Curriculum evaluation. Who, when, why, how?

Abstract

The faculty of a large, Midwestern, public university implemented a community-based baccalaureate curriculum to prepare students for the changing health care environment. Evaluation was planned as the curriculum was developed. The constituents of the School of Nursing were determined to be the students, alumni, employers, clinical agencies, and faculty. Surveys, focus groups, questionnaires, and meetings with agency representatives were some of the methods used to gather data from the constituents. Information gathered during a three-year period resulted in further curriculum revision, increased community partnerships, and more positive feedback from students.