The Cipp Model for Program Evaluation

Stufflebeam, Daniel L.

doi:10.1007/978-94-009-6675-8_7

Cited by 145 publications

(207 citation statements)

References 2 publications

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“…The CIPP (context, input, process, and product) evaluation model was used to guide evaluation of the project [15].…”

Section: ،٢ ‫العدد‬ ‫عرش،‬ ‫اخلامس‬ ‫املجلد‬ ‫العاملية،‬ ‫الصحة‬mentioning

confidence: 99%

Rationale, methods and first results of the Iranian national programme for prevention of chronic diseases from childhood: caspian study

Motlagh¹,

Kelishadi²,

Ardalan³

et al. 2009

East Mediterr Health J

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The CASPIAN Study aims to implement a school-based surveillance system for prevention of noncommunicable diseases from childhood in the Islamic Republic of Iran. The baseline survey was conducted from November 2003 to May 2004 in 23 provinces among 21 111 school students aged 6-18 years and their parents. The data collected included: birth weight and current anthropometric measurements; dietary and exercise habits; family history of chronic diseases; and knowledge about prevention. Fasting blood sugar and lipid profile were assessed in a subsample of 4811 students. Rationale

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“…The CIPP (context, input, process, and product) evaluation model was used to guide evaluation of the project [15].…”

Section: ،٢ ‫العدد‬ ‫عرش،‬ ‫اخلامس‬ ‫املجلد‬ ‫العاملية،‬ ‫الصحة‬mentioning

confidence: 99%

Rationale, methods and first results of the Iranian national programme for prevention of chronic diseases from childhood: caspian study

Motlagh¹,

Kelishadi²,

Ardalan³

et al. 2009

East Mediterr Health J

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“…The CIPP program evaluation model was used to guide, strengthen, ensure accountability, publish effectiveness, and rule out ineffectiveness in various disciplines and areas of service (Stufflebeam 2007). Interview questions followed the CIPP evaluation model infused with criteria from TIA, the six core strategies for reducing seclusion and restraint (National Association of State Mental Health Program Directors 2006), and Kotter's (1995) eight-step change model.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of a Program Model for Minimizing Restraint and Seclusion

Craig

Sanders

2018

Adv Neurodev Disord

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This study conducted a longitudinal evaluation of an organizational change effort to minimize restraint and seclusion within a behavioral healthcare facility that serves at-risk and high-risk clients with intellectual, developmental, and psychiatric disabilities, using a context, input, process, and product model. The change effort was developed and implemented at an agency in the midAtlantic region of the USA that provided a continuum of care to children and adults in residential, educational, and home settings. There was a 99% decrease in restraint frequency, a 97% decrease in staff injury from a restraint, a 64% decrease in client-induced staff injury, and an increase in client goal mastery 133% from 2003 to 2016. Trauma-informed, less restrictive treatment methods provided safer treatment for individuals with a variety of disabilities, while increasing mastery of individualized goals. It also saved the organization over $16 million in lost time expenses, turnover costs, and workers' compensation policy costs.

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“…The first are dedicated to describing the variables that can influence the learning process, i.e. the motivation to learn (Noe, 1986), learning and retention (Baldwin and Ford, 1988) and obstacles to learning (Holton et al, 2000); while the second aims to describe the whole learning process in a systematic way: the CIRO (context, input, reaction, output) by Warr et al (1970), the four Krikpatrick's levels (1976) and the CIPP (context, input, process, product) by Stufflebeam, 1983, until the flawed four-level evaluation model (Holton, 1996) that connects learning, individual performance and organizational performance.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Evaluating the quality of the learning outcome in healthcare sector

Cervai

Polo

2015

Journal of Workplace Learning

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Purpose – This paper aims to present the Expero4care model. Considering the growing need for a training evaluation model that does not simply fix processes, the Expero4care model represents the first attempt of a “quality model” dedicated to the learning outcomes of healthcare trainings. Design/Methodology/Approach – Created as development of the Expero model (Cervai et al., 2013), the Expero4care model has been tailored for workplace learning in the healthcare sector and tested in six organizations across Europe. The model has been validated through the review of an international team of experts and its approval as QualiCert standard. Findings – Expero4care allows the evaluation of the quality of learning outcomes focusing on competences, impact in the workplace, transferability, participation and credits. The evaluation process involves different categories of stakeholders (learners, trainers, colleagues, managers, internal or external bodies that can benefit the training’s results, i.e. final users of the service, such as patients and citizens), and it is based on a systematic data collection and comparison among expectations and perceptions. The implementation of the Expero4care model gives the opportunity to start a continuous improvement process of the trainings in the healthcare service. Research limitations/implications – Expero4care has been tested in both university courses and organizational trainings dedicated to professionals in the healthcare sector. The initial sample is not wide enough to cover all the countries and the types of trainings, so a larger implementation is needed to validate its appropriateness. Social Implication – Expero4care is the first model created specifically for organizations providing training in the healthcare sector. The implementation of the Expero4care model – adaptable to different kind of organizations and trainings – means that it is possible to highlight the value of the training considering its impact on the workplace and on the citizens. Originality/value – As the most commonly used tools to assess the quality of trainings consist of questionnaires submitted to participants at the end of the training and considering that quality models have not been utilized to analyse learning outcomes in healthcare, Expero4care represents the first quality model dedicated to training in healthcare service.

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The Cipp Model for Program Evaluation

Cited by 145 publications

References 2 publications

Rationale, methods and first results of the Iranian national programme for prevention of chronic diseases from childhood: caspian study

Rationale, methods and first results of the Iranian national programme for prevention of chronic diseases from childhood: caspian study

Evaluation of a Program Model for Minimizing Restraint and Seclusion

Evaluating the quality of the learning outcome in healthcare sector

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