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College of Nursing

EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS

Elements – CIPP Model (Stufflebeam’s Educational Decision Model, 1983)

CONTEXT

INPUT

PROCESS

PRODUCT

Mission and goals Resources Implementation Learner Outcomes

Setting Support systems Course Evaluation Satisfaction

Internal and External Forces

Learners Teaching-Learning Transaction Discipline-Specific Aggregate Data (BSN only)

Philosophy Program Plan Assessing Student Learning

Community Curriculum organization

Support Courses and Liberal Education Foundation

Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The purpose of this phase is to define the context where change is needed, identify unmet needs, identify problems underlying those needs, and identify opportunities for change. Needs, problems, and opportunities are evaluated on an ongoing basis. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Input Evaluation – This element addresses the intended means and primarily focuses on the resources available to meet the intended ends. Input elements include evaluation of resources, support systems, learners, program plan, curriculum organization, and support courses related to the curriculum.

Process Evaluation – Involves an evaluation of the delivery. It monitors actual means to assess progress and to intervene if the evidence suggests that there is a lack of congruence between intended and actual means. Process evaluation includes the elements of implementation, course evaluation, teaching/learning transaction, and assessing student learning. Product Evaluation – provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of product outcome and program goals. This determines the program effectiveness in attaining the program objectives. Elements that are evaluated are learner outcomes, satisfaction (which includes students, alumni, and employers), and discipline-specific aggregate data.

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College of Nursing Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs

Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community

CONTEXT & PRODUCT PROCESS/METHODS ACCOUNTABILITY

TIME-LINE

STANDARDS

DATA SOURCES

INDICATORS

MEASURES

PERSONS RESPONSIBLE

REPORT GOES TO

-Annual review to determine whether activities are on target and to identify problems. -Extensive collegiate review every five years.

Mission, Goals, and Philosophy Congruence of College of Nursing and University of Iowa goals and strategic plans

-Mission statements -Philosophy -Strategic plan with indicators -Academic program goals

Mission, goals, & philosophy for the school reflect the collective wisdom of administration and faculty about the obligation and capacity of the college to meet advanced knowledge needs of society for health. -Futuristic trends of the discipline are reflected.

-Structure of the organization to determine its fit to mission, goals, and philosophy. -Roles and responsibilities attached to each position in the structure. -Role clarification -lines of authority and lines of collaboration.

-Dean -Associate Dean for Academic Affairs -Area Chairs -Directors -Academic Council

-CCNE -Faculty -IBN

-Annual review to determine whether activities are on target and to identify problems. -Extensive review every five years. -Academic program goals updated yearly.

Setting in which learning will occur supports the mission, and, goals and strategic plans.

-Mission statements -Strategic plan with indicators -Academic program goals -Clinic settings

Academic and clinical settings

Collect data via survey or focus group.

-Dean -Associate Dean for Academic Affairs -Area Chairs -Faculty Council -Directors of BSN & RN-BSN, MSN, and PhD Programs

-CCNE -Faculty -Updated Program and Reports with goals sent to State Board of Nursing

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Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs

Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community


TIME-LINE STANDARDS DATA SOURCES INDICATORS MEASURES PERSONS RESPONSIBLE REPORT GOES TO

Every five years One year after graduation

Product of curriculum (graduates) currently in demand

Review of health care setting and employment opportunities using surveys and focus groups

Employment of graduates

Self-report of graduates Self-report of employers Survey of graduates Literature review Comprehensive review of health care settings

-Dean -Associate Dean for Academic Affairs -Area Chairs -Faculty

-CCNE -Faculty -IBN -Board of Regents -Provost’s Office

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Context Evaluation – Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community

CONTEXT & PRODUCT

PROCESS/METHODS ACCOUNTABILITY


Every ten years with interim reports as needed State Board report every six years and interim reports as needed

Internal and External Forces - Forces which influence or govern the curriculum - Accreditation standards

-Media coverage -Peer group rankings -Alumni feedback -Feedback from IBN and AACN

Schools bylaws Congruence of schools bylaws with the constitution and bylaws of the larger institution and the structures included to facilitate faculty governance in relation to academic authority Standing committees –address major issues related to faculty affairs, student affairs, curriculum, budget, and major thrusts of the mission Extent to which stakeholders are included in the committee structures delineated in the bylaws—student representation, voting privileges Minutes of standing committees – reflect membership agenda items, salient discussions, decisions made and actions taken. Representation – intended (who is supposed to come, vs actual participation) Education commissions and governmental regulations, accrediting bodies. State board. National accreditation Specialty accreditation from relevant organization and regulating bodies

-Extent to which the curriculum provides content related to professional nursing organization guidelines/standards -Ratings in US News and World Report -Comparison to essentials of Baccalaureate Education of Professional Nursing Practice by AACN -Number of media reports -Other peer group rankings -Forum to evaluate the congruence with bylaws

-Dean -Associate Dean for Academic Affairs -Area Chairs -Directors of BSN & RN-BSN, MSN, and PhD Programs -Faculty -Academic Council -Marketing Director ?

- CCNE -Board of Regents - Iowa State Board of Nursing

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Context Evaluation – Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community



Every five years Yearly

Philosophy - Mission and philosophy congruent internally (College of Nursing) and externally (The University of Iowa)

Mission statements (CON and UI) Philosophy (CON and UI) Strategic Plan ?

Congruence between UI and CON Mission and Philosophy Strategic Plan ?

Appropriate Organizational Structure Evaluation of documents to establish congruence

-Dean -Associate Dean for Academic Affairs -Area Chairs -Faculty -Academic Council -Directors

-CCNE -Faculty -Provost’s Office and Board of Regents

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Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation – Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community



Every five years

Community Engagement of alumni and donors in University advancement

Faculty and student report Alumni and donor report

-Externally funded centers, major projects, certificate programs or publications involving faculty from different departments -Programs that provide service to the international, national, state and local constituencies -Research that provides knowledge to the international, national, state and local constituencies -New scholarships, donations

-Number of externally funded centers, externally funded research grants, major projects, certificate programs or publications involving faculty from different departments -Number of programs that provide service to the international, national, state and local constituencies -Number of new scholarships, donations -Data from faculty reported at administration review

-Dean -Associate Dean for Academic Affairs -Director of External Relations -Director of Student Services -Area Chairs -Marketing Director ?

Fiscal report on external funding -Provost’s Office -Board of Regents -Faculty

Continuing -Help meet the graduate nursing education needs for State of Iowa: -Hospitals -Agencies -Community and Technical Colleges -Attract BSN nurses interested in pursuing graduate education -Help meet the need of Iowa constituents for ARNPS -Develop recognition as a leader in providing graduate educated nurses for rural settings - Develop recognition as a leader in providing research training and knowledge for nurses

-Employer surveys -Graduate surveys -Legislative initiatives -Graduates employed in HPSA or MUSA locales in US -Peers from CIC Universities

-Availability of Programs -Legislative/ State directives -Number of applicants -Employer need/demand -Inclusion of Iowa emphasis and rural practice issues -Number of graduates working in areas designated as HPSA or MUSA

-State Funding -Employer satisfaction -Graduate satisfaction New funding initiatives from Governments/ employers/ agencies designed to support their own needs

-Dean -Graduate Faculty -Course Directors ? -Program Directors -Individuals involved with student recruitment and publicity -Area Chairs -Marketing -Academic Affairs

-State & Federal Government -Public -Citizens of Iowa Marketing Issues: The Public outside of Iowa already thinks ―rural‖ when they think of Iowa. They also associate ―good, country and/or pastoral‖ It is our strength and we need to build on it to compete with other schools. Marketing efforts should make the following links ―University of Iowa CON: -meeting the nursing needs of rural America‖ or -―meeting the educational needs for rural nursing ― or -―serving the citizens in the heartland‖

