Curriculum Evaluation - Research Paper Example

The curriculum aims to meet their needs, and have notable and measurable outcomes from the program (Keating, 2010). There are different models that nursing educators have designed over time so as to evaluate different curricula used in nursing education. There is the Nightingale Model, the Tyler Model, the Baldridge Evaluation System and the CIPP. This essay examines the Nursing curriculum of the University of Phoenix according to the CIPP model of curriculum evaluation. CIPP model This model is a qualitative method of evaluating curricula.

The initials CIPP stand for “context, inputs, processes, and products.” It uncovers aspects that more contextual approaches have hidden. This is one of the advantages of this method, it brings to light, social processes that influence curriculum implementation, such as power relationships. It also helps the audience to understand the details of the situations. The CIPP model further helps in the development of instruments for quantitative evaluation of curricula (Utley, 2011). This model allows for the core components of nursing education to be evaluated at formative and summative levels.

The components that are analysed in this case are as given by the initials the model name indicates. The curriculum The curriculum in issue builds up on previous knowledge as the learners are expected to add to their knowledge on several body systems. This knowledge is to be used in training the future nurses how to manage care of complex adult clients. It also aims to explain the role a nurse has to play in the assessment, planning, implementation, and evaluation of interventions used. All these processes have to be carried out in line with supporting data.

Clinical experiences are also integrated into the learning process. This is to give the learners an opportunity to put into practice the theoretical knowledge gained from the classroom. Findings To evaluate this curriculum using the CIPP model, the components of the model have to be related to the curriculum. It is vital to consider this curriculum as per the components of the model. The context examines the curriculum under two categories. First the fit between the vision of the organization and the program is examined.

The ability of the organization to attain the goals and objectives it has in place is considered. All areas of training covered by the curriculum require both theoretical and practical know-how. This is observed in the learning objectives that have been set for each section. The University is well within its capability to attain the set course objectives. For teaching in theory, the university uses electronic resources, books, learning software, and other outlined course materials. Clinical conferencing and other practical activities such as filling in Preparatory Client Care Plan give the learners practical knowledge.

Another aspect that helps in this aspect is that the University has set out the goals it wants to accomplish by completion of the specified learning period. Planning is vital for the achievement of anything. Inputs evaluation reveals the human and other resources in the institution, and their allocation. It also considers the cost-effectiveness of the curriculum (Young & Paterson, 2006). Curriculum implementation takes place in different modes. The classroom setting requires physical resources in order to create a conducive learning atmosphere.

For a classroom to allow for students to learn well, it needs instructors, electricity,