| pubmed-article:2261337 | pubmed:abstractText | To stay relevant and continue to meet the needs it was created to meet, a 15-year-old continuing education program in cancer prevention and detection for nurses has found change a constant. The process it has followed in evaluation--identifying goals, gathering and analyzing data, and reporting the results--can be compared with the nursing process in which feedback prompts changes and initiates the evaluation process all over again. The most recent part of the program's ongoing evaluation involved 70 nurses enrolled in a three-week continuing education program in which the nurses were pretested and posttested to measure cognitive gain in nine content areas covered in classroom and clinical instruction. Paired t test scores showed overall that students' scores improved significantly, increasing a mean of 18% across all categories. These results indicate that students are gaining knowledge, and measures of skills, improving on those already in place, are being added in what is only the latest modification of a program shaped by feedback from students, faculty, and research. | lld:pubmed |