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Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Input Evaluation – Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation



Every Semester

Resources Faculty Resources used efficiently and effectively

-Demographic profile of faculty and faculty expertise

-Faculty profile with number and type of adjunct faculty, clinical preceptors, and clinical sites -faculty/staff elected to American Academy of Nursing -faculty receiving regional, national, international awards -faculty elected or appointed to major professional and service organizations -faculty/staff participation in mandatory annual performance assessments -faculty available with specific expertise -Mix of faculty needed to meet the mission and goals. The nature of programs delivered by the school and the faculty mix expectations of the parent institution and accrediting bodies -Analyze the faculty profile against the goals -Goals related to scholarship and service -Faculty credentials are one criterion of assessment. -The source of the credentials -Representation of a wide variety of educational institutions in the faculty profile differences -Faculty education and experience relevant to their areas of assignment -Mix of full-time and part time faculty to help meet broad goals of teaching scholarship and service.

-Salary structure -Profile of clinical preceptors, Preceptor affiliations -number of faculty/staff elected to American Academy of Nursing -number of faculty receiving regional, national, international awards -number of faculty elected or appointed to major professional and service organizations -number of faculty/staff participation in mandatory annual performance assessments -number of faculty available with specific expertise

- Dean -Associate Dean for Academic Affairs -Area Chairs -Faculty

-Data Base Management - CCNE Self-Study NOT EVERY SEMESTER -Provost Office yearly -Board of Regents yearly

Every semester

Library with adequate holdings

Extent of nursing-related library holdings

-Characteristics of Library holdings -Amount and variety of Library holdings

-Associate Dean for Academic Affairs -Area Chairs -Faculty

- CCNE (NOT EVERY SEMESTER) -IBN

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Every semester

Physical Space adequate for teaching

Classrooms, offices, research, lounge, meeting space.

-Classroom characteristics available to faculty

-Number and variety of classrooms

-Associate Dean for Academic Affairs -Area Chairs -Faculty

- CCNE

Internal fiscal resources to meet teaching needs

Overall CON budget

-Funds and their allocation -Amount of money received -Travel and related expenses support-Budget for curriculum development, maintenance, evaluation, and revision expenses-Office supply budget for faculty and students

-Dean -Director of Operations and Finance

-Faculty What about staff ?

External fiscal resources to support the College mission

Amount of external funding received by faculty and staff

-Funds from NIH, private foundations -Amount of money received -Fiscal resources – percentage related to curriculum and instruction, teaching-related grant amounts

-Dean -Director of Operations and Finance -Associate Dean for Research

-Faculty -Provost -Board of Regents

Clinical facilities to support the College mission

Profile of clinical units

-Clinical facilities data to include: -Clinical facilities -Clinical site, Availability -Profile of clinical units -Population

-Number and variety of clinical sites

-Director of Academic Outreach -Associate Dean for Academic Affairs -Directors of BSN & RN-BSN, MSN, and PhD Programs -Faculty

-Faculty

Haven’t inserted the Board of Visitors anywhere. Might need to insert this group also.

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Input Evaluation – Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION

Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation



Yearly

Support systems Support staff to support the College mission

-Demographic profile of faculty and faculty expertise – Diversity (gender and ethnic) statistics and trends (faculty, students, staff)

Support systems needed -continuity -innovation Diversity program: Diversity director or officer Support staff Quality of faculty and staff

Faculty evaluation Administrative evaluation Staff evaluation Evaluation plan for technology

-Dean -Associate Dean for Academic Affairs -Area Chairs -Faculty -Director of Student Services -OICT Director

-Undergraduate Assembly -CCNE -Graduate Assembly -Faculty Organization

Yearly Student services to support the College mission

Student services data -Diversity program -Remediation programs -Tutors -Enrollment support, -Services to support second degree, part-time, commuter students, distance education -Retention activities -Recruitment activities -Advanced placement options and programs

