Evaluation of learning encourages licensees to reflect on goals and performance identified through the PPR process. Evaluation can be both formative (during the activity) and summative (at the end of the activity). It provides an opportunity to close out completed goals, carry forward those requiring further action and to inform the process of intention setting for ongoing learning and development.
When evaluating the imp act of professional development on their practice, licensees should consider:
Did I meet my learning goals?
How did I meet my learning goals?
Was the outcome valuable to me? Why or why not?
Who (aside from me) benefited from my learning plan—clients, colleagues?
How have I shared or how will I share this learning experience with colleagues?
How have I been able to maintain and/or enhance my nursing practice?
Licensees may find it helpful to document and keep the answers to these questions as part of their QA records. Sometimes professionals are unable to meet their PD goals—this is not necessarily a bad thing. Priorities, workplaces, and personal circumstances change and can impact professional goals.
Licensees who don't achieve a PD goal can ask themselves:
Were my learning goals SMART (specific, measurable, achievable, realistic, and time bound)?
Are there other ways that I can meet my learning goals?
Do I need to re-assess my learning needs and revise my goals?
How will I revise my professional development plan in the coming year?
The continuous cycle of QA (assessment, feedback, PD planning, and evaluation) ensures nurses reflect on their practice and strive for continuous professional improvement.