cipp model

The Integrated and Comprehensive Geriatric Care Program (ICGCP) of the Ministry of Health and Medical Education (MOHME), Iran was designed about a decade ago and is being implemented to maintain and improve the health of the elderly. The program has not been evaluated so far. A comprehensive evaluation of this program is deemed necessary to determine whether this program requires revision or process improvement. Therefore, this study aimed to evaluate the ICGCP of MOHME using the Context, Input, Process, Product (CIPP) model in Qom province.

This descriptive-analytical cross-sectional study included the entire personnel of the health centers in Qom province as the statistical population. The data collection tool was a two-section questionnaire containing items on demographic information and a researcher-made evaluation questionnaire of the current elderly care program based on the four areas of the CIPP evaluation model. Participants meeting the study's inclusion criteria were enrolled through census sampling. The data were analyzed using the SPSS software version 24.

  The mean age of the participants was 34.92 ± 6.98 years, 140 (84.3%) being females. Data analysis showed the following results as Mean ± SD: (1). A regards the context, for the items "Target group's need for the program" and "Identification of the potential of other influential organizations in program implementation": 3.71 ± 1.01 and 2.21 ± 0.99, respectively. (2). As regards input, for the items "Identification of program audiences" and "Necessary budget and funding for the program": 3.70 ± 0.95 and 2.23 ± 0.95, respectively. (3). As regards process, for the items "Program evaluation by officials and executing personnel," and "Recording and tracking issues during the program”: 3.16 ± 0.90 and 2.69 ± 0.85, respectively. (4). As regards product, for the items "Satisfaction with work, commitment and work ethic" and "Conducting case studies in this area":  3.65 ± 0.81 and 2.64 ± 1.01, respectively. In the overall program evaluation, the mean scores for "Program necessity" and "Program delivery quality" were 2.88 ± 0.89 and 2.12 ± 0.80, respectively.

The evaluation of the ICGCP of the Ministry of Health and Medical Education using the CIPP model identified the strengths and weaknesses of this program based on the opinions of health center personnel in Qom province. Policymakers and other relevant authorities can use these findings to enhance the program further.

The purpose of this study is to report the stages of design, implementation and evaluation of this experience.

Methods and Materials:

 A developmental study was conducted based on Kern’s model in the course of basic general medical sciences at Isfahan University of Medical Sciences in 2022. The design stages of the program were done based on literature review and expert panel. In the implementation phase, the medical ethics course was conducted longitudinally by a team of experts from the second to the fifth semester of basic sciences or workshop method. In the evaluation phase, the students who had passed the medical ethics course were selected by random sampling.

The findings showed that holding this course is necessary for the learners (7.52±2.82out of 10). The average evaluation scores were3.57 ± 3.79, input3.57 ± 0.79, process3.28 ± 79, and output3.34 ± 34.92 out of5. The highest agreement was in the field of “need to attend the hospital”1.3±16.96, in the field of “teachers’ dominance”3.94±92, in the field of the process “preservation of dignity and respect of learners”3.88±97 in Output area “My job is not only treating patients” was obtained3.59 ± 1.06. “Impossibility of practicing skills”) (48.2±1.2) and “Access to transportation”(0.3±0.99) gave the least agreement in the whole questionnaire.

The results of the present study showed that the studied units evaluated the state of the area above average(score3). In the overall evaluation, the design, implementation and evaluation of the above average course(score5) has been considered.

Evaluation is essential to ensure the success of the organization. Approach Orinted-Management is one of the most important approaches to serving managers who are responsible for planning, implementing, and evaluating programs. The CIPP model has been distinguished from other models due to its comprehensiveness, continuity and, also the purpose of this model, which is a decision guide in program management (but, there is not enough knowledge about it). Therefore, in this article, the CIPP model and its components are studied.

This is a narrative review article. First, the keywords of evaluation models, approach oriented-management, and CIPP model were searched in available databases including Google Scholar, Science Direct, PubMed and SID, also, textbooks of management and educational evaluation were assessed in 1980-2021. Finally, 23sources including English and Persian books and articles were used to collect

CIPP stands for four different dimensions of the model, which respectively are: Context, contextual evaluation and indicates the extent to which the context is conducive to program formation. Input, this indicates the evaluation of the input. It is a tool for identifying and evaluating competitive applications and can best meet identified needs. The process represents the process evaluation that evaluates and guides the implementation of projects. Product refers to output evaluation. This step, measures, interprets, and judges project results and interpret their merit, value, importance, and correctness.

CIPP model is one of the oriented-management models and helps managers and decision makers to successfully implement plans and how to achieve their aims. This model is recommended as a framework to guide the concept, design, implementation, and evaluation of training programs, systematically

Public health discipline is the basic branch of health sciences, whose graduates are responsible for providing, maintaining, and promoting public health. This study aimed to improve the quality and evaluate public health internship programs using the CIPP model

This longitudinal study was performed on 38 students and instructors of public health using census sampling at Golestan University of Medical Sciences in 2019-2020. The research instruments included a questionnaire of demographic characteristics and an evaluation model based on the CIPP model.  Descriptive statistics for quantitative and qualitative variables were used for data analysis. In each phase of the study, an independent t-test was used to examine the differences between groups using SPSS: 23.