-# of diversity programs -# of remediation programs -# of tutors -# of enrollment support, -# of services to support second degree, part-time, commuter students, distance education -# of retention activities -# of recruitment activities -# of advanced placement options and programs

-Associate Dean for Academic Affairs -Area chairs -Director of Student Services -Directors of BSN & RN-BSN, MSM, and PhD Programs

-Undergrad Assembly -CCNE Self-Study

-Graduate Assembly -Faculty Organization

Yearly Information and Instructional Technology to support the College mission

Student services data -Specialized laboratory or simulation equipment -Teaching related supplies, software, and instructional design -Updated technological infrastructures for educational and support programs -Staff available with expertise to help with hardware and software

-# of specialized laboratory or simulation equipment -# of teaching related supplies, software, and instructional design -# of updated technological infrastructures for educational and support programs -# of staff available with expertise to help with hardware and software

-OICT Director -Technology Committee (faculty, staff, student representatives) -Academic Council

-Undergrad Assembly -Academic Council -CCNE -Graduate Assembly -Faculty Organization

Yearly Faculty support to support the College mission

Student services data -Release time for course development -Time and FTE for secretarial, clerical, and student services support per student and FTE faculty

-amount of release time for course development -amount of time and FTE for secretarial, clerical, and student services support per student and FTE faculty

-Dean, -Associate Dean for Academic Affairs -Area chairs -Faculty

-Undergrad Assembly - CCNE -Graduate Assembly -Faculty Organization

Student services data to include Student services : -Enrollment support, advising, scheduling, parking, library support , tutors

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INPUT EVALUATION – Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation



Each cohort of learners

Learners High quality learners are admitted, progress through the program in a timely fashion, and graduate successfully

- Admission profile - Demographic data - Commitments beyond school - Plans of study

Demographic data: BSN and RN/BSN, MSN, and PhD -Number of students in the program -% Part-time and fulltime enrollments -Graduation rates -Acceptance rates -Racial and cultural characteristics -Gender Admission profile: ACT/SAT/GRE -High school rank -GPA -Motivation of students – essay -TOFFEL minimum -Prior completion of programs started (second degree) -Prior learning (courses and programs) by students -Prior grades -Supporting courses -Previous nursing education -Licensure -Practice history

Admission Data

-Associate Dean for Academic Affairs -Directors of BSN & RN-BSN, MSN, and PhD Programs -Director of Student Services -Program Associates

-Faculty -Academic Council -CCNE -Undergraduate Assembly -Graduate Assembly -Faculty Organization

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GRADUATE CURRICULUM EVALUATION PLAN SPECIFIC TO THE DOCTORAL PROGRAM

Input Evaluation – Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan



Every two years for curricular evaluation. Yearly

Resources Faculty Diverse intellectual perspectives are valued; represented by the faculty

Students, Faculty, Alumni

Respect for academic freedom is apparent. Faculty represent diverse intellectual perspectives

DPE, Faculty item #2 DPE, Faculty item #1

Director, PhD Program Area Program Associates maintain administrative database.

Presented to faculty, administration, & students.

Yearly Faculty conceptualize & implement research that attract & engage students

Students, Faculty, Alumni, Applicants

Faculty are regionally, nationally, and internationally known for their research and scholarly work.

DPE, Facullty item #4 University Indicator: National Ranking

Faculty include in annual Administrative Review materials and for Administrative Data Base

Area Chairs, Office of Research

Faculty are recognized leaders in nursing.

Number of Faculty in AAN (Annual Review) Number of faculty elected or appointed to major professional and service organizations- (Annual Review)

Area Chairs, Office of Research Area Chairs, Office of Research University Indicator: Report to Office of the Provost

Faculty encourage graduate students to participate in their research. Faculty work with students on student research

Number of Manuscripts, presentations developed by faculty and students. Administrative data base Graduate student data base Student report. During Annual Review. Faculty report in Administrative review documents and their vitas.

