College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS

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1 College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS Elements CIPP Model (Stufflebeam s Educational Decision Model, 1983) CONTEXT INPUT PROCESS PRODUCT Mission and goals Resources Implementation Learner Outcomes Setting Support systems Course Evaluation Satisfaction Internal and External Forces Learners Teaching-Learning Transaction Discipline-Specific Aggregate Data (BSN only) Philosophy Program Plan Assessing Student Learning Community Curriculum organization Support Courses and Liberal Education Foundation Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The purpose of this phase is to define the context where change is needed, identify unmet needs, identify problems underlying those needs, and identify opportunities for change. Needs, problems, and opportunities are evaluated on an ongoing basis. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Input Evaluation This element addresses the intended means and primarily focuses on the resources available to meet the intended ends. Input elements include evaluation of resources, support systems, learners, program plan, curriculum organization, and support courses related to the curriculum. Process Evaluation Involves an evaluation of the delivery. It monitors actual means to assess progress and to intervene if the evidence suggests that there is a lack of congruence between intended and actual means. Process evaluation includes the elements of implementation, course evaluation, teaching/learning transaction, and assessing student learning. Product Evaluation provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of product outcome and program goals. This determines the program effectiveness in attaining the program objectives. Elements that are evaluated are learner outcomes, satisfaction (which includes students, alumni, and employers), and discipline-specific aggregate data.

2 College of Nursing Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community -Annual review to determine whether activities are on target and to identify problems. -Extensive collegiate review every five years. -Annual review to determine whether activities are on target and to identify problems. -Extensive review every five years. -Academic program goals updated yearly. Mission, Goals, and Philosophy Congruence of College of Nursing and University of Iowa goals and strategic plans Setting in which learning will occur supports the mission, and, goals and strategic plans. -Mission statements -Philosophy -Strategic plan with indicators -Academic program goals -Mission statements -Strategic plan with indicators -Academic program goals -Clinic settings Mission, goals, & philosophy for the school reflect the collective wisdom of administration and faculty about the obligation and capacity of the college to meet advanced knowledge needs of society for health. -Futuristic trends of the discipline are reflected. Academic and clinical settings -Structure of the organization to determine its fit to mission, goals, and philosophy. -Roles and responsibilities attached to each position in the structure. -Role clarification -lines of authority and lines of collaboration. Collect data via survey or focus group. -Dean -Associate Dean for Academic Affairs -Directors -Academic Council -Dean -Associate Dean for Academic Affairs Council -Directors of BSN & RN-BSN, MSN, and PhD Programs -CCNE -IBN -CCNE -Updated Program and Reports with goals sent to State Board of Nursing 2

3 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every five years One year after graduation Product of curriculum (graduates) currently in demand Review of health care setting and employment opportunities using surveys and focus groups Employment of graduates Self-report of graduates Self-report of employers Survey of graduates Literature review Comprehensive review of health care settings -Dean -Associate Dean for Academic Affairs -CCNE -IBN -Board of Regents -Provost s Office 3

4 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every ten years with interim reports as needed State Board report every six years and interim reports as needed Internal and External Forces - Forces which influence or govern the curriculum - Accreditation standards -Media coverage -Peer group rankings -Alumni feedback -Feedback from IBN and AACN Schools bylaws Congruence of schools bylaws with the constitution and bylaws of the larger institution and the structures included to facilitate faculty governance in relation to academic authority Standing committees address major issues related to faculty affairs, student affairs, curriculum, budget, and major thrusts of the mission Extent to which stakeholders are included in the committee structures delineated in the bylaws student representation, voting privileges Minutes of standing committees reflect membership agenda items, salient discussions, decisions made and actions taken. Representation intended (who is supposed to come, vs actual participation) -Extent to which the curriculum provides content related to professional nursing organization guidelines/standards -Ratings in US News and World Report -Comparison to essentials of Baccalaureate Education of Professional Nursing Practice by AACN -Number of media reports -Other peer group rankings -Dean -Associate Dean for Academic Affairs -Directors of BSN & RN- BSN, MSN, and PhD Programs -Academic Council -Marketing Director? - CCNE -Board of Regents - Iowa State Board of Nursing Education commissions and governmental regulations, accrediting bodies. State board. National accreditation -Forum to evaluate the congruence with bylaws Specialty accreditation from relevant organization and regulating bodies 4

