Assessment of diploma nursing program curriculum implementation using Kirkpatrick’s Approach: A case study at Kilimanjaro College of Health and Allied Science-Tanzania

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dc.contributor.authorBulili, Marco Lazaro
dc.contributor.authorNyagero, Josephat
dc.contributor.authorKibusi, Stephen Mathew
dc.contributor.authorBoruett, Norbert
dc.date.accessioned2023-05-26T12:09:29Z
dc.date.available2023-05-26T12:09:29Z
dc.date.issued2022
dc.descriptionFull text article. Also available at https://www.easpublisher.com/media/features_articles/EASJEHL_52_50-56_FT.pdfen_US
dc.description.abstractThe study conducted at Kilimanjaro College of Health and Allied Science-Tanzania, to assess Diploma nursing program curriculum implementation using Kirkpatrick’s approach. The four levels of the model used in assessment. Microteaching steps examined classroom nurse tutors behavior of curriculum implementation process. Aimed to assess how CBET implemented, as since inception in 2008 not assessed and that if, Microteaching technique adhered to in the process besides if implementers has regulatory qualities and experience to the implementation. These help to identify gaps of the implemented curriculum besides the way forward to the solution. Census used with the study. A descriptive cross sectional design of both quantitative and qualitative methods of data collection used. Scaled Likert’s questionnaire following the model, face-to-face interview along with observation used as tools. Nurse tutors was the treatment group whereas students were the control group and tested concurrently. SPSS v20 analyzed the model; paired sample t-test tested the performance significance whereas eta- squared evaluated it. The results between pre (M=3.36, SD=2.69) and post-test [M=6.44, SD=2.64, t (305) =20.671 p< .001 indicated significant increase in performance. The eta squared statistics evaluation of 0.58 indicated a large effect size change. From the study, tutors were committed, had enough knowledge and experience with curriculum implementation. Nevertheless, they are not sufficient compared to the modules taught. Observed major and minor errors in the study, need rectification. Therefore; Kirkpatrick’s model of assessment and Microteaching skills are innovations to measure medical education competences, need campaigns. My opinion, tutors roles need promotions moreover re-defined for awareness. Keywords: Assessment, Competence, Curriculum, General Nursing, Kirkpatrick’s approach, Learning and teaching and Microteaching.en_US
dc.identifier.citationBulili, M. L., Nyagero, J., Kibusi, S. M., & Boruett, M. N. (2022). Assessment of diploma nursing program curriculum implementation using Kirkpatrick’s Approach: A case study at Kilimanjaro College of Health and Allied Science-Tanzania. East African Scholars Publisher, Kenya, 5(2), 50-56.en_US
dc.identifier.otherURL: https://www.easpublisher.com/media/features_articles/EASJEHL_52_50-56_FT.pdf
dc.identifier.urihttp://hdl.handle.net/20.500.12661/4063
dc.language.isoenen_US
dc.publisherEast African Scholars Publisher, Kenyaen_US
dc.subjectAssessmenten_US
dc.subjectCompetenceen_US
dc.subjectCurriculumen_US
dc.subjectGeneral nursingen_US
dc.subjectKirkpatrick’s approachen_US
dc.subjectTeaching and learningen_US
dc.subjectMicroteachingen_US
dc.subjectNursingen_US
dc.subjectKilimanjaro College of Health and Allied Scienceen_US
dc.subjectTanzaniaen_US
dc.titleAssessment of diploma nursing program curriculum implementation using Kirkpatrick’s Approach: A case study at Kilimanjaro College of Health and Allied Science-Tanzaniaen_US
dc.typeArticleen_US
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