An educational program’s worth is determined by a process that is defined as an evaluation (Keating & DeBoor, 2018).  “Evaluation is a broad term that describes the process of determining the value, worth, or quality” (Billings & Halstead, 2016, p. 385).  There are several evaluation models that are utilized by nursing programs and nursing educators. 

     During this week’s assigned readings, I found two models that could be used for the evaluation of an educational intervention in a healthcare setting.  One is the RSA Model which was developed by Roberta Straessle Abruzzese, a nursing educator.  This model is a triangle that progresses in a hierarchy fashion moving from process evaluation (the lowest level) to content evaluation, outcome evaluation, and the highest level – impact evaluation (DeSilets, 2010).  Another attractive model is the CURRICULUM Model which includes context, content, and conduct.  Under context the letters C – consider context and U – understand learners; content includes the letters R – wRite goals, R – wRite objectives, I – identify content, C – choose methods and materials, and U – unite resources; and conduct includes the letters L – lead implementation, U – undertake evaluation, and M – monitor outcomes (Kalb, 2009).

     Although the above-referenced evaluation models are appropriate for an educational program within a healthcare setting, our team has chosen the Kirkpatrick Evaluation Model combined with a Shared Governance Model approach.  The Kirkpatrick Evaluation Model “evaluates four levels of change:  reaction, learning, behavior, and results” (Billings & Halstead, 2016, p. 389).  Each of these levels must be evaluated before expanding upon the next.  This model will be useful for the nurse and the educator as it will show if the training yields the desired outcomes; the degree of change on the nursing units; and the amount of content learned (Kirkpatrick Partners, 2019).  Moses Cone Hospital already has a Shared Governance model in place which will aid in achieving quality patient care by aligning nursing professional practice with organizational values and beliefs (Nursing World, 2004).  This model can help nurses by encouraging one another to provide evidenced-based care and live the mission, vision, and values of the Cone Health organization. 

     According to Billings & Halstead (2016, p. 395), “to design and implement an evaluation plan and then ignore the results would defeat the purpose of evaluation.”  Evaluation of an educational program not only reveals the success of the said program; it can also assist the nurse educator in any changes that need to be made for future reference.  “Implementing an educational model that is based on outcomes reflects the influence of education on practice” (Dickerson, Shinners, & Chappell, 2017).    

References

Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty (5th ed.)

DeSilets, L. D. (2010, January). Another Look at Evaluation Models. The Journal of Continuing Education in Nursing, 41(1), 12-13. Retrieved from the Walden Library databases.

Dickerson, P. S., Shinners, J., & Chappell, K. (2017). Awarding credit for outcomes-based professional development. The Journal of Continuing Education in Nursing, 48(3), 97-98. Retrieved from the Walden Library databases.

Kalb, K. A. (2009, May/June). The three Cs model: The context, content, and conduct of nursing education. Nursing Education Perspectives, 30(3), 176-180. Retrieved from the Walden Library databases.

Keating, S. B., & DeBoor, S. S. (2018). Curriculum development and evaluation in nursing education (4th ed. New York, NY: Springer.

Nursing World. (2004). Shared governance models: The theory, practice, and evidence. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/

ANAPeriodicals/OJIN/TableofContents/Volume92004/No1Jan04/SharedGovernance

Models.aspx

Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. “I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn’t let me help him with his laundry. I felt terrible! I am at my wits’ end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan’s father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.

What questions does Orlando’s theory guide the nurse to consider in caring for Susan and Sam?
Develop a family plan of care from the perspective of Orlando.

Explore the 1950 and 60’s in the United States:

Explore was happening in the United States during this time (culture, social, economics, struggles)
What did nursing look like during this time (what were their jobs like, responsibilities, dress, autonomy, respect)
What is the most influential accomplishment in nursing theory from the 1950’s and 1960’s?

Power Point should include at least 4 outside references and the textbook. It should include title and reference slides and

While HIV/AIDS is still currently incurable, the prognosis for patients with this infectious disease has improved due to advancements in drug treatments. Consider the case of Kristy Aney. Kristy was diagnosed with HIV in 1992 and was told she would survive, at most, 10 more years. Despite unfavorable odds, Kristy is still alive 20 years later. Since her diagnosis, she has witnessed tremendous improvements in HIV/AIDS treatments which have helped patients live longer with fewer side effects. While she acknowledges that these drug treatments have kept her alive, she fears that improvements in drug therapy have led to more people becoming complacent about the disease (Idaho Statesmen, 2012). In fact, the number of people living with HIV/AIDS in the United States is higher than it has ever been (CDC, 2012). This poses the question: Is there a relationship between drug advancements, societal complacency, and infection?

