Reconceptualizing program outcomes.
Contemporary social and economic movements involving ongoing quality improvement in education have motivated educators to reconceptualize the effectiveness of their programs. Professional programs such as nursing can respond to stakeholders and communities of interest by establishing program outcomes oriented toward professional practice. Frequently, however, responses to the mandates for creating outcomes have involved merely changing the language from "objectives" to "outcomes," rather than actually reconceptualizing program outcomes. This article offers suggestions for beginning the process of rethinking outcomes. Assessment of program effectiveness based on real outcomes also invites educators to choose realistic methods to measure those outcomes. A "best methods" approach is briefly explored to refocus the professional curriculum to be founded on real outcomes.
Glennon
Cheryl D
CD
Faculty, Northern Arizona University, Department of Nursing, Flagstaff 86011, USA. Cheryl.Glennon@nau.edu
D001291:Attitude of Health Personnel; D003479:Curriculum / Q000592:standards; D005181:Faculty, Nursing / Q000458:organization & administration; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D015402:Nursing Education Research / Q000458:organization & administration*; D009936:Organizational Innovation; D009937:Organizational Objectives; D010043:Outcome and Process Assessment, Health Care / Q000458:organization & administration*; D010687:Philosophy, Nursing; D015397:Program Evaluation / Q000379:methods*; D012660:Semantics; D012922:Social Change; D012959:Socioeconomic Factors; D013338:Students, Nursing / Q000523:psychology; D013850:Thinking; D017749:Total Quality Management / Q000458:organization & administration