The document discusses the planning, implementation, and evaluation of continuing education programs. It covers establishing goals and objectives, assessing needs, identifying resources, budgeting, implementing the program, and evaluating outcomes. Effective planning is key and involves determining learning needs, prioritizing needs, and ensuring adequate resources like faculty, funding, and facilities. Programs must also be evaluated on an ongoing basis to assess effectiveness and identify areas for improvement.

1. SUBMITTED TO:-
MRS. ASHA
ASSISTANT PROFESSOR
SINPMS, BADAL
SUBMITTED BY:-
KIRANBIR KAUR
M.SC. NURSING 1ST YEAR
Presentation
on PROGRAM PLANNING,
IMPLEMENTATION AND EVALUATION
OF CONTINUING EDUCATION
PROGRAMS

3.  Continuing education is any extension of opportunities
to reading, studying and training to any person and
adult following the completion of or withdrawl from
full time school/ or college programmes.
 Continuing education in nursing implies to learning
beyond the basic educational programmes. These
experiences are designed to promote the development
of knowledge, skill and attitude for the enhancement
of nursing practice, thus improving the public health.
 Continuing education is planned activity directed
towards meeting the learning needs of the nurse
following basic nursing education, exclusive of full time
formal post basic education.

4.  A successful continuing education programme is the result of careful
and detailed planning. Planning is the key stone for the administrative
process. Without adequate planning, continuing education offerings
are fragmented, haphazardly constructed, and often unrelated.
 Effective planning is required at all levels, local, state, regional and
national and eventually international- to avoid duplication and
fragmentation of efforts and to help keep at minimum gap in meeting
the continuing education needs of nurses.

5.  What is to be done?
Get a clear understanding of what your unit is expected to do in relation to
the work assigned to it. Break the unit’s work into separate jobs in terms of
the economical use of the men, equipment, space, materials and money you
have at your disposal.
 Why is it necessary?
When breaking the units into separate jobs think of the objectives of each
job. The best way to improve any job is to eliminate unnecessary motion
materials etc.
 How is to be done?
In relation to each job, look for better ways of doing it in terms of the
utilization of, materials, equipment and money.

6.  Where is to be done?
Study the flow of work and availability of the materials and equipments
best suited men for doing the job.
 When is to be done?
Fit the job into a time schedule that will permit the maximum utilization of
men, materials, equipment and money and the completion of the job at the
wanted time. Provisions must be made for possible delays and emergencies.
 Who should do the job?
Determine what skills are needed to do the jobs successfully, select or
train the man best fitted for the job.

7. 1. Establishing goals with purpose or philosophy of organization
Purpose gives direction in planning. It identifies the reason for existence.
Purpose are based on the learning needs and societal needs, so it has to be
reviewed from time to time and restated as appropriate.
2. Establishing goals and objectives
Planning moves toward goals which are significant and realistic, which can
be attained. Goals serve to stimulate and direct action and should be
reachable.
An objective is specific, it is a desired end or accomplishment to be
sought.

8.  To assist the nurse in identifying and meeting current learning needs and
those needs generated by changing professional practice.
 To encourage the nurse to identify and influence societal changes which
have implications for nursing and to modify practice accordingly.
 To promote the development of leadership potential of the nurse.
 To identify nursing problems and in seeking solution to them.
 To develop varied teaching methods for extending nursing knowledge and
competency.
 To disseminate new information from varied channels.

9.  To develop varied teaching methods for extending nursing knowledge and
competency.
 To disseminate new information from varied channels.
 To assist the nurse educator in increasing teaching effectiveness.
 To facilitate a return to practice.

10.  To assess the health needs of
nurses, hospitals and
community to plan, implement
and evaluate educational
programmes in hospitals and
health facilities.
 To seek opportunity for and
collaborate with other health
discipline to effect
improvement in the delivery of
health care systems.

11. 3. Determining needs and priorities-
Assessment of needs will be done by survey, through mailed questionnaires,
interview formal and informal discussions with participants and checklist.
After assessing the needs prioritization of needs has to be done.
4. Assess the available resources for establishing the programme-
Careful assessment of ways and means to meet the established programme
goals. Faculty, finances and facilities may be seen as the major resources
required for a continuing nursing education programme.
Adequate financial support appropriate faculty, facilities with easy
accessibility space and necessary equipment required to conduct offering.

12. 5.Plan the budget appropriate for the programme
Separate budget is required for each specific activity and each individual
offering is expected to be self supporting. Budget requires ascertaining all
the anticipated costs of the offering
The fee is set on the basis of the cost involved and the expected
enrolment. Sometimes budget for in-service training or continuing education
programmes will be sanctioned by government, university grants or fee
collected from participants. The coordinators have to write proposal after
the problem that has been identified and the substantiating data collected,
guidelines studied, guidelines has to be followed in writing the proposal.

13. The proposal should be written with
carefulness clear, concise familiar terms
which include enough detail so that
reviewers have a through understanding of
what the project intends to accomplish.

