Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing EducationInternational journal of nursing education scholarship
Article VersionPublisher's PDF
AbstractFor 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.
Published CitationMager, Diana R., Meredith W. Kazer, Jaclyn Conelius, Joyce Shea, Doris T. Lippman, Roben Torosyan, and Kathryn Nantz. "Development, implementation and evaluation of a peer review of teaching (PRoT) initiative in nursing education." International journal of nursing education scholarship 11, no. 1 (2014): 113-120. DOI: 10.1515/ijnes-2013-0019
Citation InformationDiana Mager, Meredith Wallace Kazer, Jaclyn Conelius, Joyce M. Shea, et al.. "Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education" International journal of nursing education scholarship Vol. 11 Iss. 1 (2014)
Available at: http://works.bepress.com/jaclyn_conelius/5/