Chapter 10
Behavioral Objectives
Definition of Terms
 Goals: the final outcome of what is achieved at the end of
the teaching–learning process
 Objective: a behavior describing the performance that
learners should be able to exhibit to be considered
competent
Types of Objectives
 Educational/Instructional Objectives: content-oriented,
teacher-centered outcomes of the education process in
reference to an aspect of a program or a total program of
study
 Behavioral/Learning Objectives: action-oriented, learner-
centered outcomes of the teaching/learning process
Differences between Goals and Objectives
GOAL –global, broad, long term, multi dimensional
OBJECTIVES –specific, singular, short term, unidimensional
Responsibility for Establishing Goals and Objectives
 Setting of goals and objectives must be a mutual decision-
making process between the teacher and the learner.
 Both parties must “buy into” and participate in establishing
predetermined objectives and goals prior to initiating the
teaching/learning process.
 Blending what the learner wants to learn and what the
teacher has assessed the learner needs to know provides
for a mutually accountable, respectful, and fulfilling
educational experience.
The Debate about Using Behavioral Objectives
Arguments Against
 superfluous
 reductionistic
 time-consuming
 pedagogic
 stifles creativity
 interferes with freedom to learn
 impossible to be inclusive
Arguments for
 keeps teaching learner-centered
 communicates plan to others
 helps learners stay on track
 organizes educational approach
 ensures that process is deliberate
 tailors teaching to learner’s needs
 focuses attention on learner
 orients teacher and learner to outcomes
Three Major Advantages to Writing Objectives
 Provides basis for selection and design of instructional
content, methods, and materials
 Provides learner with means to organize efforts toward
accomplishing objectives
 Allows for determination as to the extent that objectives
have been accomplished
Writing Behavioral Objectives
Three import/ant characteristics:
 Performance—describes what the learner is expected to be
able to do
 Condition—describes the situation under which behavior
will be observed
 Criterion—describes how well or with what accuracy the
learner must be able to perform
The Four Step Approach
To link a behavioral objective together, the following three steps are
recommended:
1. Identify the testing situation (condition).
2. State the learner and the learner’s behavior (performance).
3. State the performance level (criterion).
4. State how well the learner will perform the criterion.
The ABCD Rule
A—Audience
B—Behavior
C—Condition (under what circumstances)
D—Degree (how much, to what extent)
Common Mistakes When Writing Objectives
 Describing what the instructor will do rather than what the
learner will do
 Including more than one behavior in a single objective
 Forgetting to include all three characteristics
 Using performance terms subject to many interpretations
and that are not action-oriented
 Writing an unattainable, unrealistic objective
 Writing objectives unrelated to stated goal
 Cluttering an objective with unnecessary information
 Making an objective too general so that the outcome is not
clear
Taxonomy of Objectives
Behavior is defined according to type (domain category) and level of
complexity (simple to complex).
Three Types of Learning Domains
1. Cognitive—the “thinking” domain
2. Affective—the “feeling” domain
3. Psychomotor—the “skills” domain
Writing SMART Objectives
S—Specific
M—Measurable
A—Achievable
R—Realistic
T—Timely
Complexity of Domain Levels
Objectives in each domain are classified in a taxonomic form of
hierarchy into low (most simple), medium (moderately difficult), and
high (most complex) levels of behavior.
Cognitive Levels knowledge –evaluation
Affective Levels receiving –characterization
Psychomotor perception -origination
Teaching in the Cognitive Domain
Learning in this domain involves acquisition of information based on
the learner’s intellectual abilities and thinking processes.
Methods most often used to stimulate learning in the cognitive domain
include:
- lecture
- one-to-one instruction
- computer-assisted instruction
Cognitive domain learning is the traditional focus of most teaching.
Cognitive knowledge is an essential prerequisite for learning
affective and psychomotor skills.
Teaching in the Affective Domain
Learning in this domain involves an increasing internalization or
commitment to feelings;
Affective learning involves the degree to which feelings or attitudes
are incorporated into one’s personality or value system
Methods most often used to stimulate learning in the affective domain
include:
- group discussion
- role-playing
- role-modeling
- simulation gaming
- questioning
Nurse educators are encouraged to attend to the needs of the whole
person by recognizing that learning is subjective and values driven.
More time in teaching needs to focus on exploring and clarifying
learner feelings, emotions, and attitudes.
Resources for instruction Evaluation
The Major Criterion for Judging a Teaching Plan
Internal consistency exists when you can answer “yes” to the
following questions:
o Does the plan facilitate a relationship between its parts?
o Do all 8 elements of the plan “hang together”?
o Is the identified domain of learning in each objective
reflected in the purpose and goal, as well as across the
plan, all the way through to the end process of evaluation?
Use of Learning Contracts
Learning Contract: A written (formal) or verbal (informal) agreement
between the teacher and the learner that delineates specific teaching
and learning activities that are to occur within a certain time frame.
Purpose of a Learning Contract
 to encourage learner’s active participation
 to improve teacher–client communication

