Changing Nursing Education Mahmoud samy.pptx

A presentation about the changes in nursing education would typically explore the historical evolution, current trends, and future directions of how nurses are trained to meet the demands of a complex and evolving healthcare system.

1. Changing Nursing Education Prepared by Mahmoud Samy Mostafa Hussien Assistant lecturer at faculty of Nursing

2. Outlines E-learning Blended learning Self-learning Modules EDUCATIONAL PROGRAM FOR NURSES AND PATIENTS 01 02 03 04

3. E-learning

4. Out Lines For E- Learning A brief history of E- learning Definition Advantages of online learning Disadvantages of E-learning How can the modern learner overcome the challenges? Synchronous learning Asynchronous learning Types of interaction Comparison between traditional and E Learning approach

5. A brief history of E- learning The term “e-learning” has only been in existence since 1999 when the word was first utilized at a CBT systems seminar . Other words also began to spring up in search of an accurate description such as “online learning” and “virtual learning”. However, the principles behind e-learning have been well documented throughout history, and there is even evidence which suggests that early forms of e-learning existed as far back as the 19th century

6. A brief history of E- learning cont.. The first online learning systems were really only set up to deliver information to students but as we entered the 70s online learning started to become more interactive. In Britain , the Open University was keen to take advantage of e-learning. Their system of education has always been primarily focused on learning at a distance. In the past, course materials were delivered by post and correspondence with tutors was via mail . With the internet, the Open University began to offer a wider range of interactive educational experiences as well as faster correspondence with students via email etc.

7. E-Learning in Egypt Establishing a national center for e-learning in the Supreme Council of Universities 2 ( www.nelc.edu.eg ). -Creating 22 centers to produce e-courses for Egyptian universities with production capacity up to 100 e-syllabi annually. -Establishing national standards for e-courses and applying them to courses that have been produced in universities. -Training the university staff & students on the e-learning methods. -Project’s learning outputs at Ain Shams University - Designing and developing a website for the e-learning center in Ain Shams University. - Setting up a management software for e-courses data for all Egyptian universities

8. Staff Students University Administration Different departments in the faculties Beneficiaries of the project

9. Definitions of E-Learning E-learning is the delivery of education (all activities relevant to instructing, teaching, and learning) through various electronic media. E-learning is an on-line education defined as the self-paced or real-time delivery of training and education over the internet to an end-user device” E-learning is the delivery of a learning, training or education program by electronic means”. E-learning is defined as education delivered, or learning conducted, by Web techniques” E-Learning is electronic learning, and typically this means using a computer to deliver part, or all of a course whether it’s in a school, part of your mandatory business training or a full distance learning course. E-learning as a new way of learning or as an improvement on an existing educational paradigm

10. Online learning is cheaper because it reduces costs for buildings, utilities, and commuting. It is also convenient and flexible, allowing learners to study anytime and anywhere on any device. Advantages of E - learning It’s Modern It takes less time It allows for self-Based learning

11. Disadvantages of E- learning It takes self-discipline Isolation Cheating Plagiarism 01 02 03 04

12.  Self-discipline can be acquired and is a quality that will benefit learners in ways that go far beyond learning.  Plagiarism and cheating can happen in traditional learning scenarios as well, and there are ways to prevent that from happening in online exams (e.g., plagiarism checkers available online) that are not possible to use in a regular classroom.  Isolation can be solved if you combine different methods of learning as with blended learning, which fosters more interaction between the students. How can the modern learner overcome these challenges cont.

13.  Learning is self-paced and gives students a change to speed up or slow down as necessary.  Learning is self-directed, allowing students to choose content and tools appropriate to their differing interests, needs and skills level  Accommodated multiple learning styles using a variety of delivery methods geared to different learners; more effective for certain learners.  Geographical barriers are eliminated, opening up broader education options.  Accessibility makes scheduling easy and allows a greater number of people to attend classes. Features of E-learning

14.  On-demand access means learning can happen precisely when needed  Travel time and associated costs (parking, fuel, vehicle maintenance) are reduced or eliminated  Access by learners to teachers and resources, worldwide  Aiding equal opportunities  Immediate access to information  Enhance computer and internet skills Features of E-learning

15. Within Synchronous learning; learning and teaching takes place in real time ( same time) while the trainer and learner are physically separated from each other. Synchronous learning Examples include: Listening to a live radio broadcast Watching live a television broadcast Audio/video conferencing Internet telephony Online lectures Tow-way live satellite broadcast .

