Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...

Nursing Evaluation

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.

Data Validation

Data Validation

Data validation is an essential part of a comprehensive assessment. Validation is confirming or verifying and opening the door to gathering more assessment data as it clarifies vague or unclear data. The process of checking and verifying the collected information is called data validation. The primary purpose of data validation is to ensure data is as free from error, bias, and misinterpretation as possible.
Nursing assessment guides are generally based on holistic models rather than medical...

Quality Assurance

Quality Assurance

Quality assurance is the overarching term used to describe the activities employed to ensure the proper performance of a system. These activities can be classified into three categories: quality control, quality assessment, and internal corrective measures. Typically, these activities work cyclically: quality control is performed before and during the analysis, while quality assessment occurs during and after the investigation. Internal corrective measures are implemented based on the findings...

Methods of Documentation VI: Case Management Model

Methods of Documentation VI: Case Management Model

The case management model is a multidisciplinary approach that involves healthcare professionals from diverse disciplines, such as physicians, nurses, therapists, social workers, and pharmacists, working collaboratively to address the various needs of patients. Each healthcare professional brings unique expertise and perspectives, contributing to a more comprehensive understanding of the patient's condition and tailoring treatment plans accordingly.
For example, a patient with a chronic...

Guidelines for Writing Outcome

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Understanding Curriculum Implementation with Entrustable Professional Activities Through the Lens of Normalization Process Theory.

Perspectives on medical education·2026

Same author

Workplace-Based Assessment in Orthopaedic Training: A Commentary on Evolution and Growing Pains.

JB & JS open access·2026

Same author

Identifying barriers and facilitators to use of the Canadian emergency department best practices checklist for skin and soft tissue infections.

CJEM·2026

Same author

Geopolitics, international collaborations and publication ethics.

Medical education·2026

Same author

Do outlier assessors provide useful narrative comments?

Medical teacher·2025

Same author

Beyond Individualism and Independence: Exploring Collectivism and Interdependence as Paradigms of Healthcare and Health Professions Education.

Perspectives on medical education·2025

Search research articles

Related Experiment Video

Updated: Jul 3, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Evaluating Competence by Design as a Large System Change Initiative: Readiness, Fidelity, and Outcomes.

Andrew K Hall^1,2, Anna Oswald^2,3, Jason R Frank⁴

¹Department of Emergency Medicine, University of Ottawa, Ottawa, ON, Canada.

Perspectives on Medical Education

|February 12, 2024

Summary

Program evaluation is crucial for educational change. The Competence by Design (CBD) initiative used a robust evaluation strategy to guide its implementation in Canadian postgraduate medical education, ensuring continuous improvement.

More Related Videos

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Characterization of Complex Systems Using the Design of Experiments Approach: Transient Protein Expression in Tobacco as a Case Study

Characterization of Complex Systems Using the Design of Experiments Approach: Transient Protein Expression in Tobacco as a Case Study

Published on: January 31, 2014

Related Experiment Videos

Last Updated: Jul 3, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Characterization of Complex Systems Using the Design of Experiments Approach: Transient Protein Expression in Tobacco as a Case Study

Characterization of Complex Systems Using the Design of Experiments Approach: Transient Protein Expression in Tobacco as a Case Study

Published on: January 31, 2014

Area of Science:

Medical Education
Program Evaluation
Health Professions Education

Background:

Transformational educational change requires robust program evaluation.
Competence by Design (CBD) is a major initiative for competency-based postgraduate medical education in Canada.
Program evaluation was integrated into CBD's design and implementation from inception.

Purpose of the Study:

To detail the program evaluation strategy for the Competence by Design initiative.
To demonstrate how evaluation insights informed implementation progress, challenges, and outcomes.
To provide a framework for evaluating large-scale changes in health professions education.

Main Methods:

The evaluation strategy was built on a logic model and three pillars: readiness, fidelity/integrity, and outcomes.
Data were collected from internal studies and external partners.
A real-time dashboard was developed for transparent monitoring and continuous adaptation.

Main Results:

Evaluation findings directly influenced all aspects of CBD implementation.
The strategy facilitated partner engagement and supported change management.
Understanding of large-scale educational change was enhanced.

Conclusions:

The Competence by Design program evaluation strategy proved essential for guiding transformational change.
The evaluation framework offers valuable insights for future large-scale educational initiatives in health professions.
Continuous evaluation is key to successful implementation and adaptation.