HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012)

_REVIEW_

Concepts and methods of evaluation in nursing education – a methodological challenge Areti Stavropoulou1, Martha Kelesi2 1. Assistant Professor, Nursing Department Technological Educational Institution of Crete 2. Assistant Professor, Nursing Department B΄ Technological Educational Institution of Athens ABSTRACT Aim: The paper explores the concepts and methods of evaluation in nursing education. Rationale: Evaluation of nursing education is a topic received much attention by the scientific community recently. The introduction and the background information of

the paper highlight the theoretical

endorsement of evaluation, the necessity of evaluation in education and the strenuous effort to find workable methodological approaches for evaluation in education. Method: Literature is reviewed from nursing, education and evaluation disciplines. Benchmarking texts on evaluation and education formed the skeleton of the paper. Systematic review search included scientific databases EBSCO, CINHAL+ and PubMed. Findings: Different evaluation concepts, methods and activities on educational evaluation are explored. Issues of methodological appropriateness in educational evaluation that communicated among scientists and received both appraisal and criticism have been traced and discussed. In particular, quantitativequalitative debate formed the basis of significant arguments and influenced the evolution of new evaluation strategies that encompasses synthesis and triangulation. Conclusion: Methodological challenges in evaluation appear to lead equally in frustration and enlightenment and have benefits for the further advancement of evaluation science. Keywords: Evaluation, nursing education, quantitative - qualitative methods, triangulation.

CORRESPONDING AUTHOR

Areti Stavropoulou TEI of Crete Stavromenos 71004 Heraklion, Crete E-mail:[email protected]

INTRODUCTION

E

valuation

process

is

used

in

Every time an individual is required to

everyday life in order to make

make some sort of change and before

decisions for simple or complex matters.

choosing a particular course of action, a Page | 11

E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr

Quarterly scientific, online publication of A’ Nursing Department, Technological Educational Institute of Athens

review of all available options is taking

challenges

place. Different options are assessed;

Various typologies of evaluation theory

advantages and disadvantages associated

and methods exist3 and a number of

with

under

scientific discussions have been made

consideration. In this way the most

regarding the benefits and utilization of

appropriate decision can be reached, the

different

each

option

are

of

scientific

approaches 4,5

to

educational

needs of the individual are effectively

evaluation .

met and the required change has the best

research has been dominated historically

chances for success. This process of

by quantitative approaches5 which were

assessing situations of everyday life –

applauded for their merits, there were

personal or professional – has many

significant

similarities to the process, which is

qualitative approaches to evaluation,

formally

such as the influential work of Patton6.

termed

literature.

evaluation

in

the

Although

credibility.

voices

the

field

endorsing

of

the

The process of evaluation,

which an individual employs to reach to

Specifically, Patton6 states in his seminal

a decision, is fundamentally the same

work

regardless of the area of concern, or its

research methods that qualitative data

source or even of its importance1. It is

and

then the methods used, the focus given

motivations and patterns of behaviour of

the philosophical orientation of each

the people, psychological, sociological

individual or evaluator that provides a

and anthropological insights should be

certain character to each evaluative

taken into account in each evaluation

activity.

activity. This is becoming more apparent

on

qualitative

information

evaluation about

and

beliefs,

each time the evaluation activity focuses Evaluation

has

the

potential

to

be

on education, a field that differs from

beneficial or harmful2. In other words, it

other fields since it works towards the

might be easily misleading. It might lead

spirit, the intellectuality, the ethos, and

to excellent or poor outcomes and

the persona of people7.

decisions. It is for that reason that all elements should

be

underlying carefully

an

evaluation

examined.

Each

Background Information Evaluation Concepts and Education

evaluation has different aims and occurs

Evaluation in modern technologically

in specific contexts, thus the design has

advanced era where decisions can no

to fit the circumstances, yet meet the

longer be based on the intellectuality of

Concepts and methods of evaluation in nursing education – a methodological challenge

Page | 12

HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012)

particular individuals has been highly

outcome of the evaluation rather than

developed. Evaluation is conducted for

evaluation itself. It might be argued that

various reasons and many scientists have

not all options or attributes of evaluation

provided

are explored in detail. However, the two

us

with

their

views

on

evaluation. A variety of definitions exist.

