EVALUATION IN HEALTH CARE EDUCATION

EVALUATION
● Is defined as a systematic process that judges the worth or value of
something – in this case, teaching and learning.

EVALUATION VS ASSESSMENT

Assessment focuses on initially gathering, summarizing, interpreting, and using

data to decide a direction for action.

Evaluation involves gathering, summarizing interpreting, and using data after an

activity has been completed to determine the extent which an action was
successful.

Differences between these two terms are in:

• Timing and Purpose
• An education program begins with an assessment of learner’s needs.
• While the program is being conducted, periodic evaluation lets the
educator know whether the program and learner’s progress are
proceeding as planned.
• After program completion, evaluation identifies whether and to what
extent identified needs met and learning outcomes are achieved.

FOCUS OF EVALUATION
• Audience
• Purpose
• Questions
• Scope
• Resources

1. AUDIENCE
• Includes the persons or groups for whom the evaluation is being
conducted.
• The primary audience is the individuals or groups who requested the
evaluation or who will use the evaluation results and the general
audience is those who might be benefit from the findings of the
evaluation.
• Patients and their families, peers other professional colleagues,
manager of a unit, supervisor, chief nursing officer, chief executive
officer of the institution, or a group of community leaders.

2. PURPOSE
• The purpose answers the question, “Why is the evaluation being
conducted?”
 3. QUESTIONS
• Questions to be asked must be directly related to the purpose for
conducting the evaluation, must be specific, and must be
measurable.
• Examples: “To what extent are patients satisfied with the cardiac
discharge teaching program? ”and “How frequently do staff nurses
use the diabetes teaching reference materials?”

4. SCOPE
• Scope considers the extent of what is being examined, such as, “How
many aspects of education will be evaluated?” How many individuals
or representative groups will be evaluated?” and “What time frame
is to be evaluated?”

5. RESOURCES
• Resources include time, experience personnel, materials, equipment,
and facilities.
• A realistic appraisal of which resources are accessible and available
relative to the resources that are required is crucial in focusing any
evaluation.

EVALUATIVE DEVICES
• Essay Examinations
• Objective Examinations
▪ Multiple Choice questions
▪ True or False questions
▪ Matching Type questions
• Objective Problem Situation Test
• Standard Tests
▪ Intelligence Tests
▪ Prognostic tests
▪ Achievement Tests
• Rating Scales

EVALUATING PATIENT LEARNING

• Ask the patient to read pamphlets or brochures and fact sheets
• Interview patients
• Determine change of patient behaviors
• Do a return demonstration
• Evaluate performance and provide reinforcements
• Document the teaching information.

EVALUATION MODELS
• Purpose to make necessary adjustments on an educational activity as soon
as they are identified such as:
▪ Changes in personnel, materials, facilities, teaching methods, learning
objectives, or even the educator’s own attitude.
 ⮚ Helps the nurse anticipate and prevent problems before they occur or
identify problems as they arise.
⮚ Important in providing patient care based on clinical practice guidelines
(CPGs) sometimes referred to Clinical Pathways (CPWs)

● FORMATIVE PROCESS EVALUATION

▪ Measures or evaluates the processes and progress
▪ Level of student’s learning and progress of the educational program
▪ On-going feedback is given
▪ Will help students identify the strengths and weakness.

• SUMMATIVE OR OUTCOMES OR END POINT EVALUATION

▪ Given at the end of the learning experience.
▪ Clinical or RLE evaluation is nursing always involves summative
evaluation
▪ This will determine the students level of achievements and extent to
which learning outcome has been met.
▪ Learners are informed of the behavior expected of them to achieve a
certain grade.
▪ Grading is less subjective.

• PURPOSE: to determine the effects of teaching efforts.

▪ Measures the changes that result from teaching.
▪ Summarizes what happened based on the education intervention.

BARRIERS TO EVALUATION
1. Lack of Clarity
2. Lack of Ability
3. Fear of punishment or loss of self-esteem

1. LACK OF CLARITY
⮚ If the focus for evaluation is unclear, unstated or not well defined, then
undertaking an evaluation is difficult if its purpose or what will be done
with results is unknown.

2. LACK OF ABILITY
⮚ Inability to conduct education evaluations meet often results from lack
of knowledge, confidence, interest, or resources needed to carry out this
process.
⮚ The persons conducting the evaluation, therefore must accept
responsibility for knowing the resources that are necessary and for
providing this information to the primary audience.

3. FEAR OF PUNISHMENT OR LOSS OF SELF-ESTEEM

⮚ Evaluation might be perceived as a judgment of someone’s value or
personal worth.
⮚ The learner and the teacher may fear that anything less than perfect
performance will result in criticism, punishment, or their mistakes will
result in their being labeled as incompetent.