MAN 205 Report

MAN 205
Prepared by:
April Lyn I. Reyes, RN
 Isa performance based approach to
curriculum development that offers a
powerful and appealing way of reforming
and managing Nursing education.
 Nursing education must prepare the

workforce to ensure that the public
receives the Nursing care it needs.
 Outcome based education offers many
advantages as a guiding principle.
 Itemphasizes relevance in the curriculum

and accountability and serves as a guide
to student assessment and course
evaluation.
 The use of evaluation models by
Nursing education programs reflects
a commitment to take actions
aimed at reducing the waste of
resources in education that do not
contribute to quality outcomes.
 Describedby Stufflebeam (1971,2000) is
based on the view that the most
important purpose of evaluation is NOT TO
PROVE but to IMPROVE.
 CIPP
is an acronym for CONTEXT, INPUT,
PROCESS AND PRODUCT EVALUATION
which together comprise the CIPP model.
1. CONTEXT EVALUATION - focuses on the
identification of strengths and weaknesses of
some object (such as a Nursing Program or a
person) to provide direction for improvement.
2. INPUT EVALUATION - primarily to assist educators
in bringing about needed changes in the
program.
3. PROCESS EVALUATION - speaks to accountability
and the degree to which programmatic
outcomes are achieved.
4. PRODUCT EVALUATION - its purpose the
measurement, interpretation and judgment of
the attainments of a program.
 TheMalcolm Baldrige Evaluation System
(Baldrige National Quality Program, 2000)
provides a basis for self-assessment as
well as a framework for programmatic
and University wide assessment of
performance.
1. LEADERSHIP- this category examines how the leadership of
organizations addresses values and performance
expectations as well as focuses on customers and other
stakeholders.
Mission/Vision Strategic
Consumers Partners
Priorities
Faculty and Staff
Students Performance
Measures
2. STRATEGIC PLAN- this category
integrates strategic planning and
operations management through its
work on continuous quality
improvement.
1. Assess/
Reassess
5. 2. Define
Implement and
action plan Validate
4.Develop 3. Set
Action goals and
Plan measures
3. STUDENT AND STAKEHOLDER FOCUS- this
criterion examines how a college determines
requirements, experctations and preferences
of students and stakeholders.
4. INFORMATION AND ANALYSIS- the fourth
category examines a college performance
measurement system and how the college
analyses data and information.
5. FACULTY AND STAFF FOCUS- the fifth category
examines how the college/department
enables faculty and staff to develop and
utilize the full potential and align themselves
with the college objectives.
6. PROCESS MANAGEMENT- this category
examines the key aspects of a college’s process
management including student focused design,
curriculum and student service delivery.
7. COLLEGE PERFORMANCE RESULTS- this category
examines the college’s performance and
improvement in key areas: student and alumni
satisfaction, licensure, certification,
accreditation results, graduation and
employment rates.
The analysis of teaching methodologies and
learning resources is ongoing.
Evaluation must continue from the time of

program development until it is determined that
the entire curriculum is achieving expected results.
 is a process that educational programs and
curricula undergo to receive recognition for
meeting basis standards or criteria set by
National, Regional or state organization.
Accreditation and certification of Educational

Programs are important to the programs to gain
legal status for offering the program and
validate the quality of Program.
 Theprimary purpose of accreditation is to
ensure that at least minimum standards of
quality are met.
 Second purpose of accreditation is to

provide recognition for funding and
student financial aid.
 Third,accreditation is to ensure
consistency in quality across academic
programs, thus facilitating transfer of
academic credit from one institution to
another and the acknowledgment of the
comparability of one degree to another in
the same field across institutions.
1. INSTITUTIONAL SELF STUDY - self-analysis of
performance completed by the school
based on the standards of the accrediting
association.
2. PEER REVIEW - occurs because of the broad

involvement of the various stakeholders in
the educational environment.
3. SITE VISIT - typically conducted to verify
the results of the self-study and to provide
additional clarification to the accrediting
agency.
4. THE ACTION OF THE ACCREDITING

AGENCY - occurs after the submission of
the self-study and the site visit with
consideration of the entire body of
evidence by the review panel for the
accrediting agency. Programs or schools
are normally reviewed in a cycle of 5-10
years.
5. MONITORING AND OVERSIGHT - occurring
through the submission of Annual reports
by the schools and substantive charge
reports to the agency when major
change occurs.
1. DEVELOPING AN EVALUATION PLAN
- it is important that this plan focus on
learning outcomes and not just program
outputs.
2. THEORETICAL FRAMEWORKS FOR

EVALUATION
-the use of a theoretical approach helps
provide an organizing lens for identification
and analysis of data
3. DEVELOPING A TIMELINE
- a way to deal with this effectively is to
break this task up into manageable bits that
can be delegated and timed over a lengthy
preparation period.
4. ROLES OF ADMINISTRATORS, FACULTY,

STUDENTS AND CONSUMERS
- everyone has a role in the accreditation
process.
5. PREPARING THE ACCREDITATION REPORT
- assignments should be given to teams
or individuals to prepare drafts of the various
sections of the self-study report.
6. PREPARING FOR THE SITE VISIT

- the purpose of the site visit is to provide
an opportunity for eternal reviews (site visitors)
to verify the information provided in the self-
study and to provide supplemental
information to aid the review panel in making
the accreditation decision.

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MAN 205

 Nursing education must prepare the

 Itemphasizes relevance in the curriculum

Faculty and Staff

Evaluation must continue from the time of

Accreditation and certification of Educational

 Second purpose of accreditation is to

2. PEER REVIEW - occurs because of the broad

4. THE ACTION OF THE ACCREDITING

2. THEORETICAL FRAMEWORKS FOR

4. ROLES OF ADMINISTRATORS, FACULTY,

6. PREPARING FOR THE SITE VISIT

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