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Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editor-in-Chief
Yunus Söylet

Editors
Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2021 Volume 11
 
 
Deomed Publishing
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Volume 11, Issue 1, April 2021,
Page(s): 74-86
Original Empirical Research
Received: November 13, 2018; Accepted: April 23, 2020; Published online: February 15, 2021
doi:10.2399/yod.19.019000; Copyright © 2021, Deomed
Evaluation of the Undergraduate Nursing Curriculum by Using Context, Input, Process, and Product (CIPP) Model
Gülsüm Çonoğlu ORCIDID (E-mail), Fatma Orgun ORCIDID
Department of Nursing Education, Nursing Faculty, Ege University, İzmir, Turkey
Abstract
The aim of this study is to evaluate the undergraduate curriculum of a nursing program in accordance with nursing students' and instructors' opinions by using the Context, Input, Process, and Product (CIPP) model. This is a descriptive study which was conducted between September 2017 and July 2018 with 448 students and 82 instructors of a faculty of nursing. The Student and Instructor Information Form and Nursing Undergraduate Curriculum Evaluation Form (NUCEF) were used in order to collect data. The NUCEF consists of 50 items under four sub-dimensions called the Context, Input, Process and Product. The obtained data were analyzed using the SPSS 20.0 program. The frequency, percentage, mean, and standard deviation tests were used in the data analysis. The level of satisfaction with the curriculum was found to be 4.47±2.09 for the students and 6.80±1.89 for the instructors. 42% of the students stated that they thought the program outcomes were not achieved, and 42.7% of the instructors stated they thought the program outcomes were partially achieved. When the distribution of responses of Context, Input, Process and Product sub-dimensions of the NUCEF was examined; the mean item score of the students was found to be between 2.27±1.15 and 3.83±1.06, and the mean item score of the instructors was found to be between 2.08±1.06 and 4.06±.72. Considering all the sub-dimensions of NUCEF, students think that nursing undergraduate curriculum is partially adequate, and instructors think that nursing undergraduate curriculum is adequate. To conclude, it is recommended that the current undergraduate curriculum be reviewed and regulated, continuous and systematic program evaluation and improvement studies be carried out, and program evaluation studies in nursing education be increased.
Keywords: CIPP model, curriculum, curriculum evaluation, nursing education
How to cite this article: Çonoğlu, G, & Orgun, F. (2021). Hemşirelik lisans eğitim programının bağlam, girdi, süreç ve ürün (CIPP) modeli kullanılarak değerlendirilmesi. Yükseköğretim Dergisi, 11(1), 74-86.
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2021, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 4.0 International (CC BY-NC-ND4.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 4.0 International (CC BY-NC-ND4.0) License.