Faculty and students Area Chairs, Office of Research

Faculty encourage students to present or co-present papers at research conferences

Number of Faculty and student presentations Administrative data base Graduate student data base

Faculty and students Director of PhD Program

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Graduate Curriculum Evaluation Plan Specific to the Doctoral Program



Yearly Faculty conceptualize & implement research that attract & engage students


Faculty are funded or are seeking funding and have appointments on research review committees and/or editorial review boards.

Number of externally funded awards per capita. Number of Faculty on research review committees and editorial review boards Administrative Review Research Office

Research Office Director of PhD Program Dean

Twice A Year

Faculty create environment in which mentoring, socialization of students, & a community of scholars is evident


Faculty promote the welfare and professional development of students. Faculty host social events for students

Items on Section I for Faculty on the Doctoral Program Evaluation Questionnaire DPE- faculty items 10,11,12 GPSA item 22 Student report at annual review. Opportunities are available to report to faculty advisors, AGNS, and Director of PhD Program.

PhD Director Faculty

Dean

Survey using Doctoral Program Evaluation Questionnaire every 2 years.

Faculty assist students to understand the value of programs of research and scholarship that continue over time and build upon previous work.

Student report Alumni report

Faculty doctoral student relationships are positive Faculty devote a significant proportion of time to dissertation advisement; generally each faculty member serve as major advisor/chair for no more than 3-5 students during the dissertation phase. Faculty members are accessible to doctoral students Faculty are enthusiastic as teachers and stimulate students to learn Master teachers capable of preparing graduates for faculty roles Faculty discuss issues related to the substance of nursing science with students. Faculty discuss issues related to research methodologies with students.

Items on Section I for Faculty on the Doctoral Program Evaluation DPE faculty item12 Student report at annual review. Opportunities are available to report to faculty advisors, AGNS, and Director of PhD Program. Faculty receive collegiate teaching awards Student evaluations

PhD Director Faculty

Dean

Yearly Faculty identify, generate, and use resources within the University and broader community

Students, faculty, alumni, administration

Faculty foster interaction between the College of Nursing PhD Program and other related disciplines or programs on the campus

Items on Section I for Faculty on the Doctoral Program Evaluation Questionnaire.- DPE faculty item 18 # of comprehensive exam and dissertation co-chairs and committee members from other disciplines (not including statisticians). # of multidisciplinary grants, manuscripts, and presentations reported by students and faculty.

Faculty Area Chairs

Faculty provide data for administrative review on number of grants, manuscripts /presentations that are multidisciplinary. University Indicator: Report to Office of the Provost Data stored on Administrative Database

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TIME-LINE STANDARDS DATA SOURCES

INDICATORS MEASURES PERSONS RESPONSIBLE

REPORT GOES TO

Yearly Faculty identify, generate, and use resources within the University and broader community

Students, faculty, alumni, administration

Faculty participate in multidisciplinary scientific pursuits Faculty collaborate in clinical research or administrative endeavors with members of the nursing community outside the College Faculty research findings are disseminated to the practice community and the public at local, state, national, and international levels. Most faculty are members of several professional organizations and organizations that are interdisciplinary Faculty hold leadership positions in professional nursing organizations Endowed professorships in College of Nursing

Number of students enrolled in courses from other disciplines Administrative review Items on Section on Faculty in Doctoral Program Evaluation Questionnaire DPE faculty 20 Student, administration, and faculty report Number of reports at local, state, national, and international levels Items on Section I for Faculty on the Doctoral Program Evaluation Questionnaire Number of Professional Organizations reflected on faculty vita Number of leadership positions held by Faculty AACN survey Administrative data base

Faculty Area Chairs

University Indicator: Report to Office of the Provost Data stored administrative database.

Faculty Research

Research is an explicit component of the mission of The University of Iowa and the College of Nursing

Faculty, students, alumni. University and College mission statements & strategic plans.

Faculty are well-trained and experienced researchers Faculty influence nursing science

Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE research 2 Amount in dollars of faculty funding and number of published articles.

