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. The data were collected using a valid researcher-made questionnaire, whose face/content validity was confirmed by 10 experts, and its reliability was determined using Cronbach's alpha (0.77, 0.74, and 0.81 for the student, graduate, and faculty member questionnaires, respectively).
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.
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