16. Asynchronous learning Characteristic for Asynchronous learning is the fact that the trainer prepares the courseware material before the course takes place. The learner is free to decide when he wants to study the courseware. Examples include: Self-paced courses taken via internet or CD-ROM Videotaped classes Stored audio/video Web presentations or seminars Recorded audio tapes Q&A mentoring Reading e-mail messages

17. Types of interaction Learner- content Learner-instructor Learner- learner Learner-technology/ system

18. comparison between traditional learning and E learning Feature Traditional Learning (In-Person Classroom) E-Learning (Online Education) Location & Schedule Fixed location (campus/classroom) and fixed class times. Flexible , learn from anywhere with an internet connection, often self-paced or with flexible virtual meeting times. Interaction Direct , face-to-face interaction with instructors and peers. Immediate, real-time feedback. Virtual interaction (email, discussion forums, live video). Feedback can be immediate or delayed. Learning Materials Primarily physical (textbooks, printouts), supplemented by tangible aids (whiteboards, lab equipment). Primarily digital (e-books, videos, online resources, simulations) accessed via a Learning Management System (LMS). Self-Discipline Required Lower due to a structured schedule and in-person supervision. Higher ; requires strong time management and self-motivation to stay on track. Cost Generally higher due to tuition, facility fees, commuting, and sometimes accommodation. Often lower due to reduced overhead costs and elimination of travel/housing expenses. Social Development High opportunity for spontaneous socialization, networking, and extracurricular activities. Lower opportunity for in-person socialization, though virtual collaborations and groups can be fostered. Pace Fixed pace set by the instructor and curriculum. Often self-paced , allowing learners to speed up or slow down as needed. Accessibility Limited by geographical location and the necessity of physical presence . Highly accessible to a global audience, people with mobility issues, or those balancing work/family. Technology Dependency Lower dependency on technology for core instruction. High dependency on reliable internet access, devices, and basic technology skills.

19. Blended learning

20. Out Lines For Blended Learning BLE Definition The benefits of blended learning disadvantages to blended learning Models of Blended Learning Physical and Virtual Classrooms

21. Definitions of Blended learning Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. While students still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery

22. Flexibility Effectiveness Efficiency Cost-effectiveness Personalization Extended reach Covers all learning styles The benefits of blended learning

23. Disadvantages of blended learning Technology Dependency: Blended learning requires technology to deliver the online components, making it inherently dependent on digital tools and online assets. Quality Requirement: These tools must be reliable, easy to use, and up-to-date to ensure a meaningful impact on the learning experience. Major Barrier: Technical issues (whether perceived or real) encountered by employees can act as a significant barrier to effective learning.. Mitigation Need: To overcome this, organizations must implement measures to ensure high availability and provide strong technical support.

24. Models of Blended Learning 1 Flipped classroom Flipped classroom or flipped learning is a methodology, approach to learning in which technology is employed to reverse the traditional role of classroom time. If in the past, classroom time is spent at lecturing to students, now in a flipped model, this time is utilized to encourage individualized learning and provide one-on-one help to students, and also to improve student- teacher interaction

25. Models of Blended Learning 2 Station Rotation Model In a station rotation model, within a given course or subject , students rotate at fixed points in time between different learning stations, at least one of which is an online learning station. Other stations might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and- paper assignments. Some implementations involve the entire class alternating among activities together; whereas others divide the class into small-group rotations

26. Models of Blended Learning 3-Lab Rotation Model In a lab Rotation model, students rotate at fixed points in time between a classroom and computer lab, in which students learn predominantly online. The classroom is generally reserved for other learning activities. Difference between Lab rotation model and Station rotation model: In station rotation model students are rotating within a given classroom whereas in the lab model they are actually rotating out to a learning lab where they are doing their online learning

27. Models of Blended Learning 4-Flex Model In the Flex model, online learning forms the backbone of a student's learning, even if it directs students to office activities at times, and students are able to move flexibly through different learning modalities with the goal of optimizing their learning experience based on their specific needs. The teacher of record is on-site, and the teacher-of-record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, and others have minimal.

