Evaluating the quality of education-practice relationships

Parameters for comprehensive evaluation of the education-practice collaboration project were evaluated. Cell six and nine were identified as being the most important foci for evaluating the process of collaboration. Groups that used the process to evaluate collaboration can use the information both for decision making and for data collection in the evaluation effort. Objectives of the project frame the purposes of the evaluation. In this case, the purposes were to evaluate effectiveness of the collaboration process/model for both education and practice, and to make recommendations for the next steps. In the best of circumstances, process evaluation should occur at the same time that the process is taking place. Sometimes this approach is not feasible when there is insufficient time or resources, and then alternative designs need to be developed. For example, it is conceivable that a retrospective descriptive survey could capture the essence of the communication, mutuality, and shared resources experience. Hypothetical statements or predictions assist in the process of maintaining clarity about what one really wants to measure or study to ensure that the focus and purposes are commonly understood, measureable, and worthwhile. Objective evaluation is facilitated when the level of measurement is appropriate and the results generated are in concert with the intended purposes. The use of this framework proved its worth after the data were collected and analyzed. It was found that the collaborative process was worthwhile, and that the outcomes of the collaboration were appropriate and meaningful and the goals had been achieved. Recommendations for follow-up flowed neatly from the data analysis and from a general discussion by participants.(ABSTRACT TRUNCATED AT 250 WORDS)