11.00
Hdl Handle:
http://hdl.handle.net/10755/346721
Category:
Full-text
Type:
DNP Capstone Project
Level of Evidence:
Other
Research Approach:
N/A
Title:
Implementation of a Faculty Peer Review Program
Author(s):
Landers, Ronda S.
Advisors:
Forsythe, Lydia L.; Runewicz, Jo Ann
Degree:
DNP
Degree Year:
2015
Grantor:
Capella University
Abstract:

Abstract

In 2014 a private School of Nursing in Tennessee began a Faculty Peer Review Program (FPRP).  Emphasis was generated from a Commission on Collegiate Nursing Education self-study.  The project question was, “In what ways will a FPRP foster innovative approaches to teaching/learning, enhance teaching pedagogies, encourage collegial harmony, boost classroom confidence, and increase overall job satisfaction among full-time and adjunct nursing faculty in a baccalaureate nursing program”.  The purpose was to describe best evidence related to FPRP.  The project’s aims were to improve the faculty evaluation process and promote the sharing of teaching strategies, provide constructive feedback, build professional relationships, and increase the faculty member’s confidence in the classroom. A pre-post questionnaire provided insight on faculty perceptions of the FPRP and included faculty demographics and peer review program evaluation. Face validity of the faculty-developed peer review encounter tool was based on agreement that items within could accurately measure peer review observations. A convenience sample (n=18) was followed for two semesters.  Inclusion criteria were based on faculty role definition. Seventeen faculty members completed the FPRP.  Statistically significant differences were noted in terms of defining student evaluation and peer feedback processes, whether feedback from faculty peers is constructive and appropriate, and whether peer feedback may identify participants’ understanding of the subject being taught.  The FPRP project was effective for evaluating and recommending strategies for improving teaching performance. Participants recommended continuing the FPRP as a method to enhance faculty teaching and that in-class evaluations should be limited to once per semester.

Citation:
Landers, R.S. (2015, March 16). Implementation of a faculty peer review program (Doctoral capstone project). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/346721 [Title of document should appear in italics. Do not include this bracketed instructional text in citation.]
Keywords:
Faculty Peer Review (FPR); Faculty Peer Evaluation; Student Evaluation of Teaching (SET); Faculty Peer Review; Teaching
MeSH:
Faculty, Nursing -- Evaluation
Note:
This work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Repository Posting Date:
2015-03-16T17:52:03Z
Date of Publication:
2015-03-16

Full metadata record

DC FieldValue Language
dc.contributor.advisorForsythe, Lydia L.-
dc.contributor.advisorRunewicz, Jo Ann-
dc.contributor.authorLanders, Ronda S.-
dc.date.accessioned2015-03-16T17:52:03Z-
dc.date.available2015-03-16T17:52:03Z-
dc.date.issued2015-03-16-
dc.identifier.citationLanders, R.S. (2015, March 16). Implementation of a faculty peer review program (Doctoral capstone project). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/346721 [Title of document should appear in italics. Do not include this bracketed instructional text in citation.]en_US
dc.identifier.urihttp://hdl.handle.net/10755/346721-
dc.description.abstract<p align="center">Abstract</p> <p>In 2014 a private School of Nursing in Tennessee began a Faculty Peer Review Program (FPRP).  Emphasis was generated from a Commission on Collegiate Nursing Education self-study.  The project question was, “In what ways will a FPRP foster innovative approaches to teaching/learning, enhance teaching pedagogies, encourage collegial harmony, boost classroom confidence, and increase overall job satisfaction among full-time and adjunct nursing faculty in a baccalaureate nursing program”.  The purpose was to describe best evidence related to FPRP.  The project’s aims were to improve the faculty evaluation process and promote the sharing of teaching strategies, provide constructive feedback, build professional relationships, and increase the faculty member’s confidence in the classroom. A pre-post questionnaire provided insight on faculty perceptions of the FPRP and included faculty demographics and peer review program evaluation. Face validity of the faculty-developed peer review encounter tool was based on agreement that items within could accurately measure peer review observations. A convenience sample (n=18) was followed for two semesters.  Inclusion criteria were based on faculty role definition. Seventeen faculty members completed the FPRP.  Statistically significant differences were noted in terms of defining student evaluation and peer feedback processes, whether feedback from faculty peers is constructive and appropriate, and whether peer feedback may identify participants’ understanding of the subject being taught.  The FPRP project was effective for evaluating and recommending strategies for improving teaching performance. Participants recommended continuing the FPRP as a method to enhance faculty teaching and that in-class evaluations should be limited to once per semester.</p>en_GB
dc.language.isoen_USen
dc.subjectFaculty Peer Review (FPR)en_GB
dc.subjectFaculty Peer Evaluationen_GB
dc.subjectStudent Evaluation of Teaching (SET)en_GB
dc.subjectFaculty Peer Reviewen_GB
dc.subjectTeachingen_GB
dc.subject.meshFaculty, Nursing -- Evaluationen_US
dc.titleImplementation of a Faculty Peer Review Programen_US
dc.typeDNP Capstone Projecten
thesis.degree.grantorCapella Universityen_GB
thesis.degree.levelDNPen
dc.description.noteThis work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
thesis.degree.year2015en
dc.type.categoryFull-texten_GB
dc.evidence.levelOtheren
dc.research.approachN/Aen
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