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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Blazing an evaluation pathway: lessons learned from applying utilization-focused evaluation to a conservation

Alice B Flowers1

  • 1The Boone and Crockett Club, USA. flowers@boone-crockett.org

Evaluation and Program Planning
|September 8, 2009
PubMed
Summary

This study evaluated a conservation education program

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Area of Science:

  • Environmental Education
  • Conservation Biology
  • Program Evaluation

Background:

  • State agencies aim to assess the effectiveness of conservation education programs.
  • Evaluating programs requires understanding student knowledge, skills, attitudes, and behaviors.
  • Montana's fish and wildlife agency sought to evaluate its conservation education initiative.

Purpose of the Study:

  • To evaluate a state conservation education program's impact on students' science-based understanding and outdoor experiences.
  • To assess student knowledge, skills, attitudes, and intended behaviors related to fish, fishing, and aquatic habitats.
  • To promote the usability and accuracy of evaluation results through a utilization-focused approach.

Main Methods:

  • Employed a quasi-experimental, non-equivalent group design.
  • Administered pre-surveys, post-surveys, and extended post-surveys to over 2000 students.
  • Conducted internet surveys with 114 teachers and telephone interviews with 16 program instructors.
  • Utilized a participatory approach and mixed methods, including a utilization-focused evaluation.

Main Results:

  • The participatory and mixed-methods approach enhanced the interpretation of student survey results.
  • The user-focused evaluation was found to be personal and situational.
  • The approach facilitated the evaluation process, promoting the application of findings and implementation of recommendations.

Conclusions:

  • The utilization-focused evaluation approach proved effective in assessing conservation education outcomes.
  • Further development of evaluation pathways is necessary for more effective outcome assessment.
  • Practical and transferable measures are needed to determine the desired participant outcomes of environmental education activities.