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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Formative and summative evaluation of a practice doctorate program.

J Carolyn Graff¹, Cynthia K Russell, Cheryl C Stegbauer

¹College of Nursing, University of Tennessee Health Science Center, Memphis, TN, USA. cgraff@utmem.edu

|July 14, 2007

Summary

Doctor of Nursing Practice programs are growing to meet advanced practice nursing standards. This study evaluates student feedback from these programs to improve nursing education.

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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

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Published on: August 29, 2025

Area of Science:

Nursing Education
Doctoral Studies
Advanced Practice Nursing

Background:

The American Association of Colleges of Nursing recommended Doctor of Nursing Practice (DNP) preparation for advanced practice nurses by 2015.
Existing evaluations of nursing doctoral programs primarily focus on research-focused doctorates.
There is a need to evaluate practice-focused doctoral programs to ensure quality and effectiveness.

Purpose of the Study:

To examine student evaluations of a practice doctorate program.
To assess both formative and summative feedback from students.
To provide recommendations for nurse educators and administrators based on student experiences.

Main Methods:

Utilized formative evaluations from students currently enrolled in a practice doctorate program.
Employed summative evaluations from graduates at graduation and one year post-graduation.
Analyzed qualitative and quantitative student feedback data.

Main Results:

Formative evaluations provided insights into program strengths and areas for improvement during the program.
Summative evaluations indicated student satisfaction and perceived preparedness post-graduation.
Longitudinal data revealed the long-term impact and value of the practice doctorate.

Conclusions:

Student evaluations are crucial for refining practice doctorate curricula.
Feedback mechanisms should include both ongoing formative and post-graduation summative assessments.
Recommendations are provided to enhance program quality and support nurse educators and administrators in developing effective practice-focused doctoral programs.