,Nurse as
Educator
Principles of Teaching and
Learning for Nursing Practice
FIFTH EDITION
,© Helaine Weide/Moment/Getty
The Pedagogy
Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Fifth Edition drives
comprehension through various strategies that meet the learning needs of students, while also gen-
erating enthusiasm about the topic. This interactive approach addresses different learning styles,
making this the ideal text to ensure mastery of key concepts. The pedagogical aids that appear in
most chapters include the following:
CHAPTER 1
Overview of Education
in Health Care Chapter Highlights Chapter high-
lights provide a quick-look over-
Susan B. Bastable
Kattiria M. Gonzalez view of the content presented in
CHAPTER HIGHLIGHTS
each chapter.
■
■
Historical Foundations for Patient Education in Health Care
The Evolution of the Teaching Role of Nurses Key Terms Found in a list at the be-
■ Social, Economic, and Political Trends Affecting Health Care
■
■
Purposes, Goals, and Benefits of Patient and Nursing Staff/Student Education
The Education Process Defined
ginning of each chapter, these terms
will create an expanded vocabulary.
■ The Contemporary Role of the Nurse as Educator
• Nursing Education Transformation
• Patient Engagement
• Quality and Safety Education in Nursing
• The Institute of Medicine Report: The Future of Nursing
■ Barriers to Teaching and Obstacles to Learning
• Factors Affecting the Ability to Teach
• Factors Affecting the Ability to Learn
■ Questions to Be Asked About Teaching and Learning
■ State of the Evidence
KEY TERMS
education process patient education barriers to teaching
teaching/instruction staff education obstacles to learning
learning
© Helaine Weide/Moment/Getty
3
, 596 Chapter 14 Evaluation in Healthcare Education
KEY TERMS
Objectives These learning objectives evaluation assessment impact evaluation
provide instructors and students with a
evidence-based practice process evaluation total program evaluation
(EBP) (formative evaluation) evaluation research
external evidence content evaluation reflective practice
snapshot of the key information they will internal evidence
practice-based evidence
outcome evaluation
(summative evaluation)
encounter in each chapter. They serve as
a checklist to help guide and focus study. OBJECTIVES
After completing this chapter, the reader will be able to
1. Define the term evaluation.
2. Discuss the relationships among evaluation, evidence-based practice, and practice-based evidence.
3. Describe the differences between the terms evaluation and assessment.
4. Identify the purposes of evaluation.
5. Distinguish between five basic types of evaluation: process, content, outcome, impact, and program.
6. Discuss characteristics of various models of evaluation.
7. Explain the similarities and differences between evaluation and research.
8. List the major barriers to evaluation.
9. Examine methods for conducting an evaluation.
10. Explain the variables that must be considered in selecting appropriate evaluation instruments
for the collection of different types of data.
11. Identify guidelines for reporting the results of evaluation.
12. Describe the strength of the current evidence base for evaluation of patient and nursing staff
education.
E
valuation is defined as a systematic pro- the learner and for the organization, must be
cess that judges the worth or value of some- measurably effective.
thing—in this case, teaching and learning. For example, the importance of evaluating
Evaluation can provide evidence that what nurses patient education is essential (London, 2009).
do as educators makes a value-added difference Patients must be educated about their health
Review Questions 627
in the care they provide. needs and how to manage their own care so that
Early consideration of evaluation has never patient outcomes are improved and healthcare
been more critical than in today’s healthcare en- costs are decreased (Institute for Healthcare Im-
results. Process, content, and outcome evalu- The importance of evaluation as internal vironment, which demands that “best” practice provement, 2012; Schaefer, Miller, Goldstein, &
ations also are more frequently conducted as evidence has gained even greater momentum be based on evidence. Crucial decisions regard- Simmons, 2009). Preparing patients for safe dis-
research projects, however, underscoring the with the movement toward EBP. Perhaps the ing learners rest on the outcomes of learning. charge from hospitals or from home care must
importance of evidence as a basis for making most important point to remember is this: Each Can the patient go home? Is the nurse provid- be efficient so that the time patients are under
practice decisions. Sinclair, Kable, Levett-Jones, aspect of the evaluation process is important, ing competent care? If education is to be jus- the supervision of nurses is reduced, and it also
and Booth (2016) conducted a systematic re- but all these considerations are meaningless if tified as a value-added activity, the process of must be effective in preventing unplanned read-
view of randomized clinical trials to determine the results of evaluation are not used to guide education must be measurably efficient and missions (Stevens, 2015). Monitoring the hos-
the effectiveness of e-learning programs on future action in planning and carrying out ed- must be measurably linked to education out- pital return rates of patients is not a new idea
health professionals’ behavior and patient out- ucational interventions. comes. The outcomes of education, both for as a method to evaluate effectiveness of patient
comes. After screening articles initially iden-
tified for review, the authors found 12 process
and outcome RCTs worthy of further appraisal Review Questions
and 7 articles worthy of inclusion in the final 1. How is the term evaluation defined?
systematic review. This is just one example of 2. How does the process of evaluation differ
the increase in level of rigor in evaluations of from the process of assessment?
healthcare education. 3. How is evidence-based practice (EBP)
related to evaluation?
