Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment ++ / format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.

Thesis (M.S.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2003. / Includes bibliographical references (p. 40-44).

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 159-167). Also available in electronic format on the Internet.

This thesis has been written as a result of a research study undertaken to investigate the management of pupil assessment data in schools in the US and the UK. There is a good case for arguing that the effective management of knowledge can play a significant role in enhancing the effectiveness of schools as it does in other organisations. Many would argue that pupil assessment data is a key element in ensuring effective pupil learning and in improving pupil learning (Black et al, 2004; DfES, 2002a; Hopkins et al, 1994, 1987; James and Connolly, 2000). I developed an interest in how schools collect and use pupil assessment data during my work as an Assistant Head of a secondary comprehensive school in South Wales. Whilst working closely with educational colleagues in my own and neighbouring schools and Local Education Authorities, I experienced first hand the limited knowledge and understanding of current assessment practice. Through my own observations of the need to develop an understanding of current practice and from an increasing awareness of opportunities for sharing best practice both within the UK and further a field, I decided to undertake an inter-national comparative analysis of the management of pupil assessment data. The decision was influenced in part by opportunity but mainly by the increasingly global nature of educational policy and practice development including assessment policy and practice (Olson, 2004).

With theoretical foundations in welfare theory, the cost benefit analysis (CBA) technique is a powerful tool for assessing benefits particularly where markets do not exist or would fail (for example due to the existence of public goods) or have become potentially politically excluded (such as the health sector). Unlike other economic evaluation techniques, costs and benefits are measured in monetary terms allowing for comparisons within and between different sectors of the economy for resource allocation decisions. Using contingent valuation (CV) techniques, people's preferences for goods are determined by finding out what they would be willing to pay (WTP) for specified benefits or improvements; or accept (WTA), as compensation for withdrawal or loss of benefit. While the use of WTP methods has grown in other sectors, the uptake in health has been limited. A long-standing criticism is that stated WTP estimates may be poor indicators of actual WTP, calling into question their validity and the use of such estimates for welfare valuation. The aim of this thesis is to investigate the criterion validity of CV-WTP studies. A four-pronged approach including critical appraisals of the available literature and evidence on criterion validity and empirical analyses was adopted. The thesis established the scarcity in criterion validity assessments, particularly in the health sector and that evidence on the criterion validity of CV-WTP is more varied than authors are presenting. The variety in the methods used to assess and report criterion validity assessments is demonstrated. Further, the impact of the analysis of hypothetical WTP on criterion validity assessments and conclusions thereof is demonstrated. The empirical analyses further demonstrate the differences in predictions and predictors of WTP analyses, discussing the effect of these on criterion validity assessments and conclusions. Finally, the thesis offers suggestions for the reporting of criterion validity assessments, in efforts to improve the method.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Title from first page of PDF file (viewed Feb. 13, 2009). Includes bibliographical references.

The thesis entitled Pupil's Portfolio is divided into a theoretical and research sections. The theoretical section describes the pupil's portfolio in a wider context and deals with the analysis and concept of portfolio at primary school. It focuses on the importance of the portfolio for both pupils and teachers. It presents the goals of portfolio. It provides various advantages and disadvantages of the pupil's portfolio. It proposes phases of how to work with the pupil's portfolio. In the theoretical section, the link between the portfolio and the teacher - student - parent is also stated. In the context of the pupil's portfolio, the work is devoted to assessment and learning. Furthermore, the work identifies the pupil's portfolio as a tool of self-assessment and shows how to guide pupils to self-assessment. The thesis examines the possibilities and limits of different types and concepts of pupil's portfolio at primary school. The research section describes and analyzes a specific concept of a representative portfolio in the 5th year of primary school by a teacher V. The conclusion of the research section assesses the viability of the pupil's portfolio and the main benefits of working with it in learning and evaluating pupils at the end of the primary school. The research work also describes the...

No description available.

Thesis (M.S.)--University of South Florida, 2007. / Title from PDF of title page. Document formatted into pages; contains 20 pages. Includes bibliographical references.

Magistro baigiamajame darbe išanalizuota ir įvertinta sveikatos priežiūros institucijoje teikiamų socialinių paslaugų kokybė, iškelta kokybės matavimo ir vertinimo problema bei pateikti siūlymai, kaip šias problemas spręsti. Pirmojoje darbo dalyje teoriniu aspektu tiriama viešųjų paslaugų vadyba, pateikiama socialinių paslaugų samprata, aptariamas jos teisinis reglamentavimas. Antrojoje dalyje nagrinėjama paslaugų kokybės vadyba, paslaugų kokybės sampratos problematika, kokybės matavimo ir vertinimo pagrindinės tendencijos bei problemos. Trečiojoje darbo dalyje pateikiama empirinių tyrimų rezultatų analizė, kuri atskleidžia sveikatos priežiūros įstaigoje teikiamų socialinių paslaugų kokybę ir šių paslaugų matavimo problematiką. / The Final Master Work analyzes and assesses the quality of social services offered in health care institution, reveals the problem of quality evaluation and assessment, and provides recommendations for solving the problems. The first part of the Final Work analyzes the management of public relations, introduces the concept of social services and discusses the legal regulation of the concept. The second part provides the research on the quality management of services, the issues in the concept of quality of services and the basic tendencies and problems in quality evaluation and assessment. The third part gives the analysis of the results of empirical surveys that reveals the quality of social services offered in health care institutions and the problem of services evaluation.