5 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every five years Philosophy - Mission and philosophy congruent internally (College of Nursing) and externally (The University of Iowa) Mission statements (CON and UI) Philosophy (CON and UI) Strategic Plan? Congruence between UI and CON Mission and Philosophy Strategic Plan? Appropriate Organizational Structure Evaluation of documents to establish congruence -Dean -Associate Dean for Academic Affairs -Academic Council -Directors -CCNE -Provost s Office and Board of Regents 5

6 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every five years Continuing Community Engagement of alumni and donors in University advancement -Help meet the graduate nursing education needs for State of Iowa: -Hospitals -Agencies -Community and Technical Colleges -Attract BSN nurses interested in pursuing graduate education -Help meet the need of Iowa constituents for ARNPS -Develop recognition as a leader in providing graduate educated nurses for rural settings - Develop recognition as a leader in providing research training and knowledge for nurses and student report Alumni and donor report -Employer surveys -Graduate surveys -Legislative initiatives -Graduates employed in HPSA or MUSA locales in US -Peers from CIC Universities -Externally funded centers, major projects, certificate programs or publications involving faculty from different departments -Programs that provide service to the international, national, state and local constituencies -Research that provides knowledge to the international, national, state and local constituencies -New scholarships, donations -Availability of Programs -Legislative/ State directives -Number of applicants -Employer need/demand -Inclusion of Iowa emphasis and rural practice issues -Number of graduates working in areas designated as HPSA or MUSA -Number of externally funded centers, externally funded research grants, major projects, certificate programs or publications involving faculty from different departments -Number of programs that provide service to the international, national, state and local constituencies -Number of new scholarships, donations -Data from faculty reported at administration review -State Funding -Employer satisfaction -Graduate satisfaction New funding initiatives from Governments/ employers/ agencies designed to support their own needs -Dean -Associate Dean for Academic Affairs -Director of External Relations -Director of Student Services -Marketing Director? -Dean -Graduate -Course Directors? -Program Directors -Individuals involved with student recruitment and publicity -Marketing -Academic Affairs Fiscal report on external funding -Provost s Office -Board of Regents -State & Federal Government -Public -Citizens of Iowa Marketing Issues: The Public outside of Iowa already thinks rural when they think of Iowa. They also associate good, country and/or pastoral It is our strength and we need to build on it to compete with other schools. Marketing efforts should make the following links University of Iowa CON: -meeting the nursing needs of rural America or - meeting the educational needs for rural nursing or - serving the citizens in the heartland 6

7 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Every Semester Every semester Resources Resources used efficiently and effectively Library with adequate holdings -Demographic profile of faculty and faculty expertise Extent of nursingrelated library holdings profile with number and type of adjunct faculty, clinical preceptors, and clinical sites -faculty/staff elected to American Academy of Nursing -faculty receiving regional, national, international awards -faculty elected or appointed to major professional and service organizations -faculty/staff participation in mandatory annual performance assessments -faculty available with specific expertise -Mix of faculty needed to meet the mission and goals. The nature of programs delivered by the school and the faculty mix expectations of the parent institution and accrediting bodies -Analyze the faculty profile against the goals -Goals related to scholarship and service credentials are one criterion of assessment. -The source of the credentials -Representation of a wide variety of educational institutions in the faculty profile differences education and experience relevant to their areas of assignment -Mix of full-time and part time faculty to help meet broad goals of teaching scholarship and service. -Characteristics of Library holdings -Salary structure -Profile of clinical preceptors, Preceptor affiliations -number of faculty/staff elected to American Academy of Nursing -number of faculty receiving regional, national, international awards -number of faculty elected or appointed to major professional and service organizations -number of faculty/staff participation in mandatory annual performance assessments -number of faculty available with specific expertise -Amount and variety of Library holdings - Dean -Associate Dean for Academic Affairs -Associate Dean for Academic Affairs -Data Base Management - CCNE Self-Study NOT EVERY SEMESTER -Provost Office yearly -Board of Regents yearly - CCNE (NOT EVERY SEMESTER) -IBN 7

