Document Type

Article

Article Version

Publisher's PDF

Publication Date

1-2014

Abstract

For many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States. Pairs of nursing faculty evaluated each other’s teaching, syllabi, and course materials after collaborating in a pre-evaluation conference to discuss goals of the classroom visit. Qualitative data gathered in post project focus groups revealed that faculty found their modified PRoT process to be a mutually beneficial experience that was more useful, flexible and collegial, and less stressful than their previous evaluation process.

Comments

Copyright 2014 Walter de Gruyter GmbH

The final publication is available at http://www.degruyter.com/view/j/ijnes.2014.11.issue-1/ijnes-2013-0019/ijnes-2013-0019.xml

Archived here with permission from the copyright holder.

Publication Title

International journal of nursing education scholarship

Published Citation

Diane R. Mager, Meredith Wallace Kazer, Jaclyn Conelius, Joyce Shea, Doris T. Lippman, Kathryn Nantz. "Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education." International journal of nursing education scholarship 11.1 (January 2014). DOI: 10.1515/ijnes-2013-0019

DOI

10.1515/ijnes-2013-0019

Peer Reviewed

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