Quality and Learning Outcome Evaluation for the Development of a Bachelor of Nursing Science Program for Non-Nursing Bachelor’s Degree

Abstract

This study evaluated the quality and learning outcomes of the Bachelor of Nursing Science Program for graduates from non-nursing disciplines using the CIPP evaluation model as a framework for curriculum development. Data were collected from 144 participants across five stakeholder groups through a 5-point Likertscale questionnaire with established content validity (CVI = 0.95) and reliability (Cronbach’s α = 0.80), together with focus group discussions. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic content analysis. The findings showed that overall curriculum quality was high. Among the four dimensions, the product dimension received the highest score (M = 4.50, SD = 0.66). The context (M = 4.34), input (M = 4.27), and process (M = 4.00) dimensions were also rated highly. Qualitative data highlight the curriculum’s strengths in both outcomes and alignment with the context, leading to recommendations for improvement. The focus is on creating diverse learning experiences and developing learners’ competencies in alignment with the program learning outcomes, alongside clearly defining graduate identity, and enhancing systems for measurement, assessment, and lifelong learning.