PhD Director Office of Assoc. Dean for Research.

Faculty provide data for administrative review. Data stored administrative Database.

Ongoing The University and the College of Nursing value, support, and reward faculty and student research and scholarship

Faculty, students, alumni Faculty workload assignments

Faculty & students participate in the discussion at the nursing research colloquia Faculty publish in refereed journals (an average of two per year) Faculty participate in NIH study sections & other grant review activities

Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE RESEARCH 4 Number of people attending as shown on the sign-in sheet at colloquia Number of articles published with faculty as authors Number of faculty participating in NIH Study Sections

Associate Dean for Research Faculty PhD Director Area Chairs

Faculty submit data with administrative review materials Data stored administrative data base University Indicator: Report to Office of Provost

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Continuation page

Annually Faculty Programs of research that are developed over time and build upon previous exist and are congruent with research priorities within nursing and its constituent communities

Faculty, students, alumni Funding record

A variety of mechanisms (e.g. peer review, mentoring, consultation) exist that foster high quality research Number of externally funded grants involving interdisciplinary/ interdepartmental/cross-collegiate PIs Funded Centers of Excellence exist related to faculty programs of research Sufficient research exists to support the curricular goals Faculty obtain and maintain research funding over extended periods of time.

Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE research 7 Number and variety of research topics for faculty Number of funded grant proposals per capita at University and NINR ranking DPE RESEARCH 8 DPE research9

Faculty, Area Chairs, Assoc Dean for Research

University Indicator: Report to Office of Provost PhD Director

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Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation – Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum Organization Support Courses and Liberal Education Foundation



Yearly Support Systems Sufficient human, financial, & institutional resources are available to accomplish the goals of the unit for doctoral education & faculty research

Students Faculty advisors

Technical support exists for: Cutting edge education and research. DPE RESOURCES 1 Peer review of proposals & manuscripts in process Data management & analysis support Hardware & software availability Expertise in advanced technological support exists for data repository and knowledge building to be used for education, research, and practice. Grant proposal development & management Technical support for research design expertise Space is sufficient for: -Faculty research needs -Doctoral student study, meeting & -socializing -Seminars -Small group work

Student & faculty self-report Curricular evaluation questionnaire OICT data DPE resource items, 8,12,13,14,15,16 Office for Research Research Colloquia Doctoral symposia

College Administration Office of OITC Faculty advisors

PhD Director

Faculty advisors Centers of research excellence

Number of centers


PhD Director

State of the art technical & support services are available & accessible to faculty, students, & staff for state of the science information acquisition, communication, & management

Students Faculty advisors

Computer accessibility Computer consultation & support are accessible

Student & faculty self-report DPE resources item 9


PhD Director

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Library & data base resources are sufficient to support the scholarly endeavors of faculty & students.

Library acquisitions Faculty, Students, Alumni report

Nursing journals & journals from other disciplines are available to support research

Student & faculty self-report DPE resources item 7 List of journals available Curricular Evaluation Questionnaire

University support Faculty Students

PhD Director

Every two years normally; ongoing informally

Support systems exist to promote learning

Faculty, Students, Alumni, Administration

An Office of Research administration is in place A Record of NIH funding exists Postdoctoral programs are in place Internal research funds exist Mechanisms are in place that value, support, & reward faculty & student research & scholarship Mechanisms for financial support for fulltime study

Annual report of research office DPE resources items 2,3 NIH funding record from office of nursing research Section IV for Resources on Doctoral Evaluation Questionnaire Informal feedback from students CON alumni assist in recruitment of faculty, students, and contribute funds for endowed chair positions NRSA awards Research Assistantships

Associate Dean for Research Assoc. Dean for Academic Affairs PhD Director Faculty Advisors

Assoc. Dean for research PhD. Director

Yearly Administration Support Systems Resources needed are adequate

Budget report Report of faculty and students

Faculty and other resources are available

Section IV on Resources from Doctoral Evaluation Questionnaire Faculty and student requests

College Dean Director of Operations and Finance

PhD Director

On-going Consultant Resources are available for research

Faculty, students Funding proposals are competitive. Consultation for diverse research is available.

