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.

Author Details

Ronda S. Landers, DNP

Sigma Membership

Non-member

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Other

Research Approach

N/A

Keywords:

Faculty Peer Evaluation, Student Evaluation of Teaching, Faculty Peer Review, Teaching

Advisor

Lydia L. Forsythe

Second Advisor

Jo Ann Runewicz

Degree

DNP

Degree Grantor

Capella University

Degree Year

2015

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Self-submission

Date of Issue

2015-03-16

Full Text of Presentation

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