OUTCOMES ASSESSMENT IN PROFESSIONAL NURSING EDUCATION: A STUDY OF INFLUENCES AND ATTITUDES.
Contributors: Rutgers University.
Published: 1991
Number of pages: 375
Subjects: Education, Higher.; Health Sciences, Nursing.; Education, Administration.
Description: The purpose of this study was to identify major influences on the use of outcomes assessment in professional nursing education. The study was an indepth analysis of outcomes assessment processes at four baccalaureate nursing education programs. The cases varied from low to high use of outcomes assessment activities. National League for Nursing (NLN) accreditors were interviewed and accreditation materials were analyzed. Grounded theory method was used to describe the general context and conditions of outcomes assessment and its emphasis in accreditation processes. A Composite Model of Baccalaureate Nursing Program Goals was developed for the comparative analysis. Lindquist's Adaptive Development Model of Change was used to analyze the assessment processes.

Both program members and accreditors were found to have positive attitudes toward outcomes assessment. Two approaches were evident: assessment of student satisfaction and achievement; and, assessment of program goals achievement. Cases using the latter reported improvements in all aspects of their programs not just curriculum changes. Programs began by assessing required outcomes and then progressed to a more complex system of evaluation. A relatively closed environment was found--programs sought limited input and showed limited use of computer and fiscal resources.

A set of optimal conditions to facilitate use of outcomes assessment was suggested including: (a) predominantly self-improvement purposes; (b) clearly stated specific goals of all types; (c) use of the simplest structure that fits the situation; (d) open, committed leadership; (e) broad participation including informal leaders with appropriate skills and linkages; (f) an established system of rewards; and (g) an institutional climate that shows commitment and provides supports. The study showed NLN has taken steps to emphasize outcomes in accreditation similar to other specialized accrediting associations without specifying outcomes and prescribing measures.

In practice the factors identified should guide implementation of outcomes assessment with special attention to intentions, the program goal achievement approach, design dimensions, and participation that incorporates informal leaders. Accreditation policy should emphasize the program goals achievement approach, develop a variety of measurement strategies, provide education and expertise, while avoiding program comparisons and over-prescription of outcomes or measures. The focus of outcomes assessment needs to be on program goals achievement studies and resultant improvements.
Notes: Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1657.

Thesis (ED.D.)--RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK, 1991.

School code: 0190.