SURVEY OF FACULTY PEER EVALUATION PRACTICES IN SOUTHERN SCHOOLS OF NURSING (NURSING SCHOOL FACULTY, PEER REVIEW).
Contributors: University of Georgia.
Published: 1991
Number of pages: 265
Subjects: Education, Curriculum and Instruction.; Health Sciences, Education.; Health Sciences, Nursing.
Description: Data from the 20 research questions were tabulated by percentages from the schools granting bachelor of science and associate degrees and schools designed as small, medium, and large. Over two-thirds of the respondents indicated that their system of peer review met the purposes of their school.

Respondents identified the following as most important for establishing peer review: nursing faculty as a group, nursing administration, nursing committee, discussion about peer review, discussion about faculty evaluation, and voting to adopt. To collect peer data respondents most frequently identified using a faculty form and collecting data on a yearly basis with only a single visit from one peer.

More than half of respondents indicated 21 of 33 teaching activities to be of high importance for peer evaluation in the classroom and clinical setting. Most important were classroom observation, committee work, service to college and profession, currency of knowledge, clarity of presentation, and relationships with students, faculty, and clients. Over half of the respondents identified peer review of greater importance for instructional purposes than personnel purposes. The teaching activity identified of most importance for instructional and personnel purposes was classroom instruction.

Comparisons of the findings were made between the schools by type of degree granted and by size. Generally the respondents were more similar than different in their responses. Respondents of BS programs tended to indicate the greatest use or highest importance for categories of each question and respondents from large schools the lowest use or importance. Respondents from BS programs indicated a greater use of peer review for research, service to college and community. Large school respondents indicated the lowest use of peer review for most categories except in the clinical setting.

Recommendations were made from the data that might be of assistance to nursing educational supervisors. Suggestions for future research were made.
Notes: Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2002.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1991.

School code: 0077.