To prepare:

• Review Chapter 49 of the Arcangelo      and Peterson text, as well as the Krummenacher et al. and Scourfield      articles in the Learning Resources.
• Reflect on whether or not the      prevalence of HIV cases might be attributed to increased complacency due      to more advanced drug treatment options for HIV/AIDS.
• Consider how health care      professionals can help to change perceptions and make people more aware of      the realities of the disease.
• Think about strategies to educate HIV      positive patients on medication adherence, as well as safe practices to      reduce the risk of infecting others.

With these thoughts in mind:

Post an explanation of whether or not you think the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options. Then, explain how health care professionals can help to change perceptions and increase awareness of the realities of the disease. Finally, describe strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others.

This work should have Introduction and conclusion

– This work should have at 3 to 5current references (Year 2012 and up)

– Use at least 2 references from class Learning Resources

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

4. Mayoclinic.com

Required Readings

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

• Chapter 8, “Principles of      Antimicrobial Therapy” (pp. 111-134)
       This chapter covers factors that impact the selection of an antimicrobial      treatment regimen. It also examines the clinical uses, adverse events, and      drug interactions of various antimicrobial agents such as penicillin.
• Chapter 12, “Fungal Infections      of the Skin” (pp. 163-196)
       This chapter explores the pathophysiology of several fungal infections of      the skin as well as related drug treatments and examines the importance of      patient education when managing these infections.
• Chapter 14, “Bacterial      Infections of the Skin” (pp. 181-196)
       This chapter begins by examining causes of bacterial infections. It then      explores the importance of selecting an appropriate agent for treating      bacterial infections.
• Chapter 32, “Urinary Tract      Infection” (pp. 519-526)
       This chapter covers drugs used to treat urinary tract infections and      identifies special considerations when treating geriatric patients,      pediatric patients, and women.
• Chapter 35, “Sexually      Transmitted Infections” (pp. 512-535)
       This chapter outlines the causes, pathophysiology, and drug treatment of      six sexually transmitted infections, including gonorrhea, syphilis, and      human papilloma virus infection (HPV). It also examines the importance of      selecting the proper agent and monitoring patient response to treatment.
• Chapter 49, “Human Immunodeficiency Virus” (pp.      843-860)
       This chapter presents the causes, pathophysiology, diagnostic criteria,      and prevention methods for HIV. It also covers various methods of drug      treatment and patient factors to consider when selecting, administering,      and managing drug treatments.

Krummenacher, I., Cavassini, M., Bugnon, O., & Schneider, M. (2011). An interdisciplinary HIV-adherence program combining motivational interviewing and electronic antiretroviral drug monitoring. AIDS Care, 23(5), 550–561.

This article analyzes medication adherence in HIV patients and examines factors that increase adherence as well as factors that contribute to termination or discontinuation of treatment.

Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Scourfield, A., Waters, L., & Nelson, M. (2011). Drug combinations for HIV: What’s new? Expert Review of Anti-Infective Therapy, 9(11), 1001–1011.

Note: Retrieved from the Walden Library databases.

This article examines current therapies and strategies for treating HIV patients. It also examines factors that impact selection of therapy, including drug interactions, personalization of therapy, costs, management of comorbidities, and patient response.

Required Media

Laureate Education, Inc. (Executive Producer). (2012). Antimicrobials. Baltimore, MD: Author.

This media presentation outlines principles of antimicrobial therapy 

Note: The approximate length of this media piece is 7 minutes.

Mayer, K. H., & Krakower, D. (2012). Antiretroviral medication and HIV prevention: New steps forward and New Questions. Annals of Internal Medicine, 156(4), 312–314.

A hospital has used control charts continuously since 1978 to monitor the quality of its nursing care. A set of 363 scoring criteria, or standards, are applied at critical points in the patients' stay to determine whether the patients are receiving beneficial nursing care. Auditors regularly visit each hospital unit, sample two patients, and evaluate their care. The auditors review patients' records; interview the patients, the nurse, and the head nurse; and observe the nursing care given (International Journal of Quality and Reliability Management, Vol. 9, 1992). The data in the table on page 697 were collected over a three-month period for a newly opened unit of the hospital.

a. Construct an R-chart for the nursing care process

b. Construct an -chart for the nursing care process

c. Should the control charts of parts a and b be used to monitor future process output? Explain

d. The hospital would like all quality scores to exceed 335 (their specification limit). Over the three month periods, what proportion of the sampled patients received care that did not conform to the hospital's requirements?