15. PROGRAM EVALUATION AND ACCREDITATION

PROGRAM EVALUATION AND ACCREDITATION

  • Prepared by: Claire B. Villavieja

COMMON DEFINITIONS, CONCEPTS AND THEORIES

  • Evaluation: A process of gathering information about an entity to determine its worth.

  • Assessment: Gathers information resulting in conclusions (e.g., nursing diagnosis, problem identification).

  • Quality: Measured as purposeful, transformative, exceptional, and accountable.

  • Quality Assurance: Collecting data on how well the institution or program meets set standards, criteria, goals, or mission.

TOTAL QUALITY MANAGEMENT (TQM) AND CONTINUOUS QUALITY IMPROVEMENT (CQI)

  • TQM/TQI: Processes involving all stakeholders in assessing program quality and effectiveness based on criteria or standards.

  • Formative Evaluation: Intended for improvement based on evaluator's input.

  • Summative Evaluation: Holistic approach to program assessment using formative evaluation results.

  • Goal-Based Evaluation: Focuses on examining program goals and intended outcomes.

  • Goal-Free Evaluation: Examines actual effects of the program, including unintended and side effects.

CONCEPTUAL MODELS OF EVALUATION

  • Nursing education programs use many evaluation models from healthcare and education, including:

    • Structure, Process, and Outcome Model (Healthcare Evaluation)

    • Context, Input, Process, and Product (CIPP) Educational Model

BENCHMARKING

  • Programs set benchmarks to measure success and standard of excellence.

  • Evaluation Process Model: Focuses on evaluation processes, including steps such as:

    • Engage stakeholders

    • Describe the program

    • Focus evaluation plan

    • Gather credible evidence

    • Justify conclusions and recommendations

    • Use and share lessons learned

FORMATIVE EVALUATION FOR NURSING EDUCATION

  • Evaluation strategies include:

    • Course evaluations

    • Student achievement measures

    • Teaching effectiveness surveys

    • Satisfaction measures (staff, student, administration, faculty)

    • Assessments of critical thinking and standardized tests

PROGRAM REVIEW

  • Ensures quality and sustainability, demonstrating the institution's place in the academic community.

  • Research and Program Evaluation:

    • Evaluation begins with identifying the program, purpose, and stakeholders.

    • Research involves describing a problem and related research questions to compare, test, or develop new theories or models of evaluation.

MASTER PLAN OF EVALUATION

  • Emphasis on outcomes essential for:

    • Measuring success

    • Establishing benchmarks

    • Continually improving quality

  • Rationale: Integrate accreditation standards, ensuring sufficient quality to meet discipline expectations.

COMPONENTS OF A MASTER PLAN OF EVALUATION

  • Steps include:

    • Collect data

    • Analyze findings

    • Prepare reports

    • Disseminate reports to key stakeholders

    • Set timelines for collection, analysis, and reporting

ROLE OF FACULTY, STUDENTS, CONSUMERS, AND ADMINISTRATORS IN EVALUATION

  • Faculty: Key in assessing outcomes and data analysis.

  • Students: Their performance, satisfaction, and assessment of teaching contribute to program evaluation.

  • Consumers: Include alumni, employers, and recipients of care; program success measured by graduates' performance.

  • Administrators: Provide leadership and resources necessary for evaluation processes.

ACCREDITATION

  • Voluntary but provides credibility at regional, national, and professional levels.

  • Ensures quality based on criteria set by accrediting agencies.

PHILIPPINE ACCREDITING ASSOCIATION OF SCHOOLS, COLLEGES AND UNIVERSITIES (PAASCU)

  • A private, voluntary, non-profit corporation registered on November 5, 1957.

ASSOCIATION OF CHRISTIAN SCHOOLS, COLLEGES AND UNIVERSITIES ACCREDITING COUNCIL, INC. (ACSCU-ACI)

  • One of three accrediting agencies recognized by the Commission on Higher Education for private education institutions in the Philippines.