Teaching Nursing Views
An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents.
While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced.
The aims of nursing education principally center on the transmission of nursing knowledge, and assisting nursing students to acquire the necessary skills and attitudes associated with nursing practice. As with professional preparation generally, nursing education encompasses the three domains of learning, the cognitive, the affective, and the psychomotor. One way to enhance nursing education is to evaluate the effectiveness of teaching in nursing education programs. An interest in evaluating teaching effectiveness has increased over time and acceptance of the need to evaluate teaching has continued to grow. Defining what we mean by effective teaching, however, