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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2017; 14: 28.
Published online November 29, 2017.
DOI: https://doi.org/10.3352/jeehp.2017.14.28
[Epub ahead of print]
Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study
Manuel Lillo-Crespo1  , M. Cristina Sierras-Davó2  , Rhoda MacRae3  , Kevin Rooney4 
1Nursing Department. Faculty of Health Sciences, University of Alicante, Alicante, Spain
2Nursing Department. Faculty of Health Sciences, University of Alicante, Alicante, Spain
3Institute for Healthcare Policy and Practice, School of Health Nursing and Midwifery, The University of the West of Scotland, Hamilton, United Kingdom
4Department of Anaesthesia and intensive care medicine. Royal Alexandra Hospital, Paisley, United Kingdom
Correspondence  Kevin Rooney ,Email: mcristinasierras@gmail.com
Editor:  Sun Huh, Hallym University, Korea
Submitted: July 27, 2017  Accepted after revision: November 29, 2017
Abstract
Purpose:
Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of Healthcare Improvement Science (HIS) education. We aimed at describing the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning.
Method:
The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. It used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference.
Results:
The framework is feasible and acceptable for use across differing European higher education contexts according to the participants’ piloting and consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions.
Conclusion:
We offer a new evaluation framework to capture the impact of HIS education. Implementation of this tool has the potential to facilitate the continuous development of HIS education.
Keywords: Europe; Health personnel; Curriculum; Delivery of health care; Students.
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