Teaching in the Psychomotor Domain Learning contracts:

Learning in this domain involves acquiring fine and gross motor  are an increasingly popular approach to teaching and
abilities with increasing complexity of neuromuscular coordination. learning.
Methods most often used to stimulate learning in the psychomotor  serve as an alternative and innovative technique that
domain include: embodies the principles of adult learning.
- demonstration return demonstration  can be used with any audience of adult learners.
- simulation gaming  empower the learner by emphasizing self-direction, mutual
- self-instruction negotiation, and mutual evaluation of competency.
Psychomotor skill development is very egocentric and requires  stress shared accountability between the teacher and the
learner concentration. learner.
Asking questions that demand a cognitive or affective response
during psychomotor learning interferes with psychomotor Components of the Learning Contract
performance. Four major components:
The ability to perform a skill is not equivalent to learning a skill 1. Content—specifies precise behavioral objectives.
(performance is transitory; learning is more permanent). 2. Evaluation—specifies criteria by which competencies will
“Practice makes perfect”—repetition leads to perfection and be judged.
reinforcement of behavior. 3. Performance expectations—specify conditions by which
learning will be achieved.
Factors Influencing Psychomotor Skill Acquisition 4. Time frame—specifies length of time needed for successful
The amount of practice required to learn a new skill varies with the achievement of objectives.
individual, depending upon such things as:
- readiness to learn motivation to learn The Concept of Learning Curve
- past experience health status Learning Curve: A graphic depiction of changes in psychomotor
- environmental stimuli anxiety level performance at different stages of practice during a specified time
- developmental stage practice session length period
 Six stages of the theoretical learning curve
Development of Teaching Plans  The irregularity of individual learning curves
Predetermined goals and objectives serve as a basis for developing a
teaching plan. State of the Evidence
Mutually agreed upon goals and objectives clarify what the learner is  Educational literature has plenty of evidence establishing
to learn and what the teacher is to teach. the value and utility of behavioral objectives.
 Taxonomic hierarchy for categorizing behaviors has also
Reasons to Construct Teaching Plans been established.
 Ensures a logical approach to teaching and keeps  Body of evidence on teaching plans is available.
instruction on target.  Educational literature has new research on learning
 Communicates in writing an action plan for the learner, contracts, psychomotor skill acquisition, learning curve
teacher, and other providers. concept.
 Serves as a legal document that indicates a plan is in place
and the extent of progress toward implementation. Summary
Assessment of the learner is a prerequisite to formulating objectives.
Basic Elements of a Teaching Plan Writing clear and concise behavioral objectives is fundamental to the
Purpose Goal statement education process.
Objectives (sub-objectives) Content outline Goals and objectives serve as a guide to planning, implementation,
Methods of teaching Time allotment and evaluation of teaching and learning.
Chapter 11
Instructional Methods Advantages
Techniques or approaches that the teacher uses to bring the learner Previews exact skill for the learner
in contact with the content to be learned Useful for psychomotor domain learning

