The Program Evaluation Presentation Paper

The Program Evaluation Presentation Paper

Program evaluation is valuable for improving on, and accounting for, program actions. Numerous evaluation frameworks have been designed, each focusing on a specific set of methods for linking program results to intended outcomes and the context in which this is done. The CCNE standards are used to evaluate educational nursing programs and guide accurate, feasible, and useful evaluation activities.

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The four CCNE standards for program evaluation are: mission and governance; institutional commitment and resources; The Program Evaluation Presentation Paper program quality: curriculum, teaching-learning practices and individual student outcomes; and program effectiveness.

This standard seeks to ensure that mission, goals, and expected outcomes are: well documented and conform to those of the parent institution; periodically reviewed and revised as needed; consistent with recognized professional standards and guidelines for bachelors, master’s and doctorate programs; reflective of community needs and expectations; allow for the participation of students and faculty in review and formulation. This standard also requires programs to have fair, equitable, and consistently applied academic policies, and functional channels for making complaints (Nash et al, 2018). A record of formal complaints should be maintained.

This standard entails the availability of resources and support for the program to achieve mission goals and expected outcomes (Oermann, 2022)The Program Evaluation Presentation Paper. Key elements to this standard include: sufficiency of financial resources; availability of clinical sites and physical resources and their periodic review and update; sufficient literary, research, advisory, and technological support; qualified faculty, all being registered nurses with graduate degrees and experience in respective fields of teaching.

Documentation of faulty workload, specializations and experiential qualifications, human resource fiscal budgets, course schedules and faculty assignments, and any collective bargaining agreements is required.

This standard entails designing a teaching curriculum that: reflects professional standards of nursing at the bachelor’s, master’s and doctorate levels, links clear statements of learning to expected outcomes, is logically structured and drawing from fields outside nursing to enrich learning experiences, facilitates demonstration of learned knowledge via clinical practice, defines assessment methods of individual student performance, is regularly reviewed for improvement (Oermann, 2022)The Program Evaluation Presentation Paper.

Standard IV deals with how well the program fulfills its mission and goals based on achievement of program outcomes. This often entails the use of indicators such as completion, certification, pass, licensure, and employment rates as per the US Department of Education. Faculty outcomes and program outcomes for respective courses are also used to evaluate program effectiveness.

This evaluation strategy is linked to the first course outcome, where practitioners are required to demonstrate judgment on the use/no-use of urinary catheters in short-term settings.

Evaluation parameters

Care providers demonstrate sound clinical reasoning in determining when to use urinary catheters (Oermann, 2022)The Program Evaluation Presentation Paper, providers are judicious in accommodating patient preferences given their clinical status, care providers can implement alternative elimination methods to urinary catheters in the short term.

This strategy is based on the understanding that urinary catheters are not the only elimination method available and can be avoided for relatively short periods of time. As such, providers should have the ability to determine use cases and non-use cases for urinary catheters. CAUTI risk is eliminated where catheters are not used.

This evaluation strategy is directed at the third course outcome, where students are required to prove proficiency in proper urinary catheter placement and care maintenance. This can only be achieved via clinical practice.

Evaluation parameters

Practitioners demonstrate theoretical understanding of appropriate catheter insertion

Practitioners demonstrate theoretical understanding of urinary catheter maintenance

Practitioners exhibit adeptness in accurate catheter insertion

Practitioners display expertise in urinary catheter maintenance

It is assumed that grounding in theoretical understanding and practical execution will reinforce RNs, med-techs, and physicians skills in CAUTI prevention (Oermann, 2022)The Program Evaluation Presentation Paper.

This evaluation strategy is focused on the second course outcome where nurses are expected to demonstrate leadership skills, concepts and team coordination in timely catheter removal for CAUTI prevention

Requisite knowledge for this comes from integrating concepts from other fields such as project management.

Good leadership and team coordination should yield smoothly running teams. Also, timely removal of urinary catheter is best implemented through scheduling on a patient-by-patient basis (Opsahl & Horton-Deutsch, 2019) The Program Evaluation Presentation Paper

Course Title:

Catheter Association Urinary Tract Infection CAUTI prevention in a MedSurg Telemetry Unit.

Purpose of the Course

The purpose of this course is to prevent Catheter Association Urinary Tract Infection (CAUTI) on the unit and increase the nurses’ awareness of appropriate catheterization practices, indications for catheterization, and the role of inter-professional collaboration, using the nurse-driven approach for prompt and timely removal of Foley catheters to prevent Catheter Association Urinary Tract Infection (CAUTI) (Parker et al., 2017).

Classroom Setting

The classroom setting will be a combination of in-person and online in the form of documentation. The instructors will teach the course in a class setting to off-duty Techs, Registered Nurses, and physicians and repeat the course when the on-duty professionals come in for their shifts. In addition, the incoming shift will audit the outgoing shift to make sure appropriate procedures and documentation was done and follow up as needed. The Program Evaluation Presentation Paper

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Course Outcome

1.	By the end of the CAUTI prevention on a MedSurg Telemetry Unit course, RNs, both experienced and new working in the MedSurg unit will be able to integrate evidence, clinical judgement, and patient preference to assess the need for catheter use, particularly for the short-term as a way of CAUTI prevention.
2.	By the end of the CAUTI prevention on a MedSurg Telemetry Unit course, RNs, both experienced and new working in the MedSurg unit will be able to apply leadership concepts, skills, and healthcare team coordination to ensure timely removal of a urinary catheter as a second approach to CAUTI prevention.
3.	By the end of the CAUTI prevention on a MedSurg Telemetry Unit course, RNs, both experienced and new working in the MedSurg unit, will be able to demonstrate knowledge and skills in applying proper insertion technique during catheter placement and care maintenance as the third evidence-based approach to CAUTI prevention.

Assessment Description
A program evaluation is a formal plan to organize and document evaluation activities. The purpose of this assignment is to become familiar with the Commission on Collegiate Nursing Education (CCNE) standards used in program evaluations and to evaluate the outcomes of your proposed program using a CCNE standard.

Create a 10-12-slide PowerPoint summarizing the four CCNE standards for program evaluation. Select one standard and develop three strategies to evaluate the outcomes in the program you developed in this course. Create substantive speaker notes for each slide. Include additional slides for the title and references.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

You are required to cite two or three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.