Assignment: Program Evaluation Models –

Assignment: Program Evaluation Models


Assignment: Program Evaluation Models

Nursing Solutions Inc. (2017). National health care retention & RN staffing report. Retrieved from http://www.nsinursingsolutions. com/Files/assets/library/retention-institute/NationalHealthcare RNRetentionReport2017.pdf

Opperman, C., Liebig, D., Bowling, J., Johnson, C. S., & Harper, M. (2016a). Measuring return on investment for professional development activities: A review of the evidence. Journal for Nursing Professional Development, 32(3), 122Y129.

Opperman, C., Liebig, D., Bowling, J., Johnson, C. S., & Harper, M. (2016b). Measuring return on investment for professional devel- opment activities: Implications for practice. Journal for Nursing Professional Development, 32(4), 176Y184.

OSHA Safety Pays Program Estimator. (2017). Retrieved from https://

Park, A. (2017, October 26). Time Health. Retrieved from http://

Journal for Nurses in Professional Development 311

Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.

What is the return on investment for the time and resources

spent for professional development activities? This is an

update of the two articles published in 2016, which reviewed

literature and demonstrated how financial analysis of

educational activities can drive decision-making. Professional

development activities are routinely planned based on needs

assessments, implemented with evidence-based learning

modalities, and evaluated for effectiveness through linkage to

outcomes. The next level of evaluation is consideration of the

economic impact of professional development activities. This

article includes a review of the most recent studies that provide

cost of educational interventions along with a description of

economic outcomes and an update to the ‘‘Known Costs of

Outcomes Table.’’

A s nursing professional development (NPD)practitioners, we are challenged by the question‘‘What is the return on investment (ROI) for pro- fessional development activities?’’ As described in Part I of this series, NPD practitioners are often the first to be called when a problem exists and among the first to have funding restricted when budgets are tight. Program eval- uation models, a summary of the literature reporting on ROI for professional development activities, and the ‘‘Known Costs of Outcomes Table’’ were included in this first article (Opperman, Liebig, Bowling, Johnson, &Harper, 2016a). The second article added ‘‘how to’’

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