When looking to establish an evaluation model, it is necessary to look at the curriculum design and analyze its effectiveness (Billings & Halstead, 2016). Our team selected both formative and summative models of evaluation. Formative evaluation occurs during the individual sessions, allowing the educator and learner to give feedback on the curriculum as it is presented (Klenowski, 2010). The summative evaluation looks at our program as a whole, and looks at adherence of program mission, vision and philosophy.
The two curriculum components to include in the evaluation model are those of organization and goals. Our curriculum sessions are organized in logical order; we establish a simple to complex model of learning. When evaluating our sessions, we would look at “increasing depth and complexity to determine whether the sequencing was useful to learning and progressed to the desired (program) outcomes” (Billings & Halstead, 2016, p. 475). In addition, with a summative model, evaluating if the program goals have been met at the conclusion of the program will look at the effectiveness of the curriculum (Klenkowski, 2010).
As a Community Health Accreditation Partner (CHAP), our facility meets the requirements for accreditation, specifically adequate management of pain (CHAP, 2017). The program we have developed will cover the educational needs of the family and caregivers, as well as provide hospice nurses with the necessary tools to implement and evaluate the management of pain in the home.
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Community Health Accreditation Partner. (2017). Standards of excellence: Hospice. Retrieved from https://education.chaplinq.org/chap-standards-of-excellence
Klenowski, V. (2010). Curriculum Evaluation: Approaches and Methodologies. Elsevier, Inc. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgvr&AN=edsgcl.1504700072&site=eds-live&scope=site