Instructional Methods Limitations

Lecture May be expensive because all learners need to easily visualize skill.
Group Discussion This requires use of technology or small groups.
One-to-One Instruction
Role-playing Return Demonstration
Self-instruction An instructional method in which the learner attempts to perform a
Demonstration skill with cues from the teacher as needed
Return Demonstration
Gaming Advantages
Simulation Active learner
Role-modeling Individual guidance
Useful for psychomotor domain learning
Lecture
An instructional method in which the teacher verbally transmits Limitations
information directly to groups of learners for the purpose of education. Viewing individual performance is labor intensive
It is highly structured.
Gaming
Advantages: An instructional method requiring the learner to participate in a
Cost effective competitive activity with preset rules to achieve an educational
Targets large groups objective
Useful for cognitive domain learning
Advantages
Limitations Active learner
Not individualized Perceived as “fun” by many learners
Passive learners Useful for all three domains of learning

Group Discussion Limitations

An instructional method in which learners are together to exchange Too competitive for some learners
information, feelings, and opinions with each other and the teacher to
achieve educational objectives Simulation
An instructional method requiring creation of a hypothetical or artificial
Advantages experience to engage the learner in an activity that reflects real-life
Stimulates sharing of ideas and emotions conditions without the risk-taking consequences of an actual
Active learners experience
Useful for cognitive and affective domains of learning
Advantages
Limitations Active learners
Shy member does not participate Practice “reality” in a safe setting
Dominant member overwhelms the group Useful for cognitive and psychomotor domains of learning
Highly diverse groups may have difficulty interacting
Limitations
One-to-One Instruction Labor intensive
An instructional method in which the teacher delivers personally Costs of equipment
designed instruction to a learner.
One-to-One Instruction Role-Playing
An instructional method where learners participate in an unrehearsed
Advantages dramatization to elicit their feelings to achieve affective domain
Active learner objectives
Tailored to individual’s needs and goals Role-Playing
Useful for all three learning domains
Advantages
Limitations Active learner
Can be expensive because it is labor intensive Develops “understanding” of others
Isolates learner Useful for affective domain learning

Demonstration Limitations
An instructional method in which the learner is shown by the teacher Learner can exaggerate or under-develop the role
how to perform a particular skill
Role-Modeling Nonhealthcare setting
An instructional method in which the teacher “models” or exhibits Sharing Resources
behaviors that the learner may imitate or adopt as he or she is
socialized into a role. Learning from role-modeling is called Nurses in each of the setting types can establish a health education
identification and emanates from socialization theories. committee to coordinate health education programming, ensure
effective use of resources, and avoid duplication of efforts.
Advantages
Helps with socialization into role Chapter 12
Useful for affective domain learning Instructional Materials