▸ Summary 4. How does internal evidence differ from
Conducting evaluations in healthcare educa- 5.
external evidence?
What is the first and most important step Review Questions Review key con-
tion involves gathering, summarizing, inter-
preting, and using data to determine the extent 6.
in planning any evaluation?
What are the five basic components cepts from your reading with these
to which an educational activity is efficient, included in determining the focus of an
effective, and useful for those who participate evaluation? exercises at the end of each chapter.
in that activity as learners, teachers, or sponsors. 7. How does formative evaluation differ
Five types of evaluation were discussed in this from summative evaluation, and what is
chapter: (1) process, (2) content, (3) outcome, another name for each of these two types
(4) impact, and (5) program evaluations. Each of of evaluation?
these types focuses on a specific purpose, scope, 8. What are the five basic types (levels) of eval-
and questions to be asked of an educational uation, in order from simple to complex,
activity or program to meet the needs of those as identified in Abruzzese’s RSA evalua-
who ask for the evaluation or who can benefit tion model?
from its results. Each type of evaluation also re- 9. What is the purpose of each type (level)
quires some level of available resources for the of evaluation as described by Abruzzese
evaluation to be conducted. in her RSA evaluation model?
The number and variety of evaluation 10. Which data collection methods can be
models, designs, methods, and instruments are used in conducting an evaluation of
growing exponentially as the importance of educational interventions?
evaluation becomes widely accepted in today’s 11. What are the three major barriers to
healthcare environment. Many guidelines, rules conducting an evaluation?
of thumb, suggestions, and examples were in- 12. When and why should a pilot test be
cluded in this chapter’s discussion of how a nurse conducted prior to implementing a full
educator might go about selecting the most ap- evaluation?
propriate model, design, methods, and instru- 13. What are three guidelines to follow in
ments for a certain type of evaluation. reporting the results of an evaluation?
Educator
Principles of Teaching and
Learning for Nursing Practice
FIFTH EDITION
,© Helaine Weide/Moment/Getty
The Pedagogy
Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Fifth Edition drives
comprehension through various strategies that meet the learning needs of students, while also gen-
erating enthusiasm about the topic. This interactive approach addresses different learning styles,
making this the ideal text to ensure mastery of key concepts. The pedagogical aids that appear in
most chapters include the following:
CHAPTER 1
Overview of Education
in Health Care Chapter Highlights Chapter high-
lights provide a quick-look over-
Susan B. Bastable
Kattiria M. Gonzalez view of the content presented in
CHAPTER HIGHLIGHTS
each chapter.
■
■
Historical Foundations for Patient Education in Health Care
The Evolution of the Teaching Role of Nurses Key Terms Found in a list at the be-
■ Social, Economic, and Political Trends Affecting Health Care
■
■
Purposes, Goals, and Benefits of Patient and Nursing Staff/Student Education
The Education Process Defined
ginning of each chapter, these terms
will create an expanded vocabulary.
■ The Contemporary Role of the Nurse as Educator
• Nursing Education Transformation
• Patient Engagement
• Quality and Safety Education in Nursing
• The Institute of Medicine Report: The Future of Nursing
■ Barriers to Teaching and Obstacles to Learning
• Factors Affecting the Ability to Teach
• Factors Affecting the Ability to Learn
■ Questions to Be Asked About Teaching and Learning
■ State of the Evidence
KEY TERMS
education process patient education barriers to teaching
teaching/instruction staff education obstacles to learning
learning
© Helaine Weide/Moment/Getty
3
, 596 Chapter 14 Evaluation in Healthcare Education
KEY TERMS
Objectives These learning objectives evaluation assessment impact evaluation
provide instructors and students with a
evidence-based practice process evaluation total program evaluation
(EBP) (formative evaluation) evaluation research
external evidence content evaluation reflective practice
snapshot of the key information they will internal evidence
practice-based evidence
outcome evaluation
(summative evaluation)
encounter in each chapter. They serve as
a checklist to help guide and focus study. OBJECTIVES
After completing this chapter, the reader will be able to
1. Define the term evaluation.
2. Discuss the relationships among evaluation, evidence-based practice, and practice-based evidence.
3. Describe the differences between the terms evaluation and assessment.
4. Identify the purposes of evaluation.
5. Distinguish between five basic types of evaluation: process, content, outcome, impact, and program.
6. Discuss characteristics of various models of evaluation.
7. Explain the similarities and differences between evaluation and research.
8. List the major barriers to evaluation.
9. Examine methods for conducting an evaluation.
10. Explain the variables that must be considered in selecting appropriate evaluation instruments
for the collection of different types of data.
