An Innovative Faculty Development Process: Peer Review
Abstract
Sally Cantwell and Melissa Neville
Background: Peer evaluation in clinical nursing practice is a process that has been well documented. However, little has been written, or developed regarding the peer review processes of nurse educators in the academic setting. There are a number of reasons for peer review in nursing is education. Peer review can be implemented to ensure the preparation and delivery of nurse educators and promote evidence-based teaching in nursing education. Additionally, peer review can be utilized for faculty development and peer mentoring.
Method: The purpose of this qualitative interpretive descriptive design study was to examine an innovative faculty development process related to faculty peer review at our institution.
Results: The results of this study, demonstrated that peer review of teaching is a beneficial process and source of positive peer influence and faculty development. Based upon the experience at our institution, we are convinced of the necessity for a faculty development process that includes peer review of teaching. This paper presents a brief overview of the reasons for including peer review in evaluating teaching performance and promoting faculty development.
Conclusion: Based upon the results of this qualitative descriptive study, a faculty driven peer review process resulted in highly satisfied nurse educators, promotes faculty development and improvement of teaching at our institution