No significant difference was found between the perspectives of online and offline students as well as the perspectives of students and instructors of the internship program for evaluating the quality of the internship program in the study phases (P>0.05). Getting feedback from students, taking a special look at the Log Book, using educational aids, practicing skills, and setting the right time to present an internship program were the issues that should be considered by decision-makers, developers, and implementers of the internship program.

Evaluation using the CIPP model, identified the strengths and weaknesses of the internship from the perspective of students and educators in each phase of the study. The CIPP evaluation model has the potential to guide policymakers and stakeholders to implement reforms in a curriculum for informed decision-making.

Today, evaluation is almost the center of gravity of all educational quality policies and strategies. The present study aimed to evaluate the pre-marriage education program of the State Welfare Organization and its distance from the optimum level, according to the perspectives of provincial and headquarter decision-makers.

This is an applied, descriptive-survey, quantitative study. The statistical population consisted of four groups, including headquarter managers, headquarter experts, provincial prevention deputies, and provincial experts, with a total number of 70 people. Four researcher-made instruments were designed and used according to the groups. The instruments were rated based on a four-point Likert scale. The items were about context, input, process, product, short-term effects, mid-term effects, and long-term effects. The instruments, after being assessed for the psychometric properties, were distributed to the four groups to evaluate the pre-marriage education program. Data were analyzed based on the Gap analysis using standard score of correction.

According to the standard score of correction, the context subscale (indices of design background, briefing actions, and organizational strategy), the input subscale ( indices of instruction, content, and budget), and the product subscale (index of long-term impact) had relatively low utility and most needed to be reformed. On the other hand, the process subscale was relatively more favorable.

Given the priority of reform from the perspectives of the four sample groups, the most important action of decision-makers and managers in reviewing the program is to focus on redesigning and strengthening the infrastructure and re-targeting and determining organizational strategies for the program. A working group needs to be established consisting of scientific and executive agents from provincial and headquarter managers to use the experiences of national programs and the results of educational need assessments.
 

Systematic evaluation of the quality of professors and students as key elements in higher education system, largely guarantee the quality and effectiveness of teaching and learning. Therefore the present study was conducted with aim of evaluating the quality of professors and students of Basic Sciences Educational Groups of Shiraz School of Medicine in input and process section.

The study sample consisted of 110 professors and 266 students. Census was used to select sample in sub-communities of professors and stratified ratio sampling was utilized to select sample in sub-communities of students. Then, separate questionnaire was prepared for professors and students and after the questionnaires were completed, the gathered data were analyzed using the criteria proposed by experts and professors and judgment spectrum.

The results showed that in input section, the quality of the students as an agent was relatively appropriate and the quality of professors as another agent was appropriate. Moreover in the process section, the quality of both students’ academic activities and professors’ educational activities were evaluated as appropriate.

According to the findings, responsible people and planners of medical school should pay more attention to the quality of professors and students and enhance their educational activities based on continuous and systematic evaluation so that achieving the objectives of courses and fields of study become possible.

Clinical teaching is the core of nursing education. Nursing profession is a performance-based professional. The purpose of this study is to determine the rate of achievement of clinical education goals in the basic and fundamental norms of nursing students using the CIPP model.

This descriptive and analytical study was conducted on 54 nursing students of Nursing and Midwifery Faculty in Cairo in 1396. The samples were selected in a pediatric ward and were evaluated based on the checklist. Data were analyzed using SPSS18 software.

The results of the findings showed that nursing students were very good to weak in performing basic skills at different levels, for example, in the skills of vital signs, excessive venipuncture, and poor oxygen therapy.

In this study, nursing students have some deficits in some of the skills and it is suggested that the nursing students' basic skills development is suggested. More opportunities for learners can be solved by weaknesses.

Since neonatal nursing MSc program has not been evaluated systematically, it requires systematic and coherent evaluation for qualitative and quantitative improvement. Therefore, the purpose of this study was to evaluate the neonatal intensive care nursing MSc program based on CIPP model in Isfahan University of Medical Sciences.

As a CIPP-based educational evaluation, this descriptive cross-sectional study was performed in 2014 on 40 participants including one head of department, 7 faculty members of pediatric nursing department, 25 students and 7 graduates of NICU nursing MSc program at Isfahan University of Medical Sciences. Participants were selected by means of census method. The program was evaluated using a researcher-made CIPP-based questionnaire that consisted of context, input, process, and product dimensions. Experts’ opinion was used to verify face and content validity and Cronbach’s alpha coefficient was used to determine the questionnaire’s reliability. Data were analyzed in SPSS software.

Findings showed that the mean scores of context (47/18±7/77), process (120/23±24/5) and product (59/85±17/16) were significantly higher than the average while the mean score of input (84/18±17/9) was lower (p=0. 003).

Results indicate that the input aspect of the neonatal intensive care nursing MSc program at Isfahan University of Medical Sciences is at an undesirable level. Therefore, it seems that improvement of the educational quality and revision of the program require greater emphasis on enhancing factors that might affect the input, especially curriculum and faculty members.