primary and most important concepts of evaluation, the one of the process and

Evaluation

is

defined

involving

collection,

effort

the other of the outcome are in the focus

and

of definitions. After all, as Patton6 says

interpretation of data in order to judge

what else is the purpose of evaluation if

the

programme’s

not to inform action (a process- oriented

objectives8. Other definitions include

activity), to enhance decision-making

evaluation’s role as a process of assisting

(an outcome-related process), to apply

decision making in a specific area of

knowledge and to solve thus, human and

concern1. Rossi and Freeman9 define

societal problems?

achievement

evaluation

of

as

an

analysis a

“the

as:

systematic

application of social research procedures

Evaluations are undertaken for a variety

for assessing the

of reasons. Some of them are reported by

conceptualisation,

Freeman9

design, implementation and utility of

Rossi

social intervention programmes”.

judgement of the worth of ongoing

and

programmes 6

and

and

include

estimation

of

the

Patton uses the term evaluation as “any

usefulness of attempts to improve them;

effort to increase human effectiveness

assessment of the utility of the new

through systematic data-based inquiry”

programmes and initiatives; increasing

and defines evaluation research as: “the

the

systematic

management

examination

of

effectiveness and

of

programme

administration

and

accomplishment and effectiveness in

satisfying

program

requirements of programme sponsors.

and services”.

The

the

authors

accountability

further

state

that

It is necessary to achieve a common

evaluations serve different purposes and

understanding on what evaluation is.

call for different strategies at various

The word “evaluation”

stages in the life of programmes. For new

itself

has a

concrete meaning, that of judgement. In

programmes,

this

determine the degree to which the

respect,

concern

with

definitions the

are

process

mostly

and

the

programmes

evaluations are

help

effective,

to how

Page | 13 E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr

Quarterly scientific, online publication of A’ Nursing Department, Technological Educational Institute of Athens

successfully they are providing their

In recent years there is a growing

intended target populations with the

interest

resources,

approaches in education. Evidence -

services

envisioned

by

and

their

benefits

sponsors

and

designers.

in

developing

evaluation

based education policies and evidence based education practice contribute to this3,4 .As Jenkins2 and Grant-Haworth

Educational initiatives have long been

and Conrad10 similarly stated, in the past

targets of evaluation. Addressing “what

years the reason for this increasing

questions4,

works”

measuring

and

interest

relates

to

the

quality

of

assessing growth in knowledge, stating

education. Educators rely on evaluation

course expectations, developing rubrics

in order to justify the quality of their

for

to

teaching and to identify areas which

measure quality of work over time,

need improvement. In addition policy

assessing students regularly, organising

makers attempt through evaluation to

the assessment of data and using the

validate and sustain effective changes

feedback to make course corrections are

that

some of the elements of evaluation in

experienced. In this respect evaluation of

education2. Evaluation is becoming a

educational programmes is viewed as a

necessary part of education, particularly

defence against the claim that existing

in

education is not preparing adequately

single

present

events

times,

and

continua

when

educational

educational

the

criticism

challenges of contemporary society.

debate.

Many

for

the

have

systems are subjected to continuous and

individuals

systems

demanding

educationalists view evaluation, in the same way that nurses view quality

Evaluation of educational programmes

assurance as a mean of justifying their

supports

actions,

appraisal and

education as this provided by Deming11:

professional empowerment. It is also a

“to increase the positive and decrease

way of initiating self-assessment and

the negatives so all students keep their

developing

yearning for learning”

gaining work

personal

evaluation

and

enhances

the

aim

of

techniques, which are prerequisites for increasing self-confidence and personal

Evaluation of educational programmes

growth.

provides data on positive and negative aspects

and

supports

learning

experiences that have positive effects on Concepts and methods of evaluation in nursing education – a methodological challenge

Page | 14

HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012) 10

students’ growth and development . A

applied. These methods originated from

series of collaborative evaluation efforts

the

were reported in the field of education in

orientations of qualitative inquiry, such

order

high-quality

as ethnography, phenomenology, and

programmes and assist decision making

hermeneutics. Qualitative methods in

at all levels3,5,1.Within these efforts a

evaluation,

number

argument

to

support

of

different

methodological

theoretical

due

traditions

to

between

the

and

traditional

qualitative

and

approaches were applied, creating thus

quantitative research, have been exposed

another

to criticism regarding their rigor and

broad

area

of

debate

in

subjectivity9,

evaluation.

despite

the

fact

that

applied research in the fields of health Findings

care and education takes place in real

The Quantitative–Qualitative Argument

time and in changing context over which

and Evaluation Inquiry

full control will never be possible3.