Section IV on Resources from Doctoral Evaluation Questionnaire. Faculty and student reports PDE Resource item 2

Associate Dean for Research PhD Director

On-going Students are matched with faculty doing the same research

Students, Faculty Students choose dissertation topics related to faculty research

Section I on Faculty from Doctoral Evaluation Questionnaire NRSA awards

Area Chairs PhD Director

On-going Strategic Planning is developed and used to monitor the doctoral program

Students, Faculty Strategic Plan is used for benchmarking and formative evaluation Comparison of program processes and outcomes to standards of parent institution and selected peer groups

Section IV on Resources from Doctoral Evaluation Questionnaire. Faculty and student reports Yearly report to Provost

PhD Director College Dean annually

On-going Resources are allocated in an equitable, fiscally responsible fashion and are aligned strategically

Budget report, Students, Faculty

Focal areas in PhD program receive equitable resources. Resources decisions are made by faculty consensus when possible.

Section IV on Resources from Doctoral Evaluation Questionnaire. Faculty and student reports DPE resources item21

PhD Director Director of Operations and Finance

Yearly Program Evaluation occurs in a regular, systematic fashion

Evaluation Reports Evaluation Report is given to faculty every two years

Doctoral Evaluation Questionnaire IBN, AACN, CIC, Board of Regents, Statement of Trends reports

PhD Director Faculty and Associate Dean for Academic Programs

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On-going Facilities are managed to provide support to faculty and students

Students and faculty

Students and faculty report that they have adequate facilities for their work

Section IV on Resources from Doctoral Evaluation Questionnaire. Faculty and student reports DPE student item 6

PhD Director Director of Operations and Finance

Yearly Exceptional Students are accepted

Student Applicant pool

Students accepted to the program are moving forward successfully

Section V on Doctoral Program Evaluation Questionnaire GPSA item 20

PhD Director and Faculty To Associate Dean for Academic Affairs

Yearly Faculty Advisors are oriented

Faculty report Students report that Faculty Advisors are knowledgeable.

Section I on Doctoral Program Evaluation Questionnaire GPSA items II2, 15

PhD Director To Associate Dean for Academic Affairs

Annually Program Director and Program Staff are Evaluated Annually

Evaluation summaries

Students and faculty provide evaluation data for the report. Recognized caliber of: Program Faculty Students

Section I on faculty and Section IV on resources from Doctoral Program Evaluation Questionnaire Administrative Review

Associate Dean for Academic Affairs and PhD Director

To Associate Dean for Academic Affairs

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Input Evaluation – Addresses the intended means and primarily focuses on the resources available to meet the intended ends.

INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation



STUDENTS

Annual Review

Learners Students are exceptional

Applicant records Students are selected from a pool of highly qualified & motivated applicants who represent diverse populations. Students’ research goals & objectives are congruent with faculty research expertise & scholarship & institutional resources

Applicant profiles

PhD Student Services Office PhD Director

Student vitas & self-report Faculty advisors

Students are successful in obtaining financial support through competitive intramural & extramural academic & research awards.

Research office report. Number of funded pre-doctoral proposals.

Faculty Advisors & Associate Dean for research

University Indicator: Report to Office of the Provost

Yearly Students represent diversity in gender, ethnicity, and races.

Student Applications

Number of students representing diversity DPE student item 6

Students commit a significant portion of their time to the program & complete the program in a timely fashion

Student plans of study Time for completion of PhD program, Graduation rates Plan of study

Faculty Advisors

Students establish a pattern of productive scholarship, collaborating with researchers in nursing & other disciplines in scientific endeavors that result in the presentation & publication of scholarly work that continues after graduation.

