Program Evaluation and Assessing Quality in Nursing and Patient Education

            Distance learning and the traditional classroom setting are different models of education in which they seek to achieve a common objective but under different approaches. Distance education does not involve a physical classroom and uses technology to acquire the learning materials as well as interact with the instructor. The mode of instruction is different from that of the physical classroom setup. Hence, the mode of assessment of quality in distance education differs from that of the traditional classroom setting.

            The assessment of the quality of the distance education programs entails the use of post-evaluations that gauge the student perception about a course on-line. The method also assesses the student achievement and the effectiveness of the course to the student. Other methods include the use of student’s grades, student retention capacity during the semester, and the number of students who withdraw from a course during the semester (Frimming, Bower & Chulhwan, 2013). The methods used in the assessment of quality can be effective in identifying the level of understanding a well as the perception of the student about a course. However, there are technical challenges in the assessment since it is conducted online without the physical contact with the student. There are practical challenges to eliminate the compromise of the quality of information gathered from the online assessments. The advances in technology have double consequences to distant learning, hence important to address them appropriately.

            For the traditional classroom setup, the methods of assessment of the quality of education are similar, but with a different approach. The assessment tools used are physically administered that limits the chances of compromised data (Pulsford, Jackson, O'brien, Yates & Duxbury, 2013). Also, the use of student’s grades and evaluations are a true reflection of the quality of education acquired by the learner.       

References

Frimming, R. E., Bower, G. G., & Chulhwan, C. (2013). Examination of a Physical Education      Personal Health Science Course: Face-to-Face Classroom Compared to Online Hybrid         Instruction. Physical Educator, 70(4), 359-373.

Pulsford, D., Jackson, G., O'brien, T., Yates, S., & Duxbury, J. (2013). Classroom-based and        distance learning education and training courses in end-of-life care for health and social        care staff: A systematic review. Palliative Medicine, 27(3), 221-235.       doi:10.1177/0269216311429496

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