In

the

early

years

of

educational

evaluation, the dominant approach was

As a result of this evolvement, a series of

quantitative and experimental borrowing

different

its procedures from the scientific method

evaluation have been developed such as

of physical and biological sciences. This

process

was considered to be a desirable research

individualised outcomes, case studies,

12

qualitative evaluation,

approach and evaluation . Regardless of

implementation

that,

Furthermore,

qualitative

evaluation

have

approaches gained

to

considerable

applications evaluation

to of

evaluation. different

evaluation

frameworks have been developed such as

interest as they appeared to provide the

the

opportunity to evaluators to look further

evaluation,

than testing hypotheses, to examine

evaluation16,17,18.

programme

through

methods and approaches to be used for

participants’ behaviours, staff action and

an evaluation depends on the aim and

the full range of human interactions that

the purposes of the evaluation, the

can

researcher’s orientation, the questions,

be

activities

part

experiences13,14,15. beyond

the

of In

traditional

programme this

respect,

quantitative

goal-free

evaluation,

responsive

utilisation-focused Selection

of

the

which need to be answered, and the problems which need to be resolved14.

methods that can be used in evaluation, a wide range of qualitative methods are Page | 15 E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr

Quarterly scientific, online publication of A’ Nursing Department, Technological Educational Institute of Athens

The

quantitative-qualitative

and

the

resultant

enhanced

the

argument

scientific

constructivism,

while

and

approaches

in

quantitative inquiry are associated with

evaluation strategies, approaches and

randomisation and experimental designs.

models. Most importantly, however, it

Scriven16

states

led

approaches

follow

the

of

traditions

different

to

evolution

debate

theoretical

introduction

and

that

positivist

“classic”

science

establishment of qualitative methods in

principles of hypothesis-testing using

evaluation.

methods

quantitative data to test theory whilst

were viewed with scepticism for many

constructivist approaches focus on how

years, this scientific debate proved to be

people make sense of their experience,

beneficial for the qualitative methods,

using qualitative data to generate theory.

Although

these

since they have proven their utility to practising

evaluators,

their

Both approaches have strong supporters

distinctiveness to theorists and their

as well as opponents. In addition to the

attractiveness to readers19.

texts that advocate the one or the other approach, some draw attention to the

The starting point of the debate is a

risks of this evolving argument. Sechrest

consideration of the advantages and the

and

disadvantages of the qualitative and

controversy

over

quantitative

qualitative

methods

research

methods

to

Sidani20,

state

continuing

quantitative

versus

hinders

advancement

in evaluation research are considered

programme evaluation. They consider

advantageous

depth,

that proponents of both approaches have

openness, detail of inquiry and deep

exaggerated the differences. Shadish19

understanding of cases and situations.

believes

Quantitative methods are praised for

quantitative debate in evaluation has

rigorous

measurement,

brought

statistical

aggregation

terms

of

comparison, of

data

and

that

social

the

increased

science

the

evaluation inquiry. Qualitative methods in

of

that

qualitative awareness

and

to

evaluators about philosophy of science,

generalisability6. Qualitative research in

concluding

evaluation is associated with naturalistic

grounds there are many errors and

inquiry, inductive analysis, fieldwork,

misunderstandings associated with the

empathy

holistic

ever-lasting debate. He considers that to

Approaches in qualitative

juxtapose qualitative methods against

and

perspectives. inquiry

are

insight related

and to

that

on

philosophical

naturalistic

Concepts and methods of evaluation in nursing education – a methodological challenge

Page | 16

HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012)

the “traditional paradigm” is a mistake

approaches

that has to be eliminated.

quantitative and qualitative perspectives.

using

Combination

mixed

of

forms

of

methodologies

is

The debate between the quantitative and

considered as an ideal approach to

qualitative researchers and the resultant

strengthen a study design in programme

impact on evaluation progress led many

evaluation. This is also supported by the

researchers and evaluators to appraise

fact that qualitative methods are no

and

longer a new phenomenon that has to

to

support

new

stances

and

methodological paradigms in an effort to

struggle

resolve the positivist/naturalist debate.

quantitative

Attree3 states that research designs need

persistence

to

qualitative scientists to participate in this

combine

scientific

acknowledgement

of

rigor

with

context;

mixed

for

struggle

respectability

against

establishment. and

have

courage

been

of

respected

and

Within this changing era issues like

community. Today qualitative methods

pluralism and triangulation in evaluation

are

were valued3,21,22,5 and mixed methods

qualitative researchers receive awards

were appreciated by proving to minimize

and

bias

associations. Qualitative inquiry is a

ensure

valid

and

reliable

results22.