Plans of study Faculty report Publication records Administrative office Doctoral reviews

Alumni surveys

Faculty Advisors

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Input Evaluation – Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation



Formal evaluation every two years normally; ongoing informally

Program Plan Core & related course content distribution are Consistent with Goals of the program & student’s area of focus

Faculty, students, alumni

Requirements (program of study) and their sequence for progression are clear and available to students in writing. Content: History & philosophy of science and their relation to the development of nursing knowledge #2 PROGRAM CLEAR, AVAILABLE Existing and evolving Substantive nursing knowledge Methods & processes of theory/knowledge Development in nursing and other disciplines Research methods & scholarship are appropriate to inquiry

Graduate student handbook Items on Section III for Program of Study from Doctoral Program Evaluation Questionnaire DPE program item 1 Ongoing faculty report. DPE program item 2 Ongoing student report\ DPE program item 3 DPE program item 4

PhD Director Faculty Doctoral Advisory Committee

PhD Director University Indicator. Report to Office of the Provost

Elements for Formal & informal teaching & learning prepare students to be nurse scientists & nursing leaders

Faculty, students, alumni, Employers of graduates

Analytical & leadership strategies for dealing with social, ethical, cultural, economic, & political issues related to nursing, health care, & research Faculty practice provides opportunities for learning translational research Progressive & guided student scholarship research experiences, including exposure to faculty’s interdisciplinary research programs

Items on Section III for Program of Study from Doctoral Program Evaluation Questionnaire DPE program item 4 Faculty practice data

Faculty PhD Director University Indicator. Report to Office of the Provost

Elements for Formal & informal teaching & learning prepare students to be nurse scientists & nursing leaders &/or educators

Faculty, students, alumni, Employers of graduates

Immersion experiences that foster the student’s development as a nursing leader and/or nurse scientist Agencies provide opportunities for the conduct of research and leadership experience Socialization opportunities for scholarly development in roles that complement students’ career goals

Number and variety of experiences for research and leadership training Research residency, Research Seminars, Research Colloquia, Research Assistantships Student report at annual review Administrative data base Number and variety Residency experiences GPSA items I16, II,2

Faculty PhD Director

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Product Evaluation – provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of product outcome and program goals.

PRODUCT EVALUATION Learner Outcomes Satisfaction Discipline Specific Aggregate Data (BSN only)



Ongoing 3-5 years post-graduation 3-5 years post-graduation

Learner outcomes Graduates’ scholarship & leadership are recognized

Alumni, employers of graduates Faculty

Advancement to candidacy requires faculty’s satisfactory evaluation Dissertations represent original contributions to the scholarship of the field Systematic evaluation of graduate outcomes is conducted at regular intervals Graduates have designed & secured funding Employers report satisfaction with leadership & scholarship Graduates’ scholarship & leadership are recognized through awards, honors, and/or external funding.

Student records Dissertation Abstracts Student plan of study Survey of graduates

PhD Student Services PhD Director

References: *American Association of Colleges of Nursing (2000). Task Force to Revise Quality Indicators for Doctoral Education Report. Doctoral Faculty, University of Iowa (1999). Doctoral Program Evaluation Questionnaire University of Iowa Strategic Plan Indicators (2001). Stufflebeam, D.L. (1983). The CIPP model for program evaluation. In G.F. Madaus, M.S. Scriven and D.L. Stufflebeam (Eds.) Evaluation models: Viewpoints on educational and human services evaluation (pp. 117-141). Boston: Kluwer-Nijhoff. GPSA. (1987). Graduate Program Self-Assessment. Doctoral Programs Faculty Questionnaire. Educational Testing Service. DPE.(2000. Doctoral Program Evaluation. College of Nursing, The University of Iowa. American Association of Colleges of Nursing. (November 2001). Indicators of quality in research-focused doctoral programs in nursing. http://www.aacn.nche.edu/Publications/positions/qualityindicators.htm. Retrieved March 1, 2002. N:caffairs\eval\EvaluationPlan2001 4/9/02

http://www.aacn.nche.edu/Publications/positions/qualityindicators.htm

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