28. Virtual and Physical Classrooms?

29. The main difference between the physical classroom and the virtual classroom is those of location, time and spaces required by students and teachers to access and partake in classroom activities. In the physical classroom a physical location must be visited at a fixed time in order to participate, while a virtual classroom is not physically accessed and has no real fixed time or location which is a great boon. The manner in which a teacher delivers educational material remains an important factor in the success of both classrooms. Though both the classrooms employ similar learning theory, curriculum design and pedagogy, live face-to-face interaction is missing in the VCR method, which may have a negative influence

30. May be the solution is the blended method where physical classroom training is combined with the virtual classroom training, thus accommodating a wider range of student needs. As teaching in both the physical and virtual classroom is learner- centered, students learn by engaging in group work, projects, discussions, and other content relating to real-world contexts. The VCR is used to provide additional communication and material, along with the learning that occurs in the physical classroom

31. VIRTUAL CLASSROOM TOOLS E-mail Discussion boards Chat rooms Whiteboards Video/audio conferencing Instant messaging Podcasting/podcasting Teleconferencing Weblogs Wikis

32. Self-learning Modules

33. Out lines of Self-learning Modules Introduction Definitions Characteristics of a good Self- learning Module Advantages of SLMs Disadvantages of Self- Learning Module Process of self-directed Learning Components of Self- Learning Module The Role of Teacher in Self-Learning Module Factors Enhance Successful Use of Self- Learning Module Guidelines for Developing Self- Learning Module

34. Introduction Self-learning module is considering one of nontraditional methods of teaching. This method adheres to the principles of adult education where by the learner assumes responsibility for learning and is self –directed. So that, educator’s nurses are responsible for designing, self-learning module to meet individual leaning needs. Self-learning module is one of the educational materials that help individualized learning.

35. Definitions Modules: They are self –contained and independent unit of instruction with a primary focus on a few well-defined objectives. Self-directed Learning It describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. Such learning frequently is self-initiated and carried out alone.

36. Definitions Self-Learning Module (Package) A self –contained unit or package of study materials for use by individual, most useful for adult learners (under graduate or post graduate levels). • They are learning activities designed for participants to do independently when they are unable to attend individual or group education sessions. • They are not recommended to be used for confusing or complex information.

37. Definitions self-learning module :- is a document containing all necessary knowledge for a student to attain one or more educational objectives independently of the teacher Using these modules, the student can take over a large part of his/her training, while the teacher remains available only when needed. It could be offered in a form of work books, study guides, work stations, video tapes, internet modules, and computer programs. .

38. Characteristics of a good Self- learning Module 1. Each module must contain only one particular concept . 2. The module must be self-motivating . 3. The module must contain self-teaching and self-leaning materials which enable the students to work independently with minimum teacher assistance . 4. The objectives, martials and activities must be properly and logically sequenced: specific, observable, measurable and attainable. 5. The module must develop the three types of learning, cognitive, affective and psychomotor . It must also develop critical thinking, creativity and wise judgment . 6. The module must be written in a clear, correct and simple language within the full comprehension of the learner

39. Advantages of SLMs for students • They work at their own pace. • They assume responsibility for learning. • They find that textbooks are not the only source of learning. • They know exactly what they have to learn. • They encourage to master the module. • Competition for grades is reduced. • Actively involve learners. • Enable learners to meet their own learning needs.

40. Advantages of SLMs for students • Provide immediate feedback and reinforcement of learning. • Promote independence. • Flexibility in relation to the number of learners who can be provided with instruction at one time. • Convenience in the time, place, duration and pace of instruction. • Accessibility • Applicability • Privacy • Cost effectiveness

41. Advantages of SLMs for Teachers • They have time to pay attention to individual learning problems. • They can identify problems earlier. • They are free to serve as resource persons, to answer questions and to help those who need help. • There is better cooperation between teacher and students.

42. Disadvantages of Self- Learning Module • It is not an option for participants who are not skilled readers. • It is not recommended for all topics, especially complex ones. • Individualized learning may lead to further participant’s questions may be left unanswered. • There is limited or no interaction with peers. • Learners may be less than honest about their results and thus forego needed learning.