are

in

wider

the

recognised

included

the

The

methods may be part of the solution.

and

by

a

evaluation

elected

sophisticated

field

scientific

in with

texts;

evaluation a

complex,

interrelated unit of terms, concepts and Qualitative Approaches to Evaluation

assumptions.

and Triangulation It is surely a matter of scientific maturity

Qualitative research is not unique to

to come to a point where methodological

many disciplines and has a long history

pluralism and utilisation of different

in some

methods is clearly demonstrated and

anthropology education history social

even

work and communication. As Shadish19

encouraged

researchers

such

from as

Patton6,14

and

says

the

introduction

of

qualitative

6,14

speaks

methods seems to be one of the most

mixes,

data

important accomplishments of the first

triangulation, theory triangulation and

30 years of programme evaluation. The

methodological triangulation. He further

same author concludes that qualitative

proposes a variety of different evaluation

methods in evaluation can provide rich

Sechrest and Sidani about

20

evaluation

of them such as sociology,

. Patton

methodological

Page | 17 E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr

Quarterly scientific, online publication of A’ Nursing Department, Technological Educational Institute of Athens

detail about what is being evaluated, can Charsley24

reflect the idiosyncratic constructions

Fenton

and

can

“qualitative sociology demonstrates a

to

be

complexity and connectedness in the

quantitatively

and

texture and meanings of social life that it

qualitatively and are easy to relate to

is difficult to reproduce in quantitative

current issues in the reader’s work and

methodologies”. Qualitative research is

life.

located in the world of the research

worldviews

generate

of

new

investigated

individuals,

hypotheses

both

and

participants

and

thus

note

it

has

that

been

Furthermore, qualitative methods enable

characterized as contextualised research.

new topics and insights to emerge in

Qualitative data focus on experiences

contrast to quantitative methods that

and opinions and provide insights into

cannot provide in-depth information on

the lives and understandings of the

the subjects’ experiences, views and

research subjects. This process produces

feelings21.Qualitative

allows

new and different insights that transform

the study subjects to play an active role

existing understanding by challenging

in the research and express their opinion

taken for granted assumptions about the

openly. This is the reason that these

world and the people who live and

methods appear to enhance a client –

interact in it5.

approach

centered approach as O’ Cathain et al23, state. This is more crucial in the case of

A

evaluation of education that depends on

qualitative methods is that they do not

historical

yield generalisable findings. As Seaman25

backgrounds,

socioeconomic existing

social

cultures,

developments

states

qualitative

major

criticism

studies

even

of

with

careful description of participants and

interactions and decisions. It involves

setting cannot be replicated exactly. In

social needs, personal preferences and

qualitative

ambitions,

demonstrates

learning

developments.

and

the

and

political

the

setting

of

common

processes

and

It is not certain that in

multidimensional

studies the

the

researcher

typicality

of

a

phenomenon observed in a particular

and interactive

situation at a particular period of time. If

context of education, ranking objective

that phenomenon has been reported in

indicator

other

systems

would

reveal

all

research

it

maybe

cautiously

aspects of quality in an educational

generalised across those situations. This

programme7.

criticism is probably the most important

Concepts and methods of evaluation in nursing education – a methodological challenge

Page | 18

HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012)

barrier to the further development of

verifying the findings because the notion

qualitative

of a person independent of the data has

methods

in

evaluation.

However, it should be noticed that

no meaning” 5.

generilisability is not the purpose of qualitative methods. The purpose is

As a contribution to verification and

rather to elicit meaning in a given

rigor of qualitative designs Patton22 cited

situation26. This is an important point for

in Cheek et. Al.,5 notes four kinds of

evaluation in social science, especially

triangulation: a) method triangulation,

when evaluation methods focus on real-

b) triangulation of sources within the

life settings, which are idiosyncratic and

same method, c) analyst triangulation

unique such as education. In real-life

using

settings, evaluation is most probably

findings

grounded

the

triangulation using multiple perspectives

researcher and the reader have their own

or theories to interpret the data. Method

unique theses and produce their own

triangulation concerns with checking out

insights.

consistency of the findings generated by

on

realism

where

multiple and

analysts d)

to

review

theory/perspective

different data collection methods while Researchers can be concerned that their

triangulation of sources within the same

qualitative findings constitute a quite

method concern different information

biased view of the world of participants.

