title: Say yes to peer review: a collaborative approach to faculty development.
abstract: Student evaluations are relied on heavily to provide feedback for teaching improvement and professional growth. However, their use as the primary source of performance feedback may be limiting. To add another dimension to faculty evaluation, a peer-review process for both clinical and didactic teaching was implemented. The authors describe the initiation and development of a peer-review process as a means to ensure comprehensive and multidimensional evaluation.
authors.affiliation: Department of Nursing, University of Saint Francis, Fort Wayne, IN 16808, USA. mblauvelt@sf.edu
authors.forename: Margaret J
authors.initials: MJ
authors.lastname: Blauvelt
authors.forename: Cheryl L
authors.initials: CL
authors.lastname: Erickson
authors.forename: Nancy C
authors.initials: NC
authors.lastname: Davenport
authors.forename: Mary L
authors.initials: ML
authors.lastname: Spath
mesh_terms: D003299:Cooperative Behavior; D005181:Faculty, Nursing / Q000458:organization & administration* / Q000592:standards; D006801:Humans; D015402:Nursing Education Research; D015403:Nursing Evaluation Research; D010380:Peer Review; D013192:Staff Development / Q000379:methods*