Health Informatics an Interprofessional Approach 1st Edition By Nelson Staggers
Health Informatics an Interprofessional Approach 1st Edition By Nelson Staggers
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Chapter 5: Program Evaluation and Research Techniques
Complete Chapter Questions With Answers
Sample Questions Are Posted Below
MULTIPLE CHOICE
| a. | Cost, patient safety, and patient outcomes |
| b. | Intervention fidelity, implementation quality, and types of personnel |
| c. | Errors, change in provider decision-making, and cost |
| d. | Unintended outcomes, delays in implementation, and cost |
ANS: B
Intervention fidelity, implementation quality, and types of personnel are areas that would be focused upon in formative evaluation. Results of the formative evaluation are used as feedback to the program for continuous improvement.
DIF: Cognitive Level: Apply REF: p. 73
| a. | Evaluation is concerned with the goals of a specific program and usually has multiple stakeholders as compared to research, which has specific scientific hypotheses and fewer stakeholders. |
| b. | Evaluation studies have higher generalizability, whereas research is concerned with only internal generalizability. |
| c. | Evaluation studies use few methods, whereas research studies use multiple methods. |
| d. | Evaluation studies have longer timelines and more resources, compared to research with shorter timelines and fewer resources. |
ANS: A
Evaluation is concerned with the goals of a specific program, whereas research focuses on a specific scientific hypothesis. There are also fewer stakeholders in research than in evaluation. The scope of research is limited, whereas evaluation has a much broader scope. There are many components in evaluation that cannot be easily put into one category.
DIF: Cognitive Level: Understand REF: pp. 72-74
| a. | Program, summative, and interpersonal theories |
| b. | Scientific, formative, and descriptive theories |
| c. | Scientific, implementation models, and program theories |
| d. | Scientific, statistical, and models |
ANS: C
The three levels of theory relevant to evaluation are scientific theories, implementation models, and program theories. The other choices are either not theories or are specific theories, not levels of theory.
DIF: Cognitive Level: Remember REF: p. 75
| a. | Values, normative expectations, others’ beliefs, and overall prior knowledge |
| b. | Values, beliefs about self-efficacy, normative beliefs, and intrinsic motivation |
| c. | Values, expectations of others, behaviors, and perceived self-efficacy |
| d. | Habit, normative expectations, beliefs about resources, and overall prior knowledge |
ANS: C
The theory of planned behavior focuses on the ability to predict intentions and behavior as a function of beliefs about the value of an outcome, the likelihood that the outcome will occur given the behavior, beliefs about the expectations of others, and self-efficacy beliefs about the personal ability to engage in the activity.
DIF: Cognitive Level: Understand REF: p. 75
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