| EVALUATION
PROCESS OVERVIEW - 4 Health Ltd |
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| 4
Health Ltd believes that the evaluation process is an integral part of
the development of all projects and programmes.
It is crucial that healthcare organisations collect and analyses
valid information on performance, effectiveness, added value and impact
of the project/programme on service users and providers.
Everything healthcare organisations do should
be measurable in order to learn:
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The
outcome gained and value of the learning to the organisation |
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Performance
against original objectives |
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Strengths
and weaknesses of the approach/model |
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Cost
effectiveness of the solution |
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Transferability
of learning |
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Resource
implications |
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Quality
and performance implications |
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Our approach is robust and individually
tailored to each piece of work we undertake. |
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Training programmes/events. |
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| A three stage approach is used to ensure
benefits from the training can be identified by the individual and by
the organisation. Table
1 describes the process in more detail. |
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| Table
1: Programme Evaluation |
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| The
evaluation is a three stage process: |
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| Stage
1 |
A
benchmark questionnaire/assessment is completed to assess existing skill
and knowledge levels (sometimes from different perspectives, dependant
on the programme). Then
specific learning objectives and desired outcomes are clearly identified
to establish key success measures for the individual and the
organisation. |
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| Stage
2 |
A
second questionnaire (reactionnaire) is be completed by individuals at
the end of the programme to measure their initial reaction to the
learning and highlight key learning points/ resulting actions that they
intend to implement as a result of the learning.
Data
is gathered and analysed to give the organisation feedback on the
perceived effectiveness of the programme by those undertaking it.
This usually happens within two weeks of the end of a programme. |
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| Stage
3 |
Between
3-5 months after the programme is complete, a further evaluation takes
place to identify the impact of the programme on participant’s
behavioural change by measuring their transfer of learning into
practice. |
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| This
would focus on |
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| Participants |
Improvements in personal
effectiveness and changed
behaviour. |
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| Line Managers |
Improvements in individual’s
performance and execution of responsibilities |
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| Service
Users/Clients |
Changes in service experience |
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| A
summative evaluation report collates the feedback from these sources and
provides valid data that justifies replication of the programme and its
value for money |
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additional development needs highlighted by the process are included in
the report and recommendations for follow up are made where appropriate |
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| Where a project/initiative is the subject of evaluation the fundamental
process is the same but the stages vary in complexity and methodology. An example may be a service review where the benchmarking exercise is
quite detailed and the summative evaluation uses focus groups or patient
satisfaction surveys to identify improvements or changes in practice. |
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Sample questionnaires can
be accessed from here |
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