Horizon of Medical Education Development

Horizon of Medical Education Development

Evaluation of the Nursing Education Department Based on the CIPP Model at the Savah Medical Sciences University

Document Type : Original Article

Authors
Nayereh Baghcheghi 1
Hamid Reza Koohestani 2
Shirin Barati 3
Somayeh Khademi 4
Arman Babapiri 5
1 Department of Nursing, Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran
2 Department of Medical Education, Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran
3 3. Department of Basic Sciences, Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran.
4 Department of Nursing, School of Nursing and Midwifery, Saveh University of Medical Sciences, Saveh, Iran
5 Department of Nursing, Student Research Committee, Saveh University of Medical Sciences, Saveh, Iran.
10.22038/hmed.2025.87131.1510
Abstract
Introduction: Nursing education programs must be of high quality to train and graduate competent and skilled nurses. To evaluate this field, it is essential to systematically examine the key components of nursing education. The CIPP model provides a suitable tool for assessing the quality and effectiveness of education in nursing programs. Therefore, this study was designed with the aim of evaluating the nursing education group based on the CIPP model at the Saveh University of Medical Sciences
Methods:This cross-sectional study (2023) evaluated a nursing program using the CIPP model (Context, Input, Process, and Product). Participants included 9 faculty members, 98 students, and 44 graduates from Saveh University of Medical Sciences, selected via census sampling. Data was collected using a validated researcher-made questionnaire, with face/content validity were verified by experts and reliability confirmed by Cronbach’s alpha.
Results: The standardized mean and standard deviation of the educational program (score range from 0 to 4) were as follows: context (2.54 ± 0.97), input (1.79 ± 0.63), process (2.49 ± 0.61), and product (2.38 ± 0.79). The mean scores for the context, process, and product dimensions were above average, while the input dimension was below average, and this difference was statistically significant (P < 0.05).
Conclusion: The evaluation results of the nursing bachelor's program indicated that the program's status was favorable in the context, process (highest mean), and product dimensions, while the input dimension (lowest mean) was unfavorable. The findings of this study, by identifying the strengths and weaknesses of the nursing education program, support decision-makers and policymakers with evidence-based insights to design and implement revision and improvement programs aimed at enhancing the quality of nursing education.

Acknowledgments:We would like to express our sincere gratitude and appreciation to all faculty members, nursing students, and nursing graduates of Saveh Faculty of Medical Sciences who participated in and contributed to the conduct of this study.

Availability of Data and Materials:The data generated and/or analyzed during the current study are available from the corresponding author upon reasonable request and subject to confidentiality considerations.

Conflicts of Interest:The authors declare that they have no conflicts of interest related to this article.

Consent for Publication:This study does not contain any individually identifiable information. Therefore, consent for publication of individual information was not applicable.

Ethical Approval and Consent to Participate:This study was conducted after obtaining ethical approval from the Biomedical Research Ethics Committee of Saveh University of Medical Sciences (Ethics Code: IR.SAVEHUMS.REC.1402.017). The participants’ data were analyzed and reported anonymously and confidentially. The study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki.

Funding:This study (Project No. 1456) is financially supported by Saveh Faculty of Medical Sciences.

Authors’ Contributions:Neyereh Baghcheghi: Conceptualization, study design, data collection and processing, data analysis and interpretation, drafting the original manuscript, and review and editing.Hamidreza Kouhestani: Conceptualization, study design, data collection and processing, data analysis and interpretation, drafting the original manuscript, and review and editing.Shirin Barati: Conceptualization, study design, data collection and processing, drafting the original manuscript, and review and editing.Somayeh Khademi: Conceptualization, study design, data collection and processing, drafting the original manuscript, and review and editing.Arman Babapiri: Conceptualization, study design, data collection and processing, drafting the original manuscript, and finalization of the manuscript.All authors reviewed and approved the final version of the manuscript and accepted responsibility for all aspects of the work.


