

• Typically less costly.

Content Evaluation

• Measures knowledge and skills immediately after learning.

• Determines if objectives have been met immediately post-learning.

• Scope: Limited to specific learning experiences and stated objectives.

Outcome/Summative Evaluation

• Summarizes the results of education and measures long-term change.

• Assesses effectiveness and whether behavioral objectives were met.

• Scope is broader and occurs after teaching is completed.

• Typically more costly and complex.

Impact Evaluation

• Determines the effects of education on the institution or community.

• Focus on long-term changes rather than just outcomes.

• Broader in scope and often resource-intensive.

Total Program Evaluation

• Assesses if program meets or exceeds established goals.

• Questions how all program activities align with departmental or institutional goals.

• Broad and resource-intensive in scope.

Technology and Health Education

• 57% of people will consult the internet before a healthcare provider.

• Common patient sources of information: blogs, discussion groups, online support groups.

Impact of Technology on Teaching and Learning

• Narrows information gap between teacher and learner.

• Changes teacher role to facilitator, focusing on critical thinking.

• Encourages patients to seek information and ask questions.

Information Literacy

• Capacity to identify needed information.

• Skills to access, evaluate, and apply valid and useful information.(Source: Bastable, 2023, p. 602)

Healthcare Consumer Education in a Technology-Based World

• Assess patient usage of the web for health information.

• Explain how to find credible, unbiased information.

• Compile and share lists of reputable websites.

Digital Health Divide

• The gap between those with and without access to online health information.

• Older adults and low-income groups historically have less access, but usage is increasing.

Nurses Role in Digital Health Literacy

• Assess patient comfort with internet searches.

• Encourage open discussions about the information patients find.

Evaluating Health Websites

• Consider:

  • Accuracy: Is the information verifiable and peer-reviewed?

  • Authority: What is the background of the author or organization?

  • Currency: Is the information recent and up-to-date?

  • Bias/Objectivity: Is the information research-backed or opinion-based?

Where to Find Credible Sources

• Academic databases (e.g., CINAHL).

• Peer-reviewed journals.

• Google Scholar.

• Library reference desks for guidance.

Summary

• Technology enhances learning and must be utilized thoughtfully and evaluatively.

• Continuous updates and planning are essential for high-quality learning experiences.

Documentation

• Establishes accountability for care; promotes quality; facilitates communication among providers; conveys nursing contributions.(Source: CRNS, 2021, p. 4)

Documentation Guidelines

• Include materials, teaching methods, and patient involvement. (Refer to CRNS 2021 p. 10)

Reminders About Documentation

• Include patient identifiers on every page.

• Use correct spelling and grammar; document objectively and chronologically.

Documentation Example

• Patient expressed concerns about new medication and received education on usage, side effects, and management strategies along with written materials.

  • Documenter: S. Smith, RN

References

• Bastable, S.B. (2023). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (6th ed.). Jones & Bartlett Publishers.

• Canadian Nurses Protective Society (CNPS). (2007). Quality documentation: Your best defense.

• College of Registered Nurses of Saskatchewan (CRNS). (2021). Documentation Guideline.