14. 1.Cover sheet includes
 Name of project.
 Summary of project
 Name of funding source to which proposal is directed
 Name and address of institution submitting project
 Name of principal initiator and others involved in proposal preparation
 Date of submission
2.Proposal abstract

15. 3. Proposal narrative
a. Statement of objectives
 Describe the nature of problem.
 Document existence of problem with appropriate data
 Describe the existing efforts to solve problem or create opportunity.
 Define target group
 State goals of project.
b. Procedure
 Describe phases or sequences of procedures
 Describe work performed at each stage and duration
 Show how work will be organised
 Personnel handling each component of work
 Facilities requires
 Resources that will be tapped.
 Evaluation procedures.

16. 4. Budget narrative
Explain each budgetary item
 Criteria and data used to make estimates
 Breakdown of budgetary materials where appropriate.
5. Appendices
 Statement outlining qualifications of institutions requesting funds
 Vitae of personnel involved
 Supporting statements from proposed clientele
 Supporting statements from cooperating individuals or agencies.

17. Project title
Project period from…………..to…………
Personnel services
 List all position titles
 Give the annual rates
 Percent of time on the project
 Projected increase in the salaries
 Funds needed to cover emergencies
Supplies and expenses
 Office supplies
 Duplicating services
 Instructional material
 Telephone
 Reference body and publication
 Printing of form

18. Equipment
 Office equipment
 Duplicating equipment
 Cost of maintenance agreement
 Audio-visual equipment
 Purchased or rented
Travel
 Number of trips
 Place of trip
 By whom
 Cost per trip
Space needs and monthly rental
Other costs
 Insurance
 Miscellaneous

19. Trainee costs
 Subsistence
 Travel
 Salary or stipends
 Space for classes
Sample proposal abstract
 Proposal title
 Submitted by
 Problem
 Objectives
 Procedures
 Timetables
 Budget total

20.  Programming of professional courses in nursing is a joint responsibility of a
director of continuing nursing education and a dean of school of nursing the
formal channels of communication make possible the optional use of the
nursing faculty to explore the needs of continuing nursing education, to set
priorities, to plan courses and to teach them.
 University faculty may be assigned to continuing education in nursing as a
part of regular teaching load or an extra compensation basis. The
opportunity for faculty involvement is highly desirable and provision of
advisory committee at the operational level is needed.

21. Evaluate the results at stated intervals
 Evaluation is needed to assess the effectiveness of the programme or the
progress in order to find out to what extent pre set goals have been
achieved evaluations should be done at different stages of the programme.
 E.g.- Preparatory stage, implementation stage, the impact of programmes,
the process of programme operation, the management systems, efforts and
performance evaluation

22.  Acc. To Ralph Tyler defines Evaluation as " the process of determining
the what extent the educational objectives are being related".
 Acc. To Clara M. Brown, "Evaluation is essential in the never ending
cycle of formulating goals, measuring process towards them and
determining the new goal which merge as a result of new warning".

23.  Evaluation is a continuous process- evaluation is a continuous process. It
forms an integral part of the total system of education and is
intimately related to educational objectives. It exercises a great
influence on pupil study habits and the teachers method of instruction
and helps not only to measure educational achievement but also to
improve it.
 Evaluation include academic and non academic subject- in examination
measurement, the emphasis is upon the academic subject only, where an
evolution covers all the changes that take place in the development of a
balanced personality.

24.  Discovering the needs of an individual and designing learning experience-
purpose of any program of evaluation is to discover the needs of
individuals being evaluated and then to design learning experiences that
will solve these needs.
 Evaluation is purpose oriented- evaluation should be conceived primarily
in terms of purpose which the process of evaluation is intended to serve

25.  To identify the areas which require greater attention in terms of
participation of trainees, academic activities and management- at
planning stage
 To identify bottlenecks in various activities carried out during the
operation of the programme- at implementation stage.
 To assess the acceptability of training in field or actual situation.
 Qualitative improvement in instruction, promotes better learning,
determine future changes and needs.
 For quality control or qualitative improvement.

26.  Evaluation should cover
 The growth and satisfaction of participants.
 The outcome course and the whole programme/activity/task
 Effectiveness of faculty members
 Transfer of knowledge
 Effect on the system
 Procedure for evaluation
 Pre-test and post-test
 Attitude test
 Observation of skills
 Questionnaire
 Audio and video tapes

27.  Focus of evaluation- what do you want to find out
 Devise the instrument- collection of information
 Organise the information- coding, organizing, storing and retrieving
 Analyze the information
 Report the findings
 Reassessing the goals
 Updating, modifying the plan periodically based on needs
 Evaluate the design for validity, reliability, credibility, timeliness and
pervasiveness.

28. SUMMARIZATION

29. RECAPTUALIZATION

30.  Bhaskar Nima. Textbook of
Nursing Education. First
edition. Published by EMMESS
medical publishers. 2013
 Sudha R. Nursing Education
principles and concepts. First
edition. Published by Jaypee
brothers. 2013
 Neerja KP. Textbook of
Nursing Education. First
edition. Published by jaypee
brothers. 2009
 Kumara Neelam. A textbook
of Management of nursing
services and education. Third
edition. Published by S. vikas
and company publishers. 2011
 www.Continuingeducationwikipe
dia.com