43. Disadvantages of Self- Learning Module • Program materials are time-consuming to design, develop and pilot test. • Self-learning module is not a suitable method of instruction for all learners as who preferences for social interaction, group work. • Self-learning is not appropriate for all topic areas. • Some SLM program need frequent updating and revision.

44. Process of self-directed Learning It includes the following steps: 1. Identify learning needs 2. Developing learning goals 3. Prepare a learning plan. 4. Locate necessary resources. 5. Implement learning plan. 6. Evaluate the result and the process.

45. Components of Self- Learning Module Title: Should be concise and descriptive of its content. Table of contents: Will be helpful to learners in orienting themselves to the SLM. Purpose or general aim: Needs to provide the learner with a clear indication of the topic area covered. Pre-requisites: Identifies the knowledge, skills, attitudes, and experiences that the learner should passes before attempting to complete the SLM. The instructional Objective: need to be written in clear and specific behavioral terms Direction for use: Should afford clear and concise explanations of each component in the package, what it consists of, where to find it, how to use it, and how best to proceed in completing the SLM.

46. Components of Self- Learning Module Introduction: Brief introduction about the topic. Learning activities: including any combination of the learning strategies: reading a set of journal articles or book chapters, viewing videotapes, using equipment. Completing written practice exercises. Some SLM may also require that learners practice certain clinical skills in a simulated or actual patient care setting Pretest: Should relate directly to the instructional objectives for the SLM.

47. Components of Self- Learning Module Content: Consists of small segments of information. The content is frequently separate into different direction with questions that view, reinforce and apply learning. The answers of this self-assessment question (also called self-check) are provided on the page following the question or at the end of that section of information. This affords immediate feedback or progress and performance. Instructional Aides: The instructional aides Included in the module as readings, handouts, worksheets, written case studies, copies of policies or procedures, practice, exercises, study questions, audiovisual media, computer, bibliography suggested. Post-test : It must cover all objectives if it revealed that objectives have been met the student can proceed to another module. If not the student must repeat activities in order to achieve what is required.

48. The Role of Teacher in Self-Learning Module Director of learning, Consultant, Evaluator. 1. The teacher serves as a facilitator-resource person to provide motivation and reinforcement for learning. 2. The teacher has a crucial role, make a successful transition from teacher-directed to self-directed learning. 3. Assesses student’s readiness for the method, establish the boundaries of the student’s decisions about their learning. 4. Teacher’s roles are the maintenance of educational standards, teaching objective-writing and evaluation, and availability to the students.

49. Factors Enhance Successful Use of Self- Learning Module 1. Reinforcement of knowledge acquired through the module 2. Modules should be stored in an area that is ready accessible to learners 3. Time space should be available for use of the module. 4. Module contents should be assessed periodically and updated as needed. 5. Clarify goals and training process 6. Design and administer brief survey to sample of learners 7. Analyze survey data to identify success and non-success learners.

50. Guidelines for Developing Self- Learning Module Select an appropriate topic. Identify the target learners. Develop an outline of content for the SLM. Determine prerequisites for the SLM. Write an introduction to the SLM. Define the overall purpose of SLM. Write the instructional subtopic for the SLM. Designate appropriate learning activities.

51. Guidelines for Developing Self- Learning Module Design instructional aides. Develop content to the intended learner. Develop content that will be interesting to learners. Arrange the content in a series of small, sequential unit. Decide whether the pretest and posttest instrument will use the same or different evaluation items. Determine the achievement level of passing score required for each evaluation tool. Prepare a set for direction for use of SLM

52. EDUCATIONAL PROGRAM FOR NURSES AND PATIENTS

53. Goal and Objectives Goal :- To achieve integrated acquisition of knowledge, skills, and positive attitude toward educational program. Objectives : Upon completion of this lecture, will be able to: • Define educational program. • Discuss characteristics of educational program. • Identify advantages & disadvantage of program. • Mention steps involved in developing an educational program. • Discuss phases of educational program. • Example of application of educational program.

54. Outlines - Definition. - Characteristics of educational program. - Advantages & disadvantage of program. - Steps involved in developing an educational program. - Phases of educational program: Assessment phase Planning phase Implementation and management phase Evaluation of an educational program

55. Definition An educational program is a program written by the ministry of education which determines the learning progress of each subject in all the stages of formal education. It is a series of planned educational activities a student is to go through with assistance of teachers and coordination of different teaching activities to ensure the harmonious functioning of the educational process for more effective training.

