Part one of the project presents background on types of feedback currently used to evaluate clinical teaching effectiveness. Both student and peer evaluation are utilized as sources of evaluative information for faculty appraisal and development. A review of the literature also identified specific teacher attributes that likely contribute to effective clinical instruction. These identified attributes should be considered for incorporation into a peer evaluation system of a clinical teaching program.
Part two of the project reports the methods and data analysis used to answer the research question. A mixed method approach was utilized with both quantative and qualitative methods. Survey data were collected from Temple University nursing faculty and select NLN accredited RN nursing programs. In addition, personal interviews were conducted with Temple University faculty who participated in a pilot study of peer evaluation of clinical teaching. Findings from these data sources showed that faculty (both Temple University and NLN accredited schools) valued peer feedback on their teaching and advocated for a program for peer evaluation of clinical teaching effectiveness. The data also revealed resources needed to successfully implement a program.
Part three of the project describes a feasible solution for peer evaluation of clinical teaching. This proposed program of peer evaluation of clinical teaching is designed as a formative process of faculty feedback. This section outlines a program description, implementation strategies, needed fiscal resources, and a program evaluation plan.