Limitations Print and Nonprint Media

Requires rapport between teacher and learner Definition: the tangible substances and real objects used to help
communicate information necessary for learning
Self-Instruction Purposes: to help the nurse educator deliver a message creatively
An instructional method to provide activities that guide the learner in and clearly
independently achieving the educational objectives
Self-Instruction General Principles of Effectiveness
Media should:
Advantages  Change behavior by influencing a gain in cognitive,
Self-paced affective, and/or psychomotor skills
Cost-effective  Enhance learning—no one tool is better than another
Consistent  Complement the instructional methods
Useful for cognitive domain learning  Match available financial resources
 Be appropriate for physical environment
Limitations  Complement learners’ sensory abilities, developmental
Learner may procrastinate stage, and educational level
Requires literacy  Impart accurate, current, valid and appropriate messages
 Add diversity and information to learning
Factors in Selection of Instructional Methods
What are the predetermined objectives? Choosing Instructional Materials
What are the characteristics of the targeted audience? Major Variables to Consider
What resources are available?  Characteristics of the Learner
What are the teacher’s strengths and limitations?  Physical abilities
Evaluation of Instructional Methods  Perceptual abilities
Did learners achieve their objectives?  Literacy
Was the activity accessible to targeted learners?  Motivational level
Were available resources used efficiently?  Developmental stage
Did the method accommodate the learner’s needs, abilities, and  Learning style
style?
Was the approach cost-effective? Characteristics of the Media
Print
Creative Techniques to Enhance Verbal Presentations Nonprint
Enthusiasm
Humor Characteristics of the Task
Risk-taking Learning domain
Drama Complexity of behavior
Problem-solving
Role-modeling Three Major Components of Instructional Materials
Anecdotes Delivery System
Technology Definition: both the physical form and the hardware used to present
materials
General Principles for All Teachers Examples of physical form and hardware
Give positive reinforcement.  Slides with projector
Project acceptance/sensitivity.  Videotapes with VCRs
Be organized, give direction.  Computer software with computer
Elicit and provide feedback.
Use questioning. Content
Know your audience. Definition: actual information imparted to the learner
Use repetition. Selection criteria
Summarize key points.  Accuracy
 Appropriateness for skill determination
Instructional Settings  Readability
Healthcare setting
Health-related setting
Presentation  Fast way to attract attention, make a point
Definition: the form most important for selecting/developing  Flexible
instructional materials  Portable
 Concrete to abstract continuum  Reusable
 Realia  Stimulate interest or ideas in observer
 Illusionary representations  Can change or influence attitudes
 Symbolic representations  Purchasable and/or can be made
Disadvantages
Types of Instructional Materials  Take up a lot of space
 Time-consuming to prepare—often reused, outdated
Written Materials  May be overused
Advantages  Unsuitable for large audiences
Available to learner in absence of teacher
Widely acceptable, familiar Posters as Popular Display Tools
Readily available, relatively cheap Consider:
Convenient form  Color
Learner controls rate of reading  White space
Content easily altered to target specific audiences  Graphics
 KISS principle
Disadvantages  Titles/Script
Most abstract form of reality  Balance of content
Immediate feedback limited
Proper reading level essential for full usefulness Demonstration Materials Models
Less useful with low literate learners or visually or cognitively impaired Advantages
learners  Useful when real object is too small, too large, too
Inappropriate for illiterate learners expensive, unavailable, or too complex
 Allows safe, hands-on practice
Written Materials—Commercially Prepared  More active involvement by the learner with immediate
Factors to be considered feedback available
 Who produced the item?  Readily available
 Was there any input by healthcare professionals?
 Can the item be previewed? Disadvantages
 The price must be consistent with its educational value.  May not be suitable for learner with poor abstraction abilities
or for visually impaired
Written Materials—Instructor Composed  Some models fragile, expensive, bulky, or difficult to
Guidelines for Effective Writing transport
 Fit your own institution’s policies, procedures and  Cannot be observed or manipulated by more than a few
equipment. learners at a time
 Build in answers to those questions asked most frequently
by your patients. Three Specific Types of Models
 Highlight points considered especially important by your Replicas Examples: anatomical models, resuscitation dolls
healthcare team. Analogues Examples: dialysis machines, computer models
 Reinforce specific oral instructions and clarify difficult Symbols Examples: words, cartoons, formulas, signs
concepts. Audiovisual Materials
 Keep words and sentences short. Use conversational style.
Use active voice. Factors in selection
 Use second person “you.”  Technical feasibility
 Most important information goes first.  Economic feasibility
 Do not use all-capital letters.  Social/political acceptability
 Use advance organizers.  Instructor familiarity
 Emphasize key points with end review.
Projected Learning Resources
Evaluating Printed Materials  Movies and filmstrips
Consider:  Power Points
 Nature of the audience  Overhead transparencies
 Literacy level required  Projected Learning Resources
 Linguistic variety available Advantages
 Brevity and clarity  Most effectively used with groups
 Layout and appearance  Especially beneficial with hearing-impaired, low-literate
 Opportunity for repetition learners
 Concreteness and familiarity  Excellent media for use in teaching psychomotor skills

Demonstration Materials Displays Disadvantages

Advantages  Lack of flexibility due to static content of some forms
  Some forms may be expensive  Technical production
 Requires darkened room for some forms  Packaging
 Requires special equipment for use State of the Evidence
 Performance is improved and learner satisfaction increased
Audio Learning Resources with visual reinforcement.
Audiotapes, Radio, CD  Distance learning is an increasingly viable option for
Advantages learners.
 Widely available Summary
 May be especially beneficial to visually-impaired, low literate Instructional materials should be used to support learning by
learners complementing and supplementing your teaching, not by substituting
 May be listened to repeatedly for it.
 Most forms practical, cheap, small, portable
Disadvantages Chapter 13
 Relies only on sense of hearing Technology in Education
Cont.. disadvantages of audio learning resources
 Some forms may be expensive The Information Age
 Lack of opportunity for interaction between instructor and A period in history characterized by:
learner  Growth of technology
 Information explosion
Video Learning Resources
Purchased or self-made tapes The Information Age
Advantages Impact on teachers and learners:
 Widely used educational tool  Learning has become a shared responsibility.
 Inexpensive; uses visual, auditory senses  Teacher has taken on the role of facilitator.
 Flexible for use with different audiences
 Powerful tool for role-modeling and demonstration The Information Age
 Effective for teaching psychomotor skills Impact of Information Age Technology on Education:
Disadvantages  Greater access to educational programs
 Quality of videotapes can deteriorate over time  Access to a world-wide audience
 Some commercial products may be expensive  Interactive learning opportunities
 Some purchased materials may be too long or inappropriate Trends:
for audience Establishment of standards
 e-Health Code of Ethics
Telecommunications Learning Resources  Criteria for evaluating Web sites
Telephones, Televisions Development of new field of study
Advantages  Consumer Informatics
 Relatively inexpensive, widely available
Disadvantages E-Health Code of Ethics
 Complicated to set up interactive capability  Candor
 Expensive to broadcast via satellite  Honesty
 Quality
Computer Learning Resources  Informed Consent
Advantages  Privacy
 Interactive potential: quick feedback, retention  Professionalism
 Potential database is enormous  Responsible partnering
 Can individualize to suit different types of learners, different  Accountability
pace of learning
 Time efficient Consumer Informatics
Disadvantages Analyzes consumer needs for information
 Primary learning efficacy: cognitive domain less useful for Studies/implements methods for making information accessible
attitude/behavior change or psychomotor skill development Models/integrates consumer preferences into medical information
 Software and hardware expensive systems
 Must be purchased
 Limited use for most older adults, low literate learners, those On-line Healthcare Education
with physical limitations World Wide Web (WWW)
Internet
Evaluation Criteria for Selecting Materials
Considerations World Wide Web (WWW)
 Learner characteristics “Virtual Space” for information
 Task(s) to be achieved Component of the Internet
 Media available More than 1 billion Web pages
Evaluation Checklist Text, graphics, audio, and video
 Content Released in 1989
 Instructional design
Health Information on the WWW E-mail
Designed for consumers and healthcare professionals Chat
Averages over 22 million hits per month Listserv
Used by over 52 million Americans per month Newsgroups
Wide range of sites providing a variety of services and types of Discussion Boards
information
E-Mail
Pew Report on Web Use Advantages:
Approximately 21 million Americans have used Web information to:  Easy to use
Make decisions about how to treat an illness  Can be used any time, day or night
Decide whether to seek a healthcare provider  Low cost
Identify questions to be answered  World-wide access
Decide to seek a second opinion  Provides a written record
Disadvantages:
 Messages lack context
Nurse Educators and the WWW  Takes time to complete an interaction
Recognizing the influence of the WWW nurses should:  Legal issues related to the written record created
Assess client’s use of the WWW  Privacy cannot be assured
Clarify information found by clients
Share resources Chat
Create Web-based resources Advantages:
Teach information literacy skills  Allows for real-time discussion
 Widely accessible