56. CHARACTERISTICS OF EDUCATIONAL PROGRAM Cooperative Continuous Comprehensive Concrete Promotive Initiative Available Motivated Integrated

57. CHARACTERISTICS OF EDUCATIONAL PROGRAM cont. Cooperative: a program prepared jointly by a group of persons will be less liable to error than one prepared by a single person. Continuous: the preparation of a program is not a one-shot operation. In planning it, provision should be made for its continuing revision. Comprehensive : in an approach which accepts the interaction of all the program components, each must be defined with requisite questions. Concrete : general and abstract considerations are not a sufficient basis for drawing up a program. Concrete professional tasks must constitute the essential structure of a relevant program.

58. CHARACTERISTICS OF EDUCATIONAL PROGRAM cont. Promotive: by promoting the knowledge attitudes and skills of the learner. Initiative: to develop educational sound level & identified needs of nurses & patients & expanding their knowledge, skills, and attitude. Available: as presences of hand outs, guidelines for this program should be available for leaner to be revised at any time. Motivated : by methods of motivated people as promotion in her job, giving incentive as pocket money, certificate. Integrated : It involves all health team members (nurses, physiotherapist, infection control members, pharmacological member and dietitians.

59. Advantages of Educational Program Enable student to work at his own place. Facilitates self-evaluation. Makes mass teaching possible with high efficiency. High availability. Facilities decision-taking "solution of complex problems". Reduces risks "for patient or society". Avoids bias transmitted by "bad teachers". Allows a good teacher to save time that can then be spent on more complex activities such as interpersonal relations. Can be kept up to date with new scientific developments and contain references to other documents. It may provide possible to train more students at the same cost, if the program is carefully structured.

60. Disadvantages of Educational Program Necessitates special educational competence. High additional investment costs "in teacher time and money".

61. Types of Educational Program There are two kinds of program. Linear, branching, which differ in number of respects from each other.

62. Linear program This kind of program was consisting of a series of closely linked boxes of information called "frames". The students are presented with information in frames and are required to supply a missing word at the end of each frame; they can check whether their answer is correct or not before going on to the next frame. The linear program thus offers information in very small steps , with immediate reinforcement in the form of feedback of correct answer. Each frame is designed to contain material that overlaps with the previous frame as well as the succeeding one, framing a chain of stimulus-response connections-since it is correct answers that are reinforcing, errors are reduced to a minimum by careful piloting of the program prior to production.

63. Example

64. Branching program In contrast to linear program, these provide the student with a series of choices rather than allowing the student to supply missing words. In this multiple-choice situation, the student is required to select the answer to a question raised in each frame from a choice of answers supplied. When an answer has been selected, the student is directed to a particular frame, depending on whether the answer was correct or not if the answer was incorrect, the student will direct to a frame that gives remedial information. It can be seen that this kind of program has a series of branches that the student follows in his progress through the program. Programmed learning can take the form of printed texts such as books, or electronic machines that contain a window and series of buttons for choosing responses, or computer programs

65. Adventages and Disadventages of program Advantages Disadvantages Facilitation of Flexible Learning High Resource Investment Enables students to complete work asynchronously in their own environment. Necessitates special educational competence for implementation and management. Facilitates student self-evaluation and self-paced learning. Requires high initial investment costs in teacher time and monetary resources. Operational Efficiency & Scale Other Potential Limitations Makes mass teaching and large-scale dissemination possible with high efficiency. Risks associated with implementation, potentially impacting patients or society (depending on the program's context). Provides high availability (accessibility). Qualitative & Pedagogical Benefits Facilitates decision-making and the complex problem-solving process. Avoids the transmission of potential bias from individual instructors ("bad teachers"). Allows skilled educators to save time for more complex, high-value activities (e.g., fostering interpersonal relations). Maintenance and Reliability

66. Steps involved in developing an educational program Before application of the educational program collect the steps involved in developing an educational program based on the society needs or problems.

