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ERIC Number: ED560448
Record Type: Non-Journal
Publication Date: 2013
Pages: 116
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-9827-8
Implementing Peer Evaluation of Clinical Teaching
Laske, Rita Ann
ProQuest LLC, Ed.D. Dissertation, University of Delaware
Clinical education provides the nursing student opportunities to learn the practice of nursing. In the clinical setting, the nursing student applies classroom knowledge to the real patient care situation. The clinical instructor facilitates this important process by assisting students to integrate knowledge into their practice, improve their critical thinking skills, and prepare them for practice as a registered nurse. A clinical instructor can enhance or impede the nursing student's learning. Given that clinical practice is important to nursing students' professional education, it is crucial for clinical practice to be evaluated for effectiveness. To address this issue, this project examines the question-What might peer evaluation of clinical teaching look like? Chapter one 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. Chapter two reports the methods and data analysis used to answer the research question. A mixed method approach was utilized with both quantitative 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. Chapter three 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania