Evaluation of the Undergraduate Nursing Curriculum by Using Context, Input, Process, and Product (CIPP) Model

Hemflirelik Lisans E¤itim Program›n›n Ba¤lam, Girdi, Süreç ve Ürün (CIPP) Modeli Kullan›larak De¤erlendirilmesi

Abstract

The aim of this study is to evaluate the undergraduate curriculum of a nursing program in accordance with nursing students’ and instructors’ opinions by using the Context, Input, Process, and Product (CIPP) model. This is a descriptive study which was conducted between September 2017 and July 2018 with 448 students and 82 instructors of a faculty of nursing. The Student and Instructor Information Form and Nursing Undergraduate Curriculum Evaluation Form (NUCEF) were used in order to collect data. The NUCEF consists of 50 items under four sub-dimensions called the Context, Input, Process and Product. The obtained data were analyzed using the SPSS 20.0 program. The frequency, percentage, mean, and standard deviation tests were used in the data analysis. The level of satisfaction with the curriculum was found to be 4.47±2.09 for the students and 6.80±1.89 for the instructors. 42% of the students stated that they thought the program outcomes were not achieved, and 42.7% of the instructors stated they thought the program outcomes were partially achieved. When the distribution of responses of Context, Input, Process and Product sub-dimensions of the NUCEF was examined; the mean item score of the students was found to be between 2.27±1.15 and 3.83±1.06, and the mean item score of the instructors was found to be between 2.08±1.06 and 4.06±.72. Considering all the sub-dimensions of NUCEF, students think that nursing undergraduate curriculum is partially adequate, and instructors think that nursing undergraduate curriculum is adequate. To conclude, it is recommended that the current undergraduate curriculum be reviewed and regulated, continuous and systematic program evaluation and improvement studies be carried out, and program evaluation studies in nursing education be increased.

Özet

Bu araflt›rman›n amac›, bir hemflirelik fakültesi lisans e¤itim program›n› Ba¤lam, Girdi, Süreç ve Ürün (CIPP) modeli kullanarak hemflirelik ö¤rencilerinin ve ö¤retim elemanlar›n›n görüflleri do¤rultusunda de¤erlendirmektir. Araflt›rma tan›mlay›c› tipte bir çal›flmad›r ve bir hemflirelik fakültesinde ö¤renim gören 448 ö¤renci ve görev alan 82 ö¤retim eleman› ile Eylül 2017 – Temmuz 2018 tarihleri aras›nda yürütülmüfltür. Veri toplamak amac›yla “Ö¤renci ve Ö¤retim Eleman› Tan›t›c› Bilgi Formlar›” ve “Hemflirelik Lisans E¤itim Program› De¤erlendirme Formu (HLEPDF)” kullan›lm›flt›r. HLEPDF; Ba¤lam, Girdi, Süreç ve Ürün olmak üzere 4 alt boyut ve 50 maddeden oluflmaktad›r. Elde edilen veriler, SPSS 20.0 program› kullan›larak analiz edilmifltir. Verilerin analizinde frekans, yüzde, ortalama, standart sapma kullan›lm›flt›r. Ö¤rencilerin e¤itim program›ndan memnuniyet düzeyi 4.47±2.09, ö¤retim elemanlar›n›n ise 6.80±1.89 bulunmufltur. Ö¤rencilerin %42’si program ç›kt›lar›na ulafl›lmad›¤›n›, ö¤retim elemanlar›n›n %42.7’si program ç›kt›lar›na k›smen ulafl›ld›¤›n› düflündüklerini belirtmifllerdir. HLEPDF’nin Ba¤lam, Girdi, Süreç ve Ürün alt boyutlar›na iliflkin yan›tlar›n›n da¤›l›m› incelendi¤inde; ö¤rencilerin madde puan ortalamalar›n›n 2.27±1.15 ile 3.83±1.06 aras›nda, ö¤retim elemanlar›n›n madde puan ortalamalar›n›n ise 2.08±1.06 ile 4.06±.72 aras›nda oldu¤u saptanm›flt›r. HLEPDF’nin tüm alt boyutlar›na göre ö¤renciler hemflirelik lisans e¤itim program›n›n k›smen yeterli oldu¤unu, ö¤retim elemanlar› ise yeterli oldu¤unu düflünmektedirler. Sonuç olarak, mevcut lisans e¤itim program›n›n yeniden gözden geçirilmesi, program iyilefltirme ve de¤erlendirme çal›flmalar›n›n sürekli ve sistematik yap›lmas› ve hemflirelik e¤itiminde program de- ¤erlendirme çal›flmalar›n›n art›r›lmas› önerilmektedir