11. Identify guidelines for reporting the results of evaluation.
12. Describe the strength of the current evidence base for evaluation of patient and nursing staff
education.
E
valuation is defined as a systematic pro- the learner and for the organization, must be
cess that judges the worth or value of some- measurably effective.
thing—in this case, teaching and learning. For example, the importance of evaluating
Evaluation can provide evidence that what nurses patient education is essential (London, 2009).
do as educators makes a value-added difference Patients must be educated about their health
Review Questions 627
in the care they provide. needs and how to manage their own care so that
Early consideration of evaluation has never patient outcomes are improved and healthcare
been more critical than in today’s healthcare en- costs are decreased (Institute for Healthcare Im-
results. Process, content, and outcome evalu- The importance of evaluation as internal vironment, which demands that “best” practice provement, 2012; Schaefer, Miller, Goldstein, &
ations also are more frequently conducted as evidence has gained even greater momentum be based on evidence. Crucial decisions regard- Simmons, 2009). Preparing patients for safe dis-
research projects, however, underscoring the with the movement toward EBP. Perhaps the ing learners rest on the outcomes of learning. charge from hospitals or from home care must
importance of evidence as a basis for making most important point to remember is this: Each Can the patient go home? Is the nurse provid- be efficient so that the time patients are under
practice decisions. Sinclair, Kable, Levett-Jones, aspect of the evaluation process is important, ing competent care? If education is to be jus- the supervision of nurses is reduced, and it also
and Booth (2016) conducted a systematic re- but all these considerations are meaningless if tified as a value-added activity, the process of must be effective in preventing unplanned read-
view of randomized clinical trials to determine the results of evaluation are not used to guide education must be measurably efficient and missions (Stevens, 2015). Monitoring the hos-
the effectiveness of e-learning programs on future action in planning and carrying out ed- must be measurably linked to education out- pital return rates of patients is not a new idea
health professionals’ behavior and patient out- ucational interventions. comes. The outcomes of education, both for as a method to evaluate effectiveness of patient
comes. After screening articles initially iden-
tified for review, the authors found 12 process
and outcome RCTs worthy of further appraisal Review Questions
and 7 articles worthy of inclusion in the final 1. How is the term evaluation defined?
systematic review. This is just one example of 2. How does the process of evaluation differ
the increase in level of rigor in evaluations of from the process of assessment?
healthcare education. 3. How is evidence-based practice (EBP)
related to evaluation?
▸ Summary 4. How does internal evidence differ from
Conducting evaluations in healthcare educa- 5.
external evidence?
What is the first and most important step Review Questions Review key con-
tion involves gathering, summarizing, inter-
preting, and using data to determine the extent 6.
in planning any evaluation?
What are the five basic components cepts from your reading with these
to which an educational activity is efficient, included in determining the focus of an
effective, and useful for those who participate evaluation? exercises at the end of each chapter.
in that activity as learners, teachers, or sponsors. 7. How does formative evaluation differ
Five types of evaluation were discussed in this from summative evaluation, and what is
chapter: (1) process, (2) content, (3) outcome, another name for each of these two types
(4) impact, and (5) program evaluations. Each of of evaluation?
these types focuses on a specific purpose, scope, 8. What are the five basic types (levels) of eval-
and questions to be asked of an educational uation, in order from simple to complex,
activity or program to meet the needs of those as identified in Abruzzese’s RSA evalua-
who ask for the evaluation or who can benefit tion model?
from its results. Each type of evaluation also re- 9. What is the purpose of each type (level)
quires some level of available resources for the of evaluation as described by Abruzzese
evaluation to be conducted. in her RSA evaluation model?
The number and variety of evaluation 10. Which data collection methods can be
models, designs, methods, and instruments are used in conducting an evaluation of
growing exponentially as the importance of educational interventions?
evaluation becomes widely accepted in today’s 11. What are the three major barriers to
healthcare environment. Many guidelines, rules conducting an evaluation?
of thumb, suggestions, and examples were in- 12. When and why should a pilot test be
cluded in this chapter’s discussion of how a nurse conducted prior to implementing a full
educator might go about selecting the most ap- evaluation?
propriate model, design, methods, and instru- 13. What are three guidelines to follow in
ments for a certain type of evaluation. reporting the results of an evaluation?