sources used in the same study. The

However,

analyst

the

concept

of

bias

in

triangulation

using

multiple

quantitative research cannot simply be

analysts to review findings of a study

transferred

research

means that all team researchers will be

because the nature of the subject under

involved in independent review of data

investigation and the purpose of the

and

research are different. In qualitative

compared. Finally the aim of theory/

research the role of the researcher and

perspective triangulation using multiple

any

is

perspectives or theories to interpret the

the

data is not only looking for points of

to

qualitative

associate

acknowledged

inherent at

all

biases

points

of

5

research process . In qualitative research

this

will

then

be

constantly

agreement but testing consistency.

the focus is on the context and “there is

no

meaning

to

the

idea

of

an

In the same vein, Silverman et al.,27

independent person removed from the

underscores

context

subjects’ active role in research by noting

of

the

research

objectively

the

importance

of

the

Page | 19 E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr

Quarterly scientific, online publication of A’ Nursing Department, Technological Educational Institute of Athens

that good research goes back to the

reader takes this and produces their own

subjects

insight.

with

tentative

results

and

This

is

the

opposite

of

refines them in the light of the subjects’

generalisation and promotes a realistic

reactions.

view of evaluation through the unique

include

Confirmability

the

may

involvement

of

also

several

sight of the involved individuals.

members of a research team who are entitled to compare analyses, look for

In

regard

to

the

consistencies and inconsistencies and

synthesis of methods, it seems that

either resolve these by consensus or

qualitative approaches in evaluation, by

state whether consensus was not able to

investigating

be achieved.

fields for which little is known, can

in

latter

depth

point,

concepts

the

and

generate new questions which may be The above discussion is leading us to

answered by using a combination of

consider

quantitative and qualitative approaches.

two

important

Participant-reader

and

issues:

synthesis

of

Thus,

one

particular

method

of

methods. Regarding the former it seems

investigation provides researchers with

that qualitative methods in evaluation

the stimuli to utilise a different paradigm

are a mean of actively involving the

in their new inquiries. The ability of

reader

research.

methodologists of one scientific school

Findings related to personal experiences,

to cultivate the ground for collaborating

beliefs,

and

with methodologists from a different

insights are more enjoyable and easy to

school demonstrates a wide intellectual

read for the non-specialist, at least. The

spirit.

in

the

process

attitudes,

of

perspectives

reader is motivated to participate, to reflect and to contribute -either in a

Conclusion

personal or in a public-shared level- in

Consideration of the advantages and the

the

disadvantages of the qualitative and

enhancement

of

knowledge.

Qualitative methods generate a dialogue

quantitative

and further learning. The presentation of

evaluation inquiry, paved the path for a

qualitative findings demands a response

more

from the reader, which contributes the

approach to evaluation. Issues of depth,

outcome of the research. The qualitative

openness, and deep understanding of

researcher

her

cases were appraised and discussed in

interpretation of findings and then the

relation to measurement, comparison,

presents

his

or

research

integrated

methods

to

methodological

Concepts and methods of evaluation in nursing education – a methodological challenge

Page | 20

HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012)

statistical

aggregation

generalisability. theoretical

In

data

addition

paradigms

ethnography,

such

and major as

phenomenology,

ethnomethodology were

of

linked

and with

the

Kogan Page. 1994. 2. Jenkins

L.

Improving

student

learning. Applying Deming’s Quality

hermeneutics

Principles

notions

Quality Press, Milwaukee, Wisconsin.

of

randomisation and experimental designs. Although

Open and Distance Learning Series.

controversy

over

in

Classrooms.

ASQC

1997. 3. Attree M. Evaluating health care

quantitative versus qualitative methods

education:

appear to obstruct the advancement of

Nurse Education Today. 2006; 26:

social

640-646.

science

and

programme

Issues

and

methods.

evaluation, major advantages arise out of

4. Slavin RE. Education Research Can

this debate. Increased awareness for

and Must Address “What Works”

evaluators regarding philosophical and

Questions. Educational Researcher.

scientific

2004; 33 (1): 27-28.

notions

elimination

of

of

evaluation,

errors

and

5. Cheek

J,

Onslow

M,

Cream

A.

misunderstandings in evaluation science

Beyond the divide: Comparing and

and evolution of sophisticated and more

contrasting aspects of qualitative and

integrated approaches to evaluation in

quantitative

education are some of them. Inspired

Advances

evaluators are expected to appraise and

Pathology. 2004; 6 (3): 147-152.

to

support

new

stances

and

research in

approaches.

