RESUMO
Institutions of higher education can lose sight of the importance of teaching. Teaching, in some settings, needs to be restored to its place of primacy in the faculty role and its quality needs to be evaluated. The American Association for Higher Education (AAHE) national project, "From Idea to Prototype: The Peer Review of Teaching," is an attempt to accomplish that purpose. Involvement in the AAHE national peer review project has been the impetus for the Kent State University College of Nursing to initiate a faculty-developed program of peer review. The program has been well received primarily because it was owned and controlled by the faculty. Its voluntary nature, administrative sanction, and strong support have contributed to its success. Faculty explored many possible methods to accomplish peer review. However, the use of a task force, classroom and clinical observations, and teaching circles have been the approaches best suited to this particular departmental culture.
Assuntos
Educação em Enfermagem/normas , Revisão por Pares , Desenvolvimento de Programas/métodos , Humanos , Ohio , Cultura Organizacional , Inovação OrganizacionalRESUMO
The essence of teaching is to make a positive difference in the lives of students. To this end, the nursing department at Kent State University developed and implemented a faculty-driven, voluntary program for peer review of clinical teaching. The authors describe the clinical peer review program and its positive outcomes.
Assuntos
Competência Clínica/normas , Bacharelado em Enfermagem/normas , Prática do Docente de Enfermagem/normas , Revisão dos Cuidados de Saúde por Pares , Ensino/normas , Humanos , Pesquisa em Educação em Enfermagem , Avaliação de Programas e Projetos de SaúdeRESUMO
Since 1994, the American Association for Higher Education Peer Review of Teaching Project has sought to popularize the notion that teaching is both a scholarly activity and community property to be shared with and critiqued by the larger academic community. In order to accomplish these goals, each of the three academic units at the twelve participating universities developed a pilot project that conformed to its own institutional, academic unit, and disciplinary culture. At a large Midwestern university, the academic units of mathematics, history, and nursing developed different projects. Each of these projects took account of the unit's specific culture, and this fact helps to account, in large part, for each project's success.