Computer Literacy  Provides a mechanism for information exchange
The ability to use the computer hardware and software necessary to Disadvantages:
accomplish routine tasks  Moves very quickly
 May be difficult to follow
Information Literacy  Requires everyone to be on at the same time
The ability to:
Access needed information Electronic Discussion Groups
Evaluate information found Broad category covering many formats of on-line discussion.
Organize information Advantages:
Use information from a variety of sources  Means of networking
 Vehicle for information exchange
Information Literacy Skills for Web Use  Can be used to provide on-line support
The ability to: Advantages:
Reduce a problem to a searchable command  Easy to use
Categorize a Web page according to its purpose  Low cost
Identify sources of potential bias  Anonymity
Make judgments about the accuracy and reliability of information Disadvantages:
found  Few checks for accuracy
 Can be time-consuming
Criteria for Evaluating Web Sites  May result in e-mail overload
Accuracy
Design Digital Divide
Authors/Sponsors The gap between those individuals who have access to information
Currency technology resources and those who do not
Authority Risk Factors:
 Age (>65 years)
Information Literacy Skills for Web Use (cont’d)  Income (<$35,000/year household income)
The ability to:  Race/Ethnic Origin (African-American, Hispanic)
Make decisions about the comprehensiveness of information found  Level of Education (<High School)
Determine currency
Interventions with Older Adults
Information Literacy Skills for Web Use (cont’d) Teach principles of ergonomics
The ability to: Provide access to resources
Identify resources to answer questions or verify assumptions made Use motivational strategies
Create nonthreatening teaching environments
Internet
Global network of computers Promoting Digital Inclusion for People with Disabilities
Designed to create and exchange information Web page design
Commissioned in 1969 Software selection
Adaptive devices
Internet-based Communication
Working with Groups at Risk  Report
Recognize/assess risk factors.  Use
Be knowledgeable about resources.
Create supportive environments. Evaluation, EBP and PBE
Evaluations are not intended to be generalizable, but are conducted
Professional Education to determine effectiveness of a specific intervention in a specific
Degree programs for distance learners are increasingly available. setting with an identified individual or group.
Continued education programs are widely available in a variety of Practice-based evidence is just beginning to be defined.
formats.
Staff development and training via technology is increasing. Assessment =Input
Evaluation =Output
Distance Education
Degree programs are offered at all levels. The Difference between Assessment and Evaluation
Accredited by NLNAC and/or CCNE Assessment and evaluation are two concepts that are highly
Increased use of on-line format. interrelated and are often used interchangeably as terms, but they are
Standards for quality in distance education have been developed. not synonymous.
Still a relatively new way of educating nurses.
Assessment: a process to gather, summarize, interpret, and use data
to decide a direction for action.
E-Learning Evaluation: a process to gather, summarize, interpret, and use data
“Just-in-time training” to determine the extent to which an action was successful.
“Anytime. . .anywhere” Five Foci of Evaluation
Designed for convenience and functionality In planning any evaluation, the first and most crucial step is to
determine the focus of the evaluation.
M-Learning Evaluation focus includes five basic components:
New strategy which makes use of wireless portable devices.  audience
Currently only limited use.  purpose
 questions
State of the Evidence  scope
 Large body of research investigating effect of distance  resources
education technologies on student outcomes.
 Growing body of research on use of technology in patient To determine these components, the following five questions should
education. be asked:
Evaluation Focus
Summary  For what audience is the evaluation being conducted?
Technology is a powerful tool to enhance learning. However,  For what purpose is the evaluation being conducted?
technology is a means to an end, not an end in and of itself. It must  What questions will be asked?
be used with thought, careful planning, and thorough evaluation.  What is the scope of the evaluation?
 What resources are available to conduct the evaluation?
Chapter 14
Evaluation in Healthcare Education RSA Evaluation Model

An Evaluation Is: Process (Formative) Evaluation

 A process Audience: individual educator
 A critical component of other processes Purpose: to make adjustments as soon as needed during education
o nursing process process
o decision-making process Question: What can better facilitate learning?
o education process Scope: limited to specific learning experience; frequent; concurrent
 A way to provide data to demonstrate effectiveness with
 The bridge at the end of one process that guides direction learning
of the next Resources: inexpensive and available

Definition of Evaluation Content Evaluation

A systematic and continuous process by which the significance or Audience: educator/clinician individual or team
worth of something is judged; the process of collecting and using Purpose: to determine whether learners have acquired
information to determine what has been accomplished and how well it knowledge/skills just
has been accomplished to guide decision making. taught
Question: To what degree did learners achieve specified objectives?
Steps in Evaluation Scope: limited to specific learning experience and objectives;
 Focus immediately
 Design after education completed (short-term)
 Conduct Resources: relatively inexpensive; available
 Analyze
 Interpret Outcome (Summative) Evaluation
Audience: educator, education team/director, education funding group  Include population or sample
Purpose: to determine effects of teaching Question: Were goals met? How, when, and where will data be collected?
Did (planned) change in behaviors occur?  By observation, interview, questionnaire, test, record review,
Scope: broader scope, more long term and less frequent than content secondary analysis
evaluation  Consistent with type of evaluation
Resources: expensive, sophisticated, may require expertise that is  Consistent with questions to be answered
less readily available By whom will data be collected?
 By learner, educator, evaluator, and/or trained data collector
Impact Evaluation  Select to minimize bias
Audience: institution administration, funding agency, community
Purpose: to determine relative effects of education on institution or Evaluation Barriers
community Lack of clarity
Question: What is the effect of education on long-term changes at the  Resolve by clearly describing five evaluation components.
organizational or community level?  Specify and operationally define terms.
Scope: broad, complex, sophisticated, long-term; occurs infrequently Lack of ability
Resources: extensive, resource-intensive  Resolve by making necessary resources available.
 Solicit support from experts.
Total Program Evaluation Fear of punishment or loss of self-esteem
Audience: education dept., institutional administration, funding  Resolve by being aware of existence of fear among those
agency, community being evaluated.
Purpose: to determine extent to which total program meets/exceeds  Focus on data and results without personalizing or blaming.
long-term goals  Point out achievements.
Question: To what extent did all program activities meet annual  Encourage ongoing effort.
departmental/ institutional/community goals?  COMMUNICATE!!!
Scope: broad, long-term/strategic; lengthy, therefore conducted
infrequently Selecting an Evaluation Instrument
Resources: extensive, resource-intensive Identify existing instruments through literature search, review of
similar evaluations conducted in the past.
Evaluation vs. Research Critique potential instruments for:
 Fit with definitions of factors to be measured
EVALUATION  Evidence of reliability and validity, especially with a similar
Audience specific to single person, group, institution, or location population
Conducted to make decisions in specific setting  Appropriateness for those being evaluated
Focused on needs of primary audience  Affordability, feasibility
Time constrained by urgency of decisions to be made
When conducting an evaluation:
RESEARCH Conduct a pilot test first.
Audience generic  Assess feasibility of conducting the full evaluation as
Conducted to generate new knowledge and/or expand existing planned.
knowledge  Assess reliability, validity of instruments.
Focused on sample representativeness, generalizability of findings Include “extra” time.
Time constrained by study funding  Be prepared for unexpected delays.
Keep a sense of humor!
Five Levels of Learner Evaluation
1. Level 0 Needs Assessment Data Analysis and Interpretation
Learners dissatisfaction and readiness to learn The purpose for conducting data analysis is two-fold:
2. Level 1 Initial Process  To organize data so that they can provide meaningful
Learner’s participation and satisfaction during intervention information, such as through the use of tables and graphs,
3. Level 2 Short Term Content and
Learner’s performance and satisfaction after intervention  To provide answers to evaluation questions.
4. Level 3 Long Term Outcome
Learners performance and attitude in daily setting Data can be quantitative and/or qualitative in nature.
5. Level 4 Ongoing Impact
Learner’s maintained performance and attitude Reporting Evaluation Results
Be audience focused.
Evaluation Methods  Begin with a one-page executive summary.
What types of data will be collected?  Use format and language clear to the audience.
 Complete (people, program, environment)  Present results in person and in writing.
Concise (will answer evaluation questions)  Provide specific recommendations.
 Clear (use operational definitions)  Stick to the evaluation purpose.
 Comprehensive (quantitative and qualitative) Directly answer questions asked.
From whom or what will data be collected?
 From participants, surrogates, documents, Stick to the data.
 and/or preexisting databases
  Maintain consistency between results and interpretation of
results.
 Identify limitations.

Summary of Evaluation Process

The process of evaluation in healthcare education is to gather,
summarize, interpret, and use data to determine the extent to which
an educational activity is efficient, effective, and useful to learners,
teachers, and sponsors.

Each aspect of the evaluation process is important, but all of them are
meaningless unless the results of evaluation are used to guide future
action in planning and carrying out interventions.