Speech-Language

6. Patton M. Qualitative Evaluation and

methodological paradigms in the new era

Research

Methods

of the evaluation science. It remains

Publications. 1990.

2nd

ed.

Sage

though a scientific challenge, to view

7. Papanoutsos EP . Measures in our

divergent methodological stances not

days. Εds Filippoti, Athens, 1981.(in

only to coexist in evaluation inquiry but

Greek)

also to expand by using each others’ qualities.

8. Phillips C, Palfrey C, Thomas P. Evaluating Health and Social Care. MacMillan. 1994.

BIBLIOGRAPHY

9. Rossi PH, Freeman HE. Evaluation: A

1. Calder J. Programme Evaluation and Quality. A comprehensive guide to

systematic

approach.

Sage

Publications. 1993.

setting up an evaluation system. Page | 21 E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr

Quarterly scientific, online publication of A’ Nursing Department, Technological Educational Institute of Athens

10.Grant-Haworth Emblems

of

Education.

J,

Conrad

Quality

CF.

in

Higher

Developing

and

Education

and

Human

Services.

2002; 49 (IV): 343-362. 18.Patton

QM

.Utilisation-focused

Sustaining High Quality Programs.

evaluation.

Allyn and Bacon. Boston. 1997.

Evaluation in Education and Human

11.Deming WE. American Association of School Administrators Conference,

Evaluation Models.

Services. 2002; 49 (V): 425-438. 19.Shadish WR. Philosophy of science

Washington D.C. 1992. In: Jenkins L.

and

Improving student learning. Applying

debates: thirteen common errors.

Deming’s

Evaluation and Program Planning.

Quality

Classrooms.

Principles

in

ASQC Quality Press,

Milwaukee,

Wisconsin,

January.

1997.

the

1995; 18 (1): 63-75 . 20.Sechrest L Sidani S. Quantitative and Qualitative methods: Is there an

12.King JA, Morris LL, Fitz-Gibbon CT. How

to

Assess

Program

Implementation. Sage Publications, 1987.

alternative? Evaluation and Program Planning. 1995; 18 (1): 77-87. 21.Chow MYK, Quine S, Li M .The benefits of using a mixed methods

13.Pawson R and Tilley N. Realistic Evaluation.

Thousand

Oaks,

CA:

Sage. 1997. Issues. 2002. In: Debates

in

Alkin MC (Ed)

Evaluation.

Sage

Paublication, 1990. in

Evaluation”

Sage

Publications, 1987.

to

identify

client

22.Patton QM. Qualitative research and

Evaluation.

American

and

Particularly Responsive evaluation. Models.

Evaluation

edn.

how

mixed

methods

research is undertaken in health services research in England: a mixed Retrieved

Evaluation,

3rd

23.O’ Cathain A, Murphy E, Nicholl J.

55-62 Programme

methods.

Thousand Oaks, CA: Sage. 2002.

methods

Evaluation

–

and

2010; 22 (4): 491-498.

Journal of Evaluation. 1991; 12 (1): R.

–qualitative

HIV health care center. AIDS Care.

Why

16.Scriven M .Prose and Cons about Goal-Free

quantitative

evaluation

15.Patton MQ. “How to Use Qualitative Methods

approach

satisfaction and unmet needs in a

14.Patton MQ. Other Methodological

17.Stake

quantitative-qualitative

study.

2007;

7(85) by:

http://www.biomedcentral.com/14726963/7/85. [Accessed : 2/11/2011].

in

Concepts and methods of evaluation in nursing education – a methodological challenge

Page | 22

HEALTH SCIENCE JOURNAL® Volume 6, Issue 1 (January – March 2012)

24.Fenton S, Charsley K. Epidemiology and sociology as incommensurate gain: Accounts from the study of health and ethnicity. Health. 2000; 4:403-425 25.Seaman

C.

Research

Methods.

Principles, Practice and Theory for Nursing.

Appleton

and

Lange,

Norwalk, Connecticut. 1987. 26.Field

PA,

research.

Morse The

JM.

Nursing

application

of

Qualitative Approaches. Chapman & Hall. London. 1991. 27. Silverman D. Interpreting qualitative data: Methods for analyzing talk, text and interaction. London Sage. 2001.

Page | 23 E-ISSN: 1791-809X

Health Science Journal © All rights reserved

www.hsj.gr