Open Access Policy: This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0), which permits any non-commercial use, sharing, adaptation, distribution, and reproduction in any medium or format, provided the original author(s) and source are properly credited. To view a copy of this licence, visit.
https://creativecommons.org/licenses/by-nc/4.0
Keywords
Evaluation
Nursing
CIPP Model
1.Rastegar A, Seif MH, Talebi S, Tajvaran M. Evaluating the quality of professors and students of Basic Sciences Educational Groups of Shiraz School of Medicine in input and process section based on CIPP model. Journal of Medicine and Cultivation. 2020;29(1):37-50.
2.Heidari A, Khademi J, Khatirnamani Z, Rafiei N, Mirkarimi K, Charkazi A, Loftfi M, Sohrabi M. Evaluating the quality of the public health internship program based on the CIPP model at Golestan University of Medical Sciences. Horizon ofMedicalEducationDevelopment. 2021;12(2):6-20
3.Derakhshanfard S, Jokar F, Ehsanpour S. Design, Establishment, And Validation Of Evaluation Tools For The Specialized Doctoral Course In Medical Education Based On The Cip Model. Nursing And Midwifery Journal. 2021;19(2):137-48.
4.Aghababaie S, Riazi H, Artimani T, Shobeiri F.Internal evaluation of mother and child & midwifery departments of Hamadan University of Medical Sciences. Avicenna Journal of Nursing and Midwifery Care. 2012;20(1):39-49.
5.Najimi A, Shafiee F, Haghani F. Evaluation of Self-care diabet program in health system based on CIPP evaluation model. Iranian Journal of Medical Education. 2019;19:472-82.
6.Alimohammadi T, Rezaeian M, Bakhshi H, VaziriNejad R. The evaluation of the Medical School Faculty of Rafsanjan University of Medical Sciences based on the CIPP model in 2010. Journal of Rafsanjan University of Medical Sciences. 2013;12(3):205-18.
7.Royse D, Thyer BA, Padgett DK. Program evaluation: An introduction to an evidence-based approach: Cengage Learning; 2015.
8.Stufflebeam DL. The CIPP model for evaluation. Evaluation models: Viewpoints on educational and human services evaluation. 2000:279-317.
https://doi.org/10.1007/0-306-47559-6_16
9.Fitzpatrick J, Sanders J, Worthen B. Program Evaluation: Alternative Approaches and Practical Guidelines 4th Edition, Kindle Edition. USA: Pearson; 2017.
10.Nazari A, Tavakoli A, Pajouhi N, Khaksarian M, Assaei R, Batebi R, et al. The internal evaluation of physiology department of Lorestan University of Medical Sciences. yafte. 2016;18(2):76-83.
11.Hajihosseini F. Accreditation of Medical Universities in Iran: Advantages and Disadvantages. DSME 2023; 9 (4) :2-7
12.Lippe M, Carter P. Using the CIPP model to assess nursing education program quality and merit. Teaching and Learning in Nursing. 2018;13(1):9-13.
https://doi.org/10.1016/j.teln.2017.09.008
13.Yazdani N, Moradi M. Evaluation of the quality of undergraduate nursing education program in Ahvaz based on CIPP evaluation model. Sadra Med Sci J. 2017;5(3):159-72.
14.Rezaeian M, Vazirinajad R, Esmaeili A, Salem Z, Asadpour M, Heidari L. Internal Evaluation of Social Medicine Department of Rafsanjan Medical School. Journal of Rafsanjan University of Medical Sciences. 2011;10(1):55-66.
15.Jafarbegloo E, Raisi M, Bakouei S, Eskandari N, Khalajinia Z, Ahmari Tehran H, et al. Internal Evaluation of the Department of Midwifery School of Nursing and Midwifery of Qom University of Medical Sciences, 2017 (Iran). Qom UniversityofMedicalSciencesJournal.2019;13(1):23-30.
https://doi.org/10.29252/qums.13.1.S1.23
16.Hemati Z, Irajpour A, Allahbakhshian M, Varzeshnejad M, AbdiShahshahani M. Evaluating the neonatal intensive care nursing MSc program based on CIPP model in Isfahan university of medical sciences. Iranian Journal of Medical Education. 2018;18:324-32.
17.AbdiShahshahani M, Ehsanpour S, Yamani N, Kohan S, Dehghani Z. The development and validation of an instrument to evaluate reproductive health PhD program in Iran based on CIPP evaluation model. Iranian Journal of Medical Education. 2014;14(3):252-65.
18.Siswadi, Y., Houghty, G. S., & Agustina, T. (2019). Implementation of the CIPP evaluation model in Indonesian nursing schools.Jurnal Ners,14(3si),126-131. doi:http://dx.doi.org/10.20473/jn.v14i3(si).17046
19.AkhlaghiF, Yarmohammadian MH, Khoshgam M, Mohebbi N. Evaluating the Quality of Educational Programs in Higher Education Using theCIPP Model. Health Information Management 2011; 8(5): 629.
Horizon of Medical Education Development
Volume 17, Issue 4
Autumn 2026
Pages 15-24