8 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Every semester Physical Space adequate for teaching Internal fiscal resources to meet teaching needs External fiscal resources to support the College mission Clinical facilities to support the College mission Classrooms, offices, research, lounge, meeting space. Overall CON budget Amount of external funding received by faculty and staff Profile of clinical units -Classroom characteristics available to faculty -Funds and their allocation -Funds from NIH, private foundations -Clinical facilities data to include: -Clinical facilities -Clinical site, Availability -Profile of clinical units -Population -Number and variety of classrooms -Amount of money received -Travel and related expenses support- Budget for curriculum development, maintenance, evaluation, and revision expenses- Office supply budget for faculty and students -Amount of money received -Fiscal resources percentage related to curriculum and instruction, teachingrelated grant amounts -Number and variety of clinical sites -Associate Dean for Academic Affairs -Dean -Director of Operations and Finance -Dean -Director of Operations and Finance -Associate Dean for Research -Director of Academic Outreach -Associate Dean for Academic Affairs -Directors of BSN & RN- BSN, MSN, and PhD Programs Haven t inserted the Board of Visitors anywhere. Might need to insert this group also. - CCNE What about staff? -Provost -Board of Regents 8

9 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Support systems Support staff to support the College mission -Demographic profile of faculty and faculty expertise Diversity (gender and ethnic) statistics and trends (faculty, students, staff) Support systems needed -continuity -innovation Diversity program: Diversity director or officer Support staff evaluation Administrative evaluation Staff evaluation Evaluation plan for technology -Dean -Associate Dean for Academic Affairs -Director of Student Services -OICT Director -Undergraduate Assembly -CCNE -Graduate Assembly Organization Student services to support the College mission Information and Instructional Technology to support the College mission support to support the College mission Student services data Student services data Student services data Quality of faculty and staff -Diversity program -Remediation programs -Tutors -Enrollment support, -Services to support second degree, part-time, commuter students, distance education -Retention activities -Recruitment activities -Advanced placement options and programs -Specialized laboratory or simulation equipment -Teaching related supplies, software, and instructional design -Updated technological infrastructures for educational and support programs -Staff available with expertise to help with hardware and software -Release time for course development -Time and FTE for secretarial, clerical, and student services support per student and FTE faculty -# of diversity programs -# of remediation programs -# of tutors -# of enrollment support, -# of services to support second degree, part-time, commuter students, distance education -# of retention activities -# of recruitment activities -# of advanced placement options and programs -# of specialized laboratory or simulation equipment -# of teaching related supplies, software, and instructional design -# of updated technological infrastructures for educational and support programs -# of staff available with expertise to help with hardware and software -amount of release time for course development -amount of time and FTE for secretarial, clerical, and student services support per student and FTE faculty Student services data to include Student services : -Enrollment support, advising, scheduling, parking, library support, tutors -Associate Dean for Academic Affairs -Area chairs -Director of Student Services -Directors of BSN & RN-BSN, MSM, and PhD Programs -OICT Director -Technology Committee (faculty, staff, student representatives) -Academic Council -Dean, -Associate Dean for Academic Affairs -Area chairs -Undergrad Assembly -CCNE Self-Study -Graduate Assembly Organization -Undergrad Assembly -Academic Council -CCNE -Graduate Assembly Organization -Undergrad Assembly - CCNE -Graduate Assembly Organization 9

