Curriculum Evaluation Paper, Research Paper Example

Context evaluation, input evaluation, process evaluation and product evaluation (CIPP) is a model that is developed for the sole purpose of evaluating programs. CIPP model represents a holistic approach towards evaluating education, health and public programs. It examines the program in various aspects including context, goals, resources, implementation and outcome. The model then provides comprehensive information for program supervisors or managers to identify areas of competence and those that need improvement (Daniel Stufflebeam, et al. 1971).

When evaluating a program using CIPP model, a stepwise approach that uses four components is chosen. This model of evaluation is extensive and is utilized by program mangers especially in the field of medicine and nursing to evaluate the competence of the graduate LNP to BSN. The model is based on the idea that evaluation is done purposely to improve the functioning of the program.

In evaluating the LPN to BSN program, CIPP model is the best model that program managers use to collect enough information about the student understanding of the program materials/ knowledge and its practical application in real life situations. LPN to BSN program evaluation entails four steps;

Context evaluation: context evaluation includes examination and description of the context of the program under evaluation, Conduction of needs and goal assessment, determination of the objectives of the program and determining if the projected objectives will respond sufficiently to the identified needs. Context evaluation helps in program planning decision-making (Daniel Stufflebeam, et al. 1971).

Input evaluation: includes the evaluation of the extent to which program activities, strategies, and procedures support the established goals and objectives. It describes the activities of the program such as resource and inputs. In addition, examines how the program will perform as compares to other programs.

Process evaluating: entails the examination of how the program is implemented, monitoring the performance of the program, conducting auditory services to the program to ensure that the program follows legal and ethical guidelines, and identifying flaws in the implementation process of the program. Process evaluation helps the program mangers to make implementing decisions

Product evaluation: entails the examination and determination of both general and specific outcomes and impact of the program. It includes measuring of the anticipated outcomes, assessing program merits, conduction of retrospective benefit/cost assessment of the program. Product evaluation helps managers to make summative evaluation decisions. Provides the worth of the program (Patton, 1997).

LPN to BSN degree programs take only 2-3 years as opposed to bachelor’s degree in nursing which takes 4 years. This is because the LPN nurse if given credit of the LPN training and thus they are exempted from undertaking the same courses, which they covered under LPN. The use of CIPP model to evaluate LPN to BSN works better to gauge whether the LPN nurse qualifies to do BNS program in 2-3 years instead of 4 (Patton, 1997).

The model will provide full information concerning the student’s competence to continue with BSN program for 2 years instead of 4 years.

After the student completes LPN to BSN program, the model again to measure the success of the program will evaluate them. Objectives of the programs are evaluated and measure whether they were achieved or not. The assessors record the correct information to help in evaluation.

Evaluating, accreditation, and ongoing quality improvement programs of nursing education is difficult and complex to undertake. However, with the use of CIPP evaluation has been made easy and accurate due to systematic examination of the program objectives, goals, future outcomes and resourses (Patton, 1997).

Reference

Patton, M.Q. (1997). Utilization-focused evaluation: The new century text. Thousand Oaks, CA: Sage.

Daniel Stufflebeam, et al. (1971). CIPP Model