Nursing Program Evaluation Paper

First, we must ask who the stakeholders are when it comes to any nursing program. This is a wide universe, for the stakeholders are many. First, of course, we have instructors at the university level, most of whom have been or are practicing professionals. Then there are the administrators of the program who must continually search out money and grants to keep the program going. We then move into the public sector: patients, families, physicians, support staff at healthcare facilities, healthcare administration, HMOs, private insurers, and governmental agencies (Colvin, et.al., 2008). Each has a role to play within the evaluation process.

First, would look at my measurement method to make sure that it is reliable and valid. Making sure that the measurements are representing the people and the program accurately, enough sample size is use to represent the program, and make sure there is no participants contamination. Second, the time from when the program started and when the evaluation process starts can also show that the program have no impact. It takes a long time for programs to work out the kink and bumps along the way and sometimes having an evaluation conducted within a year will not show the program at its full potential. There is also the sleeper effect where the program will not show impact until a much later time. Having an open and clear communication with the stakeholders will let me know what they are looking in the program evaluation so that I can focus on those aspects to make sure I use accurate

Program planning sets the stage for realistic program goals and organizes a plan of action.   Program evaluation provides the program staff with the opportunity to make adjustments and improvements to the program.   Program evaluation provides the important input necessary for ongoing progress and planning.

In 2008 the Alliance for Advanced Practice Credentialing and the National Council of State Board of Nursing published specific masters educational, accreditation, licensure, credentialing, certification processes. The masters educational, accreditation, licensure, credentialing, certifications are based on a set of values steps to practice will ensure that NPs have the skills training to place themselves to serve an fundamental role in national health care reform (Graduate NursingEDU,

For prospective students wanting to study nursing in college, there are two paths available for them to take. They can either go to a two year college and graduate with an ADN, or they can attend a four year college and graduate with a BSN. The issue with these programs is that a large part of the population believe that the degrees are comparable (Matthias, A., Kim-Godwin, Y.). In actuality, they are very different. A graduate of Delaware Technical Community College (DTCC) two year nursing degree program receive an associate 's RN degree, whereas a graduate of the University of Delaware 's four year program receive a bachelor’s degree of nursing RN. This paper will cover the similarities between the two degrees, the differences, and the advantages and disadvantages of both.

Student success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®, hereafter NCLEX-RN) examination is of paramount importance to both nursing students and nursing schools. Knowing which factors may influence success is helpful to schools of nursing in making decisions about admission requirements and curriculum. This work provides an analysis of variables from a baccalaureate nursing program used to determine predictors of NCLEX-RN® success and subsequent changes to admission requirements and curriculum. NCLEX-RN® pass rates are of interest to the faculty in professional nursing programs, institutions, and the profession, as they represent a measure of faculty and program effectiveness; accreditation agencies

Mission: One church, one heart one purpose advancing health awareness and providing people with tools to take responsibility for their health through early detection and prevention. The project is a public health intervention event with interactive and educational information with screenings and basic preventive medicine for the community.

A key recommendation for transforming nursing practice from the IOM is improving quality of care. There is an ample amount of research that associates midwifery care as being of comparable or higher quality to obstetrician/gynecologists with increased patient satisfaction and lower cost (American College of Nurse Midwives, 2012). Midwives work to improve care outcomes through providing holistic, patient-centered care.

Healthcare systems and the way safe, quality health care is delivered are continually changing to better serve patients and communities. Professional nursing practice is a large component in the healthcare system today. Back in the 1960s, professional nursing leaders tried to adopt the bachelor degree programs as the only educational track to become a registered nurse (Creasia & Friberg, 2011). Due to nursing shortages and demands this motive did not hold fast. Individuals entering the nursing profession today must first decide which educational pathway to take to become a Registered Nurse (RN).

The Pathway to Excellence® Program touts 12 practice standards or core concepts that are nursing centered including the ability of nurses to control the practice of nursing and recognition of nursing for achievement (see Appendix A) (American Nurses Credentialing Center, 2014). These standards have shown evidence of overall nursing satisfaction, which is a key influencer in nursing satisfaction and retention. Pella Regional Health Center provides a post-designation exemplar of participation in the Pathway to Excellence® Program. Key outcomes included that 99% of nurses felt a key part of quality improvement strategies, 96% felt they were a key part of changes to patient care standards, and 98% felt nurses were involved in professional development strategies (Drafahl, Beyer, & Chow, 2012). The designation confirms a supportive nursing environment with a practice based on standards

Furthermore, licensing and accreditation standards must be heightened to insure the quality of the nurses that enter the workforce. Certifying organizations must therefore mandate the proper demonstration of core competencies and skills prior to endowing students with the nursing title. The nursing profession, according to the IOM report, must undergo fundamental changes within the overall education of nurses. In many respects the basic

In 2008 the National League of Nursing (NLN) conducted a survey of students enrolled in nursing schools across the United States. Fifty three percent of students were enrolled in ADN programs, forty three percent were in BSN, while the remaining four percent were in a Diploma of Nursing program (National League of Nursing Data Review 2010). The rate of completion of the ADN nurse has exceeded that of the BSN, creating a deficit in higher educated

For as long as I can remember, I have always wanted to work in the medical field. From performing imaginary check ups on my community of dolls as a child to watching medical television shows, being able to enter the workforce with the skills to start a nursing career has been my most desired goal from a young age. When it comes to achieving that goal, hard work, dedication, and my lifelong passion for pursuing nursing will get me where I need to be in order to successfully complete Davenport University’s Nursing Program.

The national league for nurses defines critical thinking in the nursing process as “a discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns” (Kozier, 2008). This definition is imperative to help a nursing student learn how to think in terms of nursing care. Nursing students must achieve a comprehensive understanding of critical thinking in order to understand the nursing process. The purpose for this paper is for nursing students to learn how to use the nursing process, how to properly document their findings and assessments, and correctly implement APA formatting in a formal paper.

The blend of associations included private, open, preliminary, and few unidentified sorts of schools reacted to the overview. The aftereffects of the exploration were that most schools did not have a well-weave method for tending to understudy mistakes and close misses. Submitted records by the member demonstrated that the necessities of a more organized framework in nursing programs keeping in mind the end goal to guarantee security and to battle mistake and close misses in the clinical and reenactment setting. In conclusion, the directed overview demonstrates that change with correspondence is likewise required instead of refreshing structures and