10 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs INPUT EVALUATION Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Each cohort of learners Learners High quality learners are admitted, progress through the program in a timely fashion, and graduate successfully - Admission profile - Demographic data - Commitments beyond school - Plans of study Demographic data: BSN and RN/BSN, MSN, and PhD -Number of students in the program -% Part-time and fulltime enrollments -Graduation rates -Acceptance rates -Racial and cultural characteristics -Gender Admission profile: ACT/SAT/GRE -High school rank -GPA -Motivation of students essay -TOFFEL minimum -Prior completion of programs started (second degree) -Prior learning (courses and programs) by students -Prior grades -Supporting courses -Previous nursing education -Licensure -Practice history Admission Data -Associate Dean for Academic Affairs -Directors of BSN & RN-BSN, MSN, and PhD Programs -Director of Student Services -Program Associates -Academic Council -CCNE -Undergraduate Assembly -Graduate Assembly Organization 10

11 GRADUATE CURRICULUM EVALUATION PLAN SPECIFIC TO THE DOCTORAL PROGRAM Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Every two years for curricular evaluation. Resources Diverse intellectual perspectives are valued; represented by the faculty Students,, Alumni Respect for academic freedom is apparent. represent diverse intellectual perspectives DPE, item #2 DPE, item #1 Director, PhD Program Area Program Associates maintain administrative database. Presented to faculty, administration, & students. conceptualize & implement research that attract & engage students Students,, Alumni, Applicants are regionally, nationally, and internationally known for their research and scholarly work. are recognized leaders in nursing. encourage graduate students to participate in their research. work with students on student research encourage students to present or co-present papers at research conferences DPE, Facullty item #4 University Indicator: National Ranking Number of in AAN (Annual Review) Number of faculty elected or appointed to major professional and service organizations- (Annual Review) Number of Manuscripts, presentations developed by faculty and students. Administrative data base Graduate student data base Student report. During Annual Review. report in Administrative review documents and their vitas. Number of and student presentations Administrative data base Graduate student data base include in annual Administrative Review materials and for Administrative Data Base Area Chairs, Office of Research and students and students Area Chairs, Office of Research Area Chairs, Office of Research University Indicator: Report to Office of the Provost Area Chairs, Office of Research Director of PhD Program 11

12 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Twice A Year Survey using Doctoral Program Evaluation Questionnai re every 2 years. conceptualize & implement research that attract & engage students create environment in which mentoring, socialization of students, & a community of scholars is evident assist students to understand the value of programs of research and scholarship that continue over time and build upon previous work. Students,, Alumni, Applicants Students,, Alumni, Applicants Student report Alumni report are funded or are seeking funding and have appointments on research review committees and/or editorial review boards. promote the welfare and professional development of students. host social events for students doctoral student relationships are positive devote a significant proportion of time to dissertation advisement; generally each faculty member serve as major advisor/chair for no more than 3-5 students during the dissertation phase. members are accessible to doctoral students are enthusiastic as teachers and stimulate students to learn Master teachers capable of preparing graduates for faculty roles discuss issues related to the substance of nursing science with students. Number of externally funded awards per capita. Number of on research review committees and editorial review boards Administrative Review Research Office Items on Section I for on the Doctoral Program Evaluation Questionnaire DPE- faculty items 10,11,12 GPSA item 22 Student report at annual review. Opportunities are available to report to faculty advisors, AGNS, and Director of PhD Program. Items on Section I for on the Doctoral Program Evaluation DPE faculty item12 Student report at annual review. Opportunities are available to report to faculty advisors, AGNS, and Director of PhD Program. receive collegiate teaching awards Student evaluations Research Office Director of PhD Program Dean Dean Dean identify, generate, and use resources within the University and broader community Students, faculty, alumni, administration discuss issues related to research methodologies with students. foster interaction between the College of Nursing PhD Program and other related disciplines or programs on the campus Items on Section I for on the Doctoral Program Evaluation Questionnaire.- DPE faculty item 18 # of comprehensive exam and dissertation co-chairs and committee members from other disciplines (not including statisticians). # of multidisciplinary grants, manuscripts, and presentations reported by students and faculty. Area Chairs provide data for administrative review on number of grants, manuscripts /presentations that are multidisciplinary. University Indicator: Report to Office of the Provost Data stored on Administrative Database 12

13 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program TIME-LINE STANDARDS DATA SOURCES INDICATORS MEASURES PERSONS RESPONSIBLE REPORT GOES TO Research Ongoing identify, generate, and use resources within the University and broader community Research is an explicit component of the mission of The University of Iowa and the College of Nursing The University and the College of Nursing value, support, and reward faculty and student research and scholarship Students, faculty, alumni, administration, students, alumni. University and College mission statements & strategic plans., students, alumni workload assignments participate in multidisciplinary scientific pursuits collaborate in clinical research or administrative endeavors with members of the nursing community outside the College research findings are disseminated to the practice community and the public at local, state, national, and international levels. Most faculty are members of several professional organizations and organizations that are interdisciplinary hold leadership positions in professional nursing organizations Endowed professorships in College of Nursing are well-trained and experienced researchers influence nursing science & students participate in the discussion at the nursing research colloquia publish in refereed journals (an average of two per year) participate in NIH study sections & other grant review activities Number of students enrolled in courses from other disciplines Administrative review Items on Section on in Doctoral Program Evaluation Questionnaire DPE faculty 20 Student, administration, and faculty report Number of reports at local, state, national, and international levels Items on Section I for on the Doctoral Program Evaluation Questionnaire Number of Professional Organizations reflected on faculty vita Number of leadership positions held by AACN survey Administrative data base Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE research 2 Amount in dollars of faculty funding and number of published articles. Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE RESEARCH 4 Number of people attending as shown on the sign-in sheet at colloquia Number of articles published with faculty as authors Number of faculty participating in NIH Study Sections Area Chairs Office of Assoc. Dean for Research. Associate Dean for Research Area Chairs University Indicator: Report to Office of the Provost Data stored administrative database. provide data for administrative review. Data stored administrative Database. submit data with administrative review materials Data stored administrative data base University Indicator: Report to Office of Provost 13

14 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Continuation page Annually Programs of research that are developed over time and build upon previous exist and are congruent with research priorities within nursing and its constituent communities, students, alumni Funding record A variety of mechanisms (e.g. peer review, mentoring, consultation) exist that foster high quality research Number of externally funded grants involving interdisciplinary/ interdepartmental/cross-collegiate PIs Funded Centers of Excellence exist related to faculty programs of research Sufficient research exists to support the curricular goals obtain and maintain research funding over extended periods of time. Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE research 7 Number and variety of research topics for faculty Number of funded grant proposals per capita at University and NINR ranking DPE RESEARCH 8 DPE research9, Area Chairs, Assoc Dean for Research University Indicator: Report to Office of Provost 14

15 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum Organization Support Courses and Liberal Education Foundation Support Systems Sufficient human, financial, & institutional resources are available to accomplish the goals of the unit for doctoral education & faculty research Students advisors Technical support exists for: Cutting edge education and research. DPE RESOURCES 1 Peer review of proposals & manuscripts in process Data management & analysis support Hardware & software availability Expertise in advanced technological support exists for data repository and knowledge building to be used for education, research, and practice. Grant proposal development & management Technical support for research design expertise Space is sufficient for: research needs -Doctoral student study, meeting & - socializing -Seminars -Small group work Student & faculty self-report Curricular evaluation questionnaire OICT data DPE resource items, 8,12,13,14,15,16 Office for Research Research Colloquia Doctoral symposia advisors Centers of research excellence Number of centers College Administration Office of OITC advisors College Administration Office of OITC State of the art technical & support services are available & accessible to faculty, students, & staff for state of the science information acquisition, communication, & management Students advisors Computer accessibility Computer consultation & support are accessible Student & faculty self-report DPE resources item 9 advisors College Administration Office of OITC advisors 15

16 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Every two years normally; ongoing informally Library & data base resources are sufficient to support the scholarly endeavors of faculty & students. Support systems exist to promote learning Library acquisitions, Students, Alumni report, Students, Alumni, Administration Nursing journals & journals from other disciplines are available to support research An Office of Research administration is in place A Record of NIH funding exists Postdoctoral programs are in place Internal research funds exist Mechanisms are in place that value, support, & reward faculty & student research & scholarship Mechanisms for financial support for fulltime study Student & faculty self-report DPE resources item 7 List of journals available Curricular Evaluation Questionnaire Annual report of research office DPE resources items 2,3 NIH funding record from office of nursing research Section IV for Resources on Doctoral Evaluation Questionnaire Informal feedback from students CON alumni assist in recruitment of faculty, students, and contribute funds for endowed chair positions University support Students Associate Dean for Research Assoc. Dean for Academic Affairs Advisors Assoc. Dean for research PhD. Director On-going On-going On-going On-going Administration Support Systems Resources needed are adequate Consultant Resources are available for research Students are matched with faculty doing the same research Strategic Planning is developed and used to monitor the doctoral program Resources are allocated in an equitable, fiscally responsible fashion and are aligned strategically Program Evaluation occurs in a regular, systematic fashion Budget report Report of faculty and students, students Students, Students, Budget report, Students, Evaluation Reports and other resources are available Funding proposals are competitive. Consultation for diverse research is available. Students choose dissertation topics related to faculty research Strategic Plan is used for benchmarking and formative evaluation Comparison of program processes and outcomes to standards of parent institution and selected peer groups Focal areas in PhD program receive equitable resources. Resources decisions are made by faculty consensus when possible. Evaluation Report is given to faculty every two years NRSA awards Research Assistantships Section IV on Resources from Doctoral Evaluation Questionnaire and student requests Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports PDE Resource item 2 Section I on from Doctoral Evaluation Questionnaire NRSA awards Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports report to Provost Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports DPE resources item21 Doctoral Evaluation Questionnaire IBN, AACN, CIC, Board of Regents, Statement of Trends reports College Dean Director of Operations and Finance Associate Dean for Research Area Chairs College Dean annually Director of Operations and Finance and Associate Dean for Academic Programs 16

17 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program On-going Annually Facilities are managed to provide support to faculty and students Exceptional Students are accepted Advisors are oriented Program Director and Program Staff are Evaluated Annually Students and faculty Student Applicant pool report Evaluation summaries Students and faculty report that they have adequate facilities for their work Students accepted to the program are moving forward successfully Students report that Advisors are knowledgeable. Students and faculty provide evaluation data for the report. Recognized caliber of: Program Students Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports DPE student item 6 Section V on Doctoral Program Evaluation Questionnaire GPSA item 20 Section I on Doctoral Program Evaluation Questionnaire GPSA items II2, 15 Section I on faculty and Section IV on resources from Doctoral Program Evaluation Questionnaire Administrative Review and Associate Dean for Academic Affairs and Director of Operations and Finance To Associate Dean for Academic Affairs To Associate Dean for Academic Affairs To Associate Dean for Academic Affairs 17

18 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Annual Review STUDENTS Learners Students are exceptional Students represent diversity in gender, ethnicity, and races. Applicant records Student vitas & self-report advisors Student Applications Students are selected from a pool of highly qualified & motivated applicants who represent diverse populations. Students research goals & objectives are congruent with faculty research expertise & scholarship & institutional resources Students are successful in obtaining financial support through competitive intramural & extramural academic & research awards. Students commit a significant portion of their time to the program & complete the program in a timely fashion Students establish a pattern of productive scholarship, collaborating with researchers in nursing & other disciplines in scientific endeavors that result in the presentation & publication of scholarly work that continues after graduation. Applicant profiles PhD Student Services Office Research office report. Number of funded pre-doctoral proposals. Number of students representing diversity DPE student item 6 Student plans of study Time for completion of PhD program, Graduation rates Plan of study Plans of study report Publication records Administrative office Doctoral reviews Alumni surveys Advisors & Associate Dean for research Advisors Advisors University Indicator: Report to Office of the Provost 18

19 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Formal evaluation every two years normally; ongoing informally Program Plan Core & related course content distribution are Consistent with Goals of the program & student s area of focus Elements for Formal & informal teaching & learning prepare students to be nurse scientists & nursing leaders Elements for Formal & informal teaching & learning prepare students to be nurse scientists & nursing leaders &/or educators, students, alumni, students, alumni, Employers of graduates, students, alumni, Employers of graduates Requirements (program of study) and their sequence for progression are clear and available to students in writing. Content: History & philosophy of science and their relation to the development of nursing knowledge #2 PROGRAM CLEAR, AVAILABLE Existing and evolving Substantive nursing knowledge Methods & processes of theory/knowledge Development in nursing and other disciplines Research methods & scholarship are appropriate to inquiry Analytical & leadership strategies for dealing with social, ethical, cultural, economic, & political issues related to nursing, health care, & research practice provides opportunities for learning translational research Progressive & guided student scholarship research experiences, including exposure to faculty s interdisciplinary research programs Immersion experiences that foster the student s development as a nursing leader and/or nurse scientist Agencies provide opportunities for the conduct of research and leadership experience Socialization opportunities for scholarly development in roles that complement students career goals Graduate student handbook Items on Section III for Program of Study from Doctoral Program Evaluation Questionnaire DPE program item 1 Ongoing faculty report. DPE program item 2 Ongoing student report\ DPE program item 3 DPE program item 4 Items on Section III for Program of Study from Doctoral Program Evaluation Questionnaire DPE program item 4 practice data Number and variety of experiences for research and leadership training Research residency, Research Seminars, Research Colloquia, Research Assistantships Student report at annual review Administrative data base Number and variety Residency experiences GPSA items I16, II,2 Doctoral Advisory Committee University Indicator. Report to Office of the Provost University Indicator. Report to Office of the Provost 19

20 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Product Evaluation provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of product outcome and program goals. PRODUCT EVALUATION Learner Outcomes Satisfaction Discipline Specific Aggregate Data (BSN only) Ongoing Learner outcomes Graduates scholarship & leadership are recognized Alumni, employers of graduates Advancement to candidacy requires faculty s satisfactory evaluation Dissertations represent original contributions to the scholarship of the field Student records Dissertation Abstracts PhD Student Services 3-5 years postgraduation 3-5 years postgraduation Systematic evaluation of graduate outcomes is conducted at regular intervals Graduates have designed & secured funding Employers report satisfaction with leadership & scholarship Graduates scholarship & leadership are recognized through awards, honors, and/or external funding. Student plan of study Survey of graduates References: *American Association of Colleges of Nursing (2000). Task Force to Revise Quality Indicators for Doctoral Education Report. Doctoral, University of Iowa (1999). Doctoral Program Evaluation Questionnaire University of Iowa Strategic Plan Indicators (2001). Stufflebeam, D.L. (1983). The CIPP model for program evaluation. In G.F. Madaus, M.S. Scriven and D.L. Stufflebeam (Eds.) Evaluation models: Viewpoints on educational and human services evaluation (pp ). Boston: Kluwer-Nijhoff. GPSA. (1987). Graduate Program Self-Assessment. Doctoral Programs Questionnaire. Educational Testing Service. DPE.(2000. Doctoral Program Evaluation. College of Nursing, The University of Iowa. American Association of Colleges of Nursing. (November 2001). Indicators of quality in research-focused doctoral programs in nursing. Retrieved March 1, N:caffairs\eval\EvaluationPlan2001 4/9/02 20

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