Background Post-registration specialist nursing programmes must balance academic standards with workforce responsiveness, but fragmentation often persists across learning outcomes, assessment structures, and workload distribution. Although theoretical models including constructive alignment, programmatic assessment, competency-based education, and cognitive load theory promote coordinated design, empirical evaluation of integrated programme-level reforms remains limited, particularly regarding structural change and its association with measurable educational outcomes. Methods This retrospective observational cohort study examined the association between a theory-informed programme-level structural redesign and student academic achievement in a United Kingdom (UK) post-registration specialist ophthalmic nursing programme. The study also introduces the Integrated Programme Reform Model (IPRM) as a framework for programme-level educational reform. Nine sequential cohorts of registered nurses were included (N = 106). Six cohorts completed the traditional programme structure (2018–2021; n = 73), and three cohorts completed the redesigned programme (2022–2023; n = 33). The redesign integrated strategies derived from alignment, programmatic assessment, competency-based progression, and workload redistribution. First-attempt summative assessment outcomes were compared using Welch’s t-tests, Mann-Whitney U tests, and Fisher’s exact tests. Effect sizes were calculated using Cohen’s d. Results Following programme redesign, mean student achievement increased from 57.4% (SD 10.6) to 71.1% (SD 8.1), with a mean difference of 13.7% points (95% CI 10.0–17.4; p < 0.001; Cohen’s d = 1.39). The proportion of students achieving distinction (≥ 70%) rose from 15.1% to 60.6% (p < 0.001), while the proportion of scores below the standardised 50% pass threshold fell from 19.2% to 0% (p = 0.005). These findings indicate a distribution-wide upward shift in achievement across the full performance spectrum, alongside reduced variability following redesign. Conclusions Coordinated programme-level structural redesign was associated with sustained higher first-attempt academic achievement across successive cohorts. Causality cannot be inferred: the redesign coincided with a transition to master’s-level provision and a change in assessment modality, the evaluation was conducted within a single programme by an author professionally involved in the redesign, and the data are historical. The IPRM is offered as a conceptual design heuristic for organising programme-level reform and requires prospective, independent, multi-site evaluation before any claim of effectiveness or transferability can be made.

Programme-level redesign and student outcomes in specialist post-registration ophthalmic nursing education: a cohort study

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2026年7月25日

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Inês Martins Esteves

摘要

Background

Post-registration specialist nursing programmes must balance academic standards with workforce responsiveness, but fragmentation often persists across learning outcomes, assessment structures, and workload distribution. Although theoretical models including constructive alignment, programmatic assessment, competency-based education, and cognitive load theory promote coordinated design, empirical evaluation of integrated programme-level reforms remains limited, particularly regarding structural change and its association with measurable educational outcomes.

Methods

This retrospective observational cohort study examined the association between a theory-informed programme-level structural redesign and student academic achievement in a United Kingdom (UK) post-registration specialist ophthalmic nursing programme. The study also introduces the Integrated Programme Reform Model (IPRM) as a framework for programme-level educational reform. Nine sequential cohorts of registered nurses were included (N = 106). Six cohorts completed the traditional programme structure (2018–2021; n = 73), and three cohorts completed the redesigned programme (2022–2023; n = 33). The redesign integrated strategies derived from alignment, programmatic assessment, competency-based progression, and workload redistribution. First-attempt summative assessment outcomes were compared using Welch’s t-tests, Mann-Whitney U tests, and Fisher’s exact tests. Effect sizes were calculated using Cohen’s d.

Results

Following programme redesign, mean student achievement increased from 57.4% (SD 10.6) to 71.1% (SD 8.1), with a mean difference of 13.7% points (95% CI 10.0–17.4; p < 0.001; Cohen’s d = 1.39). The proportion of students achieving distinction (≥ 70%) rose from 15.1% to 60.6% (p < 0.001), while the proportion of scores below the standardised 50% pass threshold fell from 19.2% to 0% (p = 0.005). These findings indicate a distribution-wide upward shift in achievement across the full performance spectrum, alongside reduced variability following redesign.

Conclusions

Coordinated programme-level structural redesign was associated with sustained higher first-attempt academic achievement across successive cohorts. Causality cannot be inferred: the redesign coincided with a transition to master’s-level provision and a change in assessment modality, the evaluation was conducted within a single programme by an author professionally involved in the redesign, and the data are historical. The IPRM is offered as a conceptual design heuristic for organising programme-level reform and requires prospective, independent, multi-site evaluation before any claim of effectiveness or transferability can be made.