The logic model is preferred to investigate whether the program caused demonstrable effects and to answer the question, how do cultivating evaluation skills in a preceptor training workshop better prepare preceptors to evaluate student nurses’ performance after attending the workshop? The reason for this preference is that the logic model gives a visual snapshot of a program or project that describes logical linkage among program resources, activities, outputs, audiences, and short, immediate, and long-term outcomes related to a specific problem, situation, planned activity, and the changes and results one hopes to achieve. A key insight of the logic model is the importance of measuring outcomes or results. This is important because of the potential to waste time and money. Ongoing assessments, reviews, and corrections can produce better program design and a system to strategically monitor, manage, and report program outcomes throughout the development and implementation process.

Three types of outputs will result from the evaluation:

  1. Educational workshops: Presented to preceptors, faculty, and undergraduate nursing students. The focus will be to educate hospital staff nurses who serve as nursing preceptor with an emphasis on teaching preceptors the art of evaluating student nurses’ clinical performance.
  2. Professional development in-service: Presented to preceptors and faculty. The focus will be to identify key elements on clinical competency performance measures that are agreed upon by mentors and faculty.
  3. Research experiences workshop: Presented to preceptors and students from faculty members of the nursing school. The focus is to create a culture of evidence-based practice to enhance effective communication. A portion of this workshop will be dedicated to a brainstorming session which will seek to develop a formalized process of sharing, giving feedback, and creating a safe environment in which transparency is the norm.

The planned activities; education workshop, professional development in-service, and research experience workshop, along with key stakeholders; undergraduate nursing students, staff nurse preceptors, and faculty, will have a positive impact on producing a clearer understanding how to educate hospital staff nurses who serve as nursing preceptor and how-to evaluating student nurses’ clinical performance. Moreover, these activities will cost the facility a minimal amount of money; however, its impact will save the facility thousands of dollars to train new graduates and transitioning nurses during their orientation to the organization. Further, staff nurses will develop into the role of clinical teachers and express confidence in evaluating and monitoring nursing students. In light of the evidence, it is believed that involving stakeholders increases their understanding of the evaluation and their commitment to using the results

Table 1

Logic Model










Plans for sustainability

Here is how the program will continue:

  • A letter of commitment from the leader of the organization stating continued financial support for the preceptor workshop.
  • Additionally, a fee to keep the program going will be charged to preceptors’ that are outside the hospital and school of nursing partnership.

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