67. Phases of Educational program developing 1 . Assessment phase: Need assessment: is the process of identifying the problems and needs of a target population. It requires the ability to analyze the population and the ability to determine the health problems of that population. Assess problems to be solved or goals to be met through this learning. Identify and assess available resources

68. Phases of Educational program developing 1 . Assessment phase: Assess availability: Time Money Personnel Facilities Instructional materials Equipment Supplies Time: preparation and coordination time is related to range, depth, and time frame of a program. A single topic may take hours or days to prepare, but programs on numerous topics may require weeks or months. Money : greater expenditures of money will be necessary as the number of participants and the program's complexity increase. Personnel: need for what.

69. Phases of Educational program developing 1 . Assessment phase: Facilities: need to secure adequate classroom space to seat comfortably the necessary number of participants. Satisfactory lighting, temperature control, visibility, and ventilation are necessary. Instructional materials: depend on the program's content, teacher preference and experience, funds available. Equipment: as audiovisual equipment is chosen as appropriate to instructional software intent for use. Supplies: there are greater needs for supplies with long range programs involving substantial numbers of participants, faculty, administrative and support staff, and needs for information processing.

70. Phases of Educational program developing 2. Planning phase: - Determine steps, tasks, or activities necessary to plan a program that accomplishes those goals. Determine a time for doing these things. Planning phase: Agree upon. Philosophy of program. Curriculum objective. - Methods of evaluation. Participants (learners, teachers, consultants). Responsibility for program (organization and management). Time schedule. Place of meeting.

71. Phases of Educational program developing 2. Planning phase: Plan organizational phase. Determine how to present the program service to consumer. Determine methods and materials will be used to convey program information. Distribute information about program accessibility to the community. Determine materials and method will be used to prepare staff. Determine who responsible for staff preparation. How to measure their capabilities. Determine the needed materials for patient’s education also equipment and supplies. Determine needed cost & time required to develop these materials. - Determine method of evaluation for program

72. Phases of Educational program developing 3. Organization phase: Carry out: marketing table Determine how to present the program service to consumer. Determine methods and materials will be used to convey program information. Distribute information about program accessibility to the community.

73. Phases of Educational program developing 3. Organization phase: Carry out: staff preparation Determine characteristics, attitudes, knowledge and skill for selection (staff and method). Determine materials and method will be used to prepare staff. Determine who responsible for staff preparation. Determine How to measure their capabilities? Carry out: material preparation: Determine the needed materials for patient's education also equipment and supplies. Determine needed cost & time required to develop these materials.

74. Phases of Educational program developing 3. Organization phase: Plan details of: operating procedures: Decide who is responsible for the procedures. Determine the needed information or instructions to be given. Determine the preferred furniture arrangement. Determine how to organize teaching materials & keep it available. Determine locate and clearly mark the restrooms. Determine if smoking is permitted or not. Determine the responsibilities of participants for practicing skills. Determine method of evaluation for program.

75. Phases of Educational program developing 4. Implementation and management phase: Coordinate people, time schedules, equipment and materials. Conducting the program: Determine the role of program manager. Determine how the program manager will help staff members follow planed procedure

76. Who will review the procedure and how maintaining quality control and accountability Decide the criteria will be used to evaluate teacher performance. Decide who will conduct the evaluation & when. Determine the records related to participants, staff time, use of materials & who will keep it. Determine who to judge the effectiveness of the program. Managing arising problems: Determine how to collect information about the occurrence of minor problems. Determine what to do to resolve any arising problems. Determine how to modifying operating procedures. Determine the mechanism of improving the quality of the program.

77. EVALUATION OF AN EDUCATIONAL PROGRAM Evaluation should be an integral ongoing and systemic process of all educational services. All educational programs should be evaluated using a variety of methods that allows participants to evaluate the educational activity. Educators should then use the data to modify the content, delivery or materials used.

78. Many methods can be used to evaluate educational programs Quizzes. Tests. Return demonstrations. Satisfaction surveys after the session. Verbal or written self-evaluation. peer evaluation.

79. Guideline for evaluation of educational program Determine the extent to which objectives have been achieved. Determine the extent to which recommended actions and activities were carried out and resources used as planned. Determine relationships between achievement of objectives, carrying out recommended actions and activities, and use of resources. Determine strengths and weakness of program development process. Determine favorable and unfavorable by-products. Review the importance of this program compared with others. Decide whether to continue; if so, recommend ways to improve program.