Models to Promote and Evaluate Success in Nursing Education Environments
Updated: Mar 14, 2020
While examining the influence and outcomes of teaching-learning experiences, we must employ theoretical philosophies, frameworks, and models that closely evaluate success. Being sure to use a model that assesses contributing factors to education, from facilitatory to inhibitory, lends to a holistic review of the educational experience. Upon collection and review, data are analyzed to yield comparative results, which drive the development of quality pedagogy and a culture of continuous improvement. We find that different models are certainly more or less effective for various educational environments and communities of learners; therefore, careful planning and selection is key.
Educational Interaction Model
The empirically based Educational Interaction Model utilizes a deductive method to assess theoretical postulations. Positives of using this assessment model involve the dual considerations observed from both the individual student and the educational environment, while incorporating variation and influence imposed on the individual by one’s environment. This Educational Interaction Model is effective for assessing motivation and learning, along with the numerous factors that may influence these variables. Another positive is the support to examine factors that influence student learning from micro to macro levels. This deeper evaluation gives way to a more holistic understanding with enhanced outcomes. In our opinion, a potential con involves the limited consideration for the possibility of lacking critical objective factors for review, as it may be difficult to accurately bring about an understanding of each and every contributing factor, and therefore weigh judgment appropriately. However, overall changes in learner performance based on individual abilities and outside influences can readily be understood using this model, so we feel it is a worthy model to use in many learning environments, especially as it encourages increased interaction and understanding of the learners on an individualized basis to promote successful (and supportive!) learning practices.
Quality Improvement Model, Quality Matters
Total quality improvement models, such as Quality Matters, are effective in evaluating the online educational experience. Positively, this model involves a scalable process for quality assurance, where established benchmarks are used for online modes of delivery. Rubrics are used to evaluate standards for the implementation of online teaching and learning experiences, with a large focus on quality support for educators to develop and redevelop based on these standards. The Quality Matters model employs a student-centric emphasis to design and delivery. This model promotes early understanding of the course via clear objectives, which are explained upon introduction. Assessment strategies evaluate the progress of each learner's development by reference to the learning objectives. The Quality Matters model also promotes robust learner interaction and engagement, which are key positives for fostering engagements that encourage critical understanding and retention. Ultimately, reviewers who are trained on the benchmarks for online education assess the distance learning courses. In reviewing the processes of this model, it is understandably a research-supported best practice, as it boasts many positives for use in the online classroom. However, a significant con of this model is that it has limited transferability to other nursing learning environments.
Pause, Reflect, and Plan: What attracts me to these models? Anything? What dissuades me from adopting them into my practice? Do I need to use a mix of these models, or perhaps a collaboration with other models, to meet the various needs of the educational experience I am trying to cultivate? Is my focus on face-to-face, online, or perhaps hybrid learning?