The objectives of the study : 1. To construct a set of evaluation criteria for the development of a programme evaluation model. 2. To develop a programme evaluation model for the nursing programme through distance education. 3. To determine empirical validation of the programme evaluation model of the B.Sc. Nursing Programme at IGNOU.
The sample of 30 experts from the field of general education and nursing education seems to be adequate and reasonably representative for the purpose.
Evaluation Criteria Checklist and PEM Checklist are used. Tools for the empirical validation of PEM, namely, Record Checklist, Opinionnaire for learners and Opinionnaire for Academic Counselors were constructed.
The study is developmental- cum- survey in nature. It has been systematically conducted in three steps, namely, construction of a set of evaluation criteria for the development of PEM, development of PEM for the nursing programme through distance education, and empirical validation of PEM by testing on the B.Sc. Nursing Programme of the IGNOU.
The data have been analyzed by using frequencies and percentage responses for evaluation criteria, comments on the development of PEM, opinion of learners and Academic Counselors on the opinionnaire. Qualitative analysis was done for the open ended responses obtained from learners, Academic Counselors, and experts. Data obtained from records were discussed in conjunction with the data collected through opinionnaires. Chi square was suitably used for testing the significance of differences in the responses of learners and academic counselors.
The study includes following findings: (1) All the 30 experts were found to have 87 to 100% agreement on most of the items on the evaluation criteria. Some of the statements were reorganized, particularly, on philosophy and objectives of the programme, where the agreement was 80-83%. Statement on the entrance test having agreement of 50% respondents was deleted. Suggestions on the reorganization of the items
on the type of learning material and evaluation were incorporated. Guidelines were developed as suggested by experts. (2) There was 100% agreement by experts on most of the items on the PEM.(3) Data were available on the philosophy, purpose and objectives of the nursing programme. Provision of physical, clinical, laboratory, hostel, secretarial and budgetary facilities was made. Records were also available for various committees, faculty and their selection criteria. Information on the characteristics of learners, their admission and selection policies, and organization of curriculum, evaluation strategies, and outcome evaluation was also available in the records. (4) 74% of the learners worked as staff nurses, 10% were nurse administrators, 8% nurse educators, and 7% ward sisters. An analysis of the data on the gap in continuing education was worked out. 32% of the learners had a gap of 2 to 9 years, 36% had a gap of 10 to 17 years, whereas, 10% had a gap of 26 to 33 years. (5) A majority of the learners affirmed that the course, both, theory and practical helped realize the course objectives. They found the nursing course quite comprehensive. The practical manual was found to have all the important skills. The classroom and clinical facilities were found adequate. However, the contents in psychiatric nursing need to be increased. There is a need to improve upon the mechanisms of selection procedures in the course. There is a need of improving upon the adequacy and management of learning resources, namely, books and audio-video facilities. The SLM was readily available. (6) Most of the learners agreed that the counseling sessions were useful in clarifying their doubts. 41% of the learners disagreed with the adequacy of counseling hours on mental health nursing. The disagreement was also expressed on information obtained on teleconference, national TV programme, and facilities at the Study Center for telephone and fax during teleconference sessions. (7) Most of the learners agreed that the clinical facilities were adequate. The area of least agreement was the number of hours allocated for clinical experience during B.Sc. Nursing Programmes. (8) Feedback on Assignments was found inadequate. There is a need to workout stronger information mechanisms for re-registration, re-admission and electronic media. (9) 46% of the Academic Counselors were found to have specialization in mental health and psychiatric nursing. On an average the respondents were found to have 15 years of teaching experience and 18 years of clinical experience. (10) Most of the Academic Counselors opined that SLM in the mental health nursing course of theory included all the major components adequately. There was 85% agreement in the areas of community health nursing classification and causes of mental disorders, substance abuse and alcoholism and trends in psychiatric nursing. However, on legal aspects in psychiatric nursing, agreement was 77% which was least comparing to the other items in theareas.(11) A large majority of the Academic Counselors were found to have healthy opinion towards the program with respect to nursing skills, programme guide/instructional manual, and facilities at PSCs. However, they indicated inadequacy of books in the libraries and use of AV Programmes of IGNOU learners. (12) 57% of the Academic Counselors disagreed that the number of hours devoted to counseling in the course were adequate. (13) Most of the Academic Counselors agreed that the feedback was provided on assignments, self activities and supervised activities. (14) The nurses were found to have favourable opinion towards the Nursing Programme. However, they were of the view that the counseling hours need to be increased, because very little is learnt about mental health nursing during the GNM syllabus. Clinical contact lessons should be increased as many skills could not be learnt. These sessions should be in mental hospitals rather than a psychiatric unit of general hospitals. (15) Assignment feedback should be timely and adequate. Assignments should be returned by the Academic Counselors before the TEE. Proper dispatch record of the assignments is required. Self and supervised activities must be checked on time. Marks of self and supervised activities should be sent by PSC to SR & E division on time. Learners also stressed the need to start M.Sc. Nursing through DE. (16) The grade cards should be completed in time in terms of assignment, self and supervised activities. (17) The results of TEE should be declared in time and the degrees should be provided in time, particularly, to facilitate admission to higher education. (18) Management of student welfare needs to be improved. A control room should be set up for immediate handling of problems of students. Reply to telephone calls and letters should be prompt.
Keyword(s): Evaluation Model , Nursing Programme , Distance Mode