Using a model to evaluate nursing education and professional practise.
The concept of evaluation is becoming increasingly ambiguous and a lot of processes may be called evaluation without any clear definitions. A theoretical frame of reference may function as a compass in an evaluation context when collecting, analysing and interpreting data as well as drawing conclusions. The purpose of the present study was to present and discuss the applicability of an educational interaction model for the evaluation of nursing education programs and the professional competence of nurses. The model combines different dimensions in the educational process, using both a student and an educational perspective. It is not uncommon for evaluations to concentrate on one dimension only, which tends to give an insufficient picture of the process of interaction. Examples are provided from nurse students/nurses education and professional practise to show that the relationship between students' abilities and educational factors, in the form of intentional goals and educational frameworks, have an influence on educational outcome.
Kapborg
Inez
I
University College of Health Sciences, Jönköping, Sweden. inez.kapborg@hhj.hj.se
Fischbein
Siv
S
D001291:Attitude of Health Personnel; D001318:Authoritarianism; D004650:Employee Performance Appraisal / Q000458:organization & administration*; D006040:Goals; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D017145:Models, Educational; D016294:Models, Nursing; D020380:Needs Assessment; D015402:Nursing Education Research / Q000458:organization & administration*; D009937:Organizational Objectives; D011361:Professional Competence / Q000592:standards*; D015397:Program Evaluation / Q000379:methods*; D013338:Students, Nursing / Q000523:psychology / Q000706:statistics & numerical data