Program Evaluation

Program Evaluation

It is important to consider the specifics of the problem and the target population when making that selection. This is important to keep in mind, also, as you examine theories and models related to program evaluation. In this instance, various facets of the program such as goals and objectives should be taken into consideration. Once selected, theory can provide a framework for evaluation.

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In addition, there are distinct purposes for the elements of assessment addressed this week: performance measurement, monitoring, and summative evaluation. How do you foresee these being applied in your program?

To prepare, please write under the following subheadings:

· Review this week’s Learning Resources. You may wish to review the Week 3 Learning Resources as well, which may be pertinent.

· Consider the various facets of your program plan, such as your program goal(s) and objectives.

· Choose the evaluation theory or model (from nursing or related fields) most appropriate to your program. Be prepared to justify the choice of your model as it relates to your program.

· Based on the program you have developed:

o Create a time line for when to do measuring, when to implement monitoring, and when to evaluate program outcomes.

o What types of data would you need to collect in order to measure performance, monitor the progress of the program, and assess the program outcomes?

RESOURCES

Albert, D., Fortin, R., Herrera, C., Riley, B., Hanning, R., Lessio, A., & Rush, B. (2013). Strengthening chronic disease prevention programming: The toward evidence-Informed practice (TEIP) program evidence tool. Preventing Chronic Disease, 10, 1-9

Baron, K., Hodgson, A., & Walshe, C. (2015). Evaluation of an advance care planning education programme for nursing homes: A longitudinal study. Nurse Education Today, 35, 689-695.

Schmitt, C.L., Glasgow, L., Lavinghouze, S.R., Ricker, P.P., Fulmer, E., McAleer, K., & Rogers, T. (2016). Measuring infrastructure: A key step in program evaluation and planning. Evaluation and Program Planning, 56, 50-56 doi.org/10.1016/j.evalprogplan.2016.03.007

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