APPLICATION OF A FORMATIVE TRANSACTIONAL EVALUATION MODEL WITH THE SOUTH CAROLINA PROFESSIONAL NURSING COMPETENCIES.
Contributors: University of Georgia.
Published: 1989
Number of pages: 280
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: The purpose of this study was to demonstrate application of a transactional evaluation model using the South Carolina professional nursing competencies. The study responded to the lack of systematic approaches for incorporating specific competencies into curriculum evaluation models.

A transactional evaluation model was adapted from the work of Tyler (1949), Stake (1967), and Rippey (1973). The model incorporated the South Carolina competency statement for professional nursing, consisting of 56 competency statements which were grouped into 33 sets for analysis purposes. This model was used to evaluate a baccalaureate nursing curriculum at a public college in South Carolina.

A judgmental standard was incorporated into the model through data derived from experts in nursing education regarding the relative emphasis which should be allotted to each competency set in planning instruction and evaluation. This standard was used to compare the actual emphasis placed on each competency set by the nursing curriculum with the ideal emphasis derived from expert data.

Application of the model centered on three research questions. The first question focused on the extent to which instruction addressed each competency set. Methodology involved comparative analysis of course objectives and competency sets. Results indicated 79% of competency sets were addressed adequately.

The second research question focused on the extent to which student evaluation addressed each competency set. Methodology involved analysis of outcome indicators specified by the curriculum plan. Results indicated 79% of competency sets were addressed adequately.

The third research question focused on the extent to which students were achieving each competency set. Methodology involved analysis of the mean level of student achievement using standardized test data. Results indicated acceptable mean achievement scores on 81% of applicable competency sets.

Conclusions drawn from this study included the following: (1) competency based evaluation approaches can be incorporated into a transactional model for curriculum evaluation, and (2) implementation of a transactional evaluation model with professional nursing competencies will enable the identification of components of the curriculum in need of improvement.
Notes: Source: Dissertation Abstracts International, Volume: 50-06, Section: A, page: 1542.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1989.

School code: 0077.