It is advised that all nursing education programs conduct program evaluations to address accountability requirements and information for planning and guiding the delivery of the programs. Stufflebeam’s CIPP Model, supported by triangulation of multiple modes of data collection provides such a theoretical framework for evaluations. This article proposes a total CIPP evaluation framework for nursing education programs. While this evaluation framework is applicable to any nursing evaluation program, it is practically useful for collaborative nursing programs as it allows a full assessment of each partner in its context. Under the direction of this author, the York-Seneca-Georgian-Durham collaborative BScN Program Evaluation Committee in Ontario developed and utilized a CIPP process evaluation.

In 2011, there was an expected shortage of 200 full-time faculty. While there are an estimated 322 graduate students in Nurse Practitioner and Masters/PhD programs in Canada today, the supply of potential new faculty falls short of the anticipated demand in the years ahead (Canadian Association of Schools of Nursing). This mixed method study explored how organizational culture and the perceived level of psychological and structural empowerment are associated with one’s work environment among Canadian nursing faculty and to explore the state of mentorship in schools of nursing.

One goal of undergraduate nursing education is to develop competency in statistics interpretation. This competency requires adequate knowledge and skill to read and analyze the merits of research studies, quality assurance data, and patient data. The literature suggests that RNs may lack undergraduate, entry-to-practice competencies regarding statistical analysis. This review explores and critically appraises the international nursing literature concerning the pedagogy of teaching undergraduate statistics to nursing students. The following dominant three themes: (1) student and faculty characteristics, (2) conceptual framework and (3) the course characteristics of content and delivery guided our review. It was found that there is limited to no evidence concerning the pedagogy of statistics; further research is needed to establish best practices based on evidence.