Principles of Teaching and Learning for Nursing Practice
Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Fifth Edition drives comprehension through various strategies that meet the learning needs of students, while also gen- erating enthusiasm about the topic. This interactive approach addresses different learning styles, making this the ideal text to ensure mastery of key concepts. The pedagogical aids that appear in most chapters include the following:
The Pedagogy
Chapter Highlights Chapter high- lights provide a quick-look over- view of the content presented in each chapter.
Key Terms Found in a list at the be- ginning of each chapter, these terms will create an expanded vocabulary.
Overview of Education in Health Care Susan B. Bastable Kattiria M. Gonzalez
CHAPTER 1
CHAPTER HIGHLIGHTS
■ Historical Foundations for Patient Education in Health Care ■ The Evolution of the Teaching Role of Nurses ■ Social, Economic, and Political Trends Affecting Health Care ■ Purposes, Goals, and Benefits of Patient and Nursing Staff/Student Education ■ The Education Process Defined ■ The Contemporary Role of the Nurse as Educator
• Nursing Education Transformation • Patient Engagement • Quality and Safety Education in Nursing • The Institute of Medicine Report: The Future of Nursing
■ Barriers to Teaching and Obstacles to Learning • Factors Affecting the Ability to Teach • Factors Affecting the Ability to Learn
■ Questions to Be Asked About Teaching and Learning ■ State of the Evidence
KEY TERMS
education process teaching/instruction learning
patient education staff education
barriers to teaching obstacles to learning
3
Objectives These learning objectives provide instructors and students with a snapshot of the key information they will encounter in each chapter. They serve as a checklist to help guide and focus study.
Evaluation is defined as a systematic pro-cess that judges the worth or value of some-thing—in this case, teaching and learning. Evaluation can provide evidence that what nurses do as educators makes a value-added difference in the care they provide.
Early consideration of evaluation has never been more critical than in today’s healthcare en- vironment, which demands that “best” practice be based on evidence. Crucial decisions regard- ing learners rest on the outcomes of learning. Can the patient go home? Is the nurse provid- ing competent care? If education is to be jus- tified as a value-added activity, the process of education must be measurably efficient and must be measurably linked to education out- comes. The outcomes of education, both for
the learner and for the organization, must be measurably effective.
For example, the importance of evaluating patient education is essential (London, 2009). Patients must be educated about their health needs and how to manage their own care so that patient outcomes are improved and healthcare costs are decreased (Institute for Healthcare Im- provement, 2012; Schaefer, Miller, Goldstein, & Simmons, 2009). Preparing patients for safe dis- charge from hospitals or from home care must be efficient so that the time patients are under the supervision of nurses is reduced, and it also must be effective in preventing unplanned read- missions (Stevens, 2015). Monitoring the hos- pital return rates of patients is not a new idea as a method to evaluate effectiveness of patient
OBJECTIVES
After completing this chapter, the reader will be able to
1. Define the term evaluation . 2. Discuss the relationships among evaluation, evidence-based practice, and practice-based evidence. 3. Describe the differences between the terms evaluation and assessment. 4. Identify the purposes of evaluation. 5. Distinguish between five basic types of evaluation: process, content, outcome, impact, and program. 6. Discuss characteristics of various models of evaluation. 7. Explain the similarities and differences between evaluation and research. 8. List the major barriers to evaluation. 9. Examine methods for conducting an evaluation.
10. Explain the variables that must be considered in selecting appropriate evaluation instruments for the collection of different types of data.
11. Identify guidelines for reporting the results of evaluation. 12. Describe the strength of the current evidence base for evaluation of patient and nursing staff
education.
KEY TERMS
evaluation evidence-based practice
(EBP) external evidence internal evidence practice-based evidence
assessment process evaluation
(formative evaluation) content evaluation outcome evaluation
(summative evaluation)
impact evaluation total program evaluation evaluation research reflective practice
596 Chapter 14 Evaluation in Healthcare Education
Review Questions Review key con- cepts from your reading with these exercises at the end of each chapter.
The importance of evaluation as internal evidence has gained even greater momentum with the movement toward EBP. Perhaps the most important point to remember is this: Each aspect of the evaluation process is important, but all these considerations are meaningless if the results of evaluation are not used to guide future action in planning and carrying out ed- ucational interventions.
Review Questions 1. How is the term evaluation defined? 2. How does the process of evaluation differ
from the process of assessment? 3. How is evidence-based practice (EBP)
related to evaluation? 4. How does internal evidence differ from
external evidence? 5. What is the first and most important step
in planning any evaluation? 6. What are the five basic components
included in determining the focus of an evaluation?
7. How does formative evaluation differ from summative evaluation, and what is another name for each of these two types of evaluation?
8. What are the five basic types (levels) of eval- uation, in order from simple to com plex, as identified in Abruzzese’s RSA evalua- tion model?
9. What is the purpose of each type (level) of evaluation as described by Abruzzese in her RSA evaluation model?
10. Which data collection methods can be used in conducting an evaluation of educational interventions?
11. What are the three major barriers to conducting an evaluation?
12. When and why should a pilot test be conducted prior to implementing a full evaluation?
13. What are three guidelines to follow in reporting the results of an evaluation?