AN INSTITUTIONAL EVALUATION DESIGN

Authors

  • Nadia Zanon Narchi Universidade do Grande ABC
  • Maria Romana Friedlande Universidade de Mogi das Cruzes

DOI:

https://doi.org/10.1590/S0104-11692001000500005

Keywords:

evaluation, schools, nursing, teaching

Abstract

This study aims at describing the design used in the evaluation of technical nursing courses in São Paulo State's Education System by means of quantitative and qualitative institutional performance indicators. Such indicators, established by former students and by the labor market, showed to be useful in the evaluation and demonstrated the need for increasing, by means of similar evaluation studies, parameters related to the academic staff's performance as well as that of practical teaching fields. It is concluded that the use of a reasonable number of indicators allowed the articulation among data and a better understanding of the evaluated institutions.

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Published

2001-09-01

Issue

Vol. 9 No. 5 (2001)

Section

Original Articles

License

RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.
Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

Narchi, N. Z., & Friedlande, M. R. (2001). AN INSTITUTIONAL EVALUATION DESIGN. Revista Latino-Americana De Enfermagem, 9(5), 26-31. https://doi.org/10.1590/S0104-11692001000500005