Nursing Curriculum Evaluation and Assessment

Introduction

Curriculum evaluation is significant in establishing the relevance, continuity, and outcome of each course within a syllabus. This analytical treatise attempts to carry out an explicit comparative analysis of Tyler’s Objectives-Centered Model, Stufflebeam’s Context, Input, Process, Product Model, and Eisner’s Connoisseurship Model. Besides, the treatise identifies the model that would be conducive for the nursing program. In addition, the treatise reviews accreditation agencies for ADN and BSN programs through a comparative analysis approach. Lastly, the treatise identifies the course evaluations I plan to use in evaluating students’ learning.

Curriculum evaluation models

Tyler’s Objectives-Centered Model	Stufflebeam’s Context, Input, Process, Product Model	Eisner’s Connoisseurship Model
Starts with behavioral objectives already determined. This model identifies circumstances that are laden with opportunities for a learner to freely express any embodied behavior within the pre-determined objective. The model also selects and constructs reliable instruments for evaluation and has a framework for crosschecking the reliability, objectiveness, and validity for each instrument. The model also uses these instrumental to get appraised results. The obtained results are then compared to determine the variance noted. The mode is very has a framework for result analysis in terms of weaknesses and strengths to implement modifications in a curriculum.	This model has components such as context evaluation, input evaluation, process evaluation, and product evaluation. The context evaluation is significant in making assessments for problems and needs within the context of objectives and goals of a curriculum. Under input evaluation, the model has a framework for reviewing any alternative approach towards fulfilling the set goals of a curriculum. The process evaluation aspect within this model monitors “the processes both to ensure that the means are being implemented and to make the necessary modifications” (Woktczak, 2002, par. 9). Lastly, the product evaluation stage within this model makes a comparative analysis between the actual end and expected end to determine the magnitude of decision alternatives.	This model stresses qualitative appreciation of the curriculum. The model has two components which are connoisseurship and criticism. Under connoisseurship, the model recognizes and appreciates the curriculum “through perpetual memory, drawing from experience to appreciate what is significant” (Woktczak, 2002, par. 7). The criticism stage within this model characterizes each regulation and rule to ensure that the quality of the curriculum is at par with the expectations.

From the above analysis, Stufflebeam’s Context, Input, Process, Product Model would be more conducive for a nursing program since it is comprehensive on significant elements of curriculum evaluation such as context, input, process, and the final product.

Accreditation Agencies for ADN and BSN programs

The Accreditation Commission for Education in Nursing (ACEN) is mandated with the authority to accredit ADN. Actually, the Commission has authority and accountability for carrying out the responsibilities inherent in the application of standards and criteria, accreditation processes, and the affairs, management, policymaking, and general administration of the ADN” (Iwasiw & Goldenberg, 2015, p. 29). The commission does accreditation under full approval of the Washington State Nursing Care Quality Assurance Commission. The process of accrediting AND programs begins with a team from ACEN visiting the institution after which they present a report to the board of directors of ACEN who decides whether the programs meet the preset standards. The decision of the board of directors is final.

On the other hand, the BSN programs accreditation is done by the National League for Nursing Accrediting Commission (NLNAC). The BSN programs can also be accredited by the Commission of Collegiate Nursing Education (CCNE). These bodies have direct and final authority in accrediting any BSN program. The process for accrediting BSN programs begins with a visit by the accreditation team to an institution offering the program after which the team compiles a report. The report is passed to the Accreditation Review Committee which then passes their recommendations to the CCNE board of directors who have the final say on whether the program should be reaffirmed or denied (Iwasiw & Goldenberg, 2015).

For a hypothetical program, I would choose ACEN’s accreditation process since it is very simple and has easy-to-follow benchmarks. Besides, benchmarks for the ACEN accreditation are self-explanatory as compared to the complex CCNE accreditation model.

Course evaluation formats

The formative assessment has the primary goal of monitoring the learning process to provide continuous feedback to enable an instructor to improve his or her teaching method. The summative assessment has the primary goal of evaluating learning among students when the instructional unit comes to an end. The format is characterized by a series of midterm exams, projects, and final papers. This means that “Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses” (Billings & Halstead, 2012, p. 36).

I will use the summative assessment to evaluate the learners since this format allows for continuous assessment through midterms exams, assignments, proposals, and the presentation of a final paper.

References

Billings, D., & Halstead, J. (2012). Teaching in nursing (4th ed.). St Louis, MO: Elsevier Saunders.

Iwasiw, C., & Goldenberg, D. (2015). Curriculum development in nursing education (3rd ed.). Burlington, MA: Jones and Barlett.

Woktczak, A. (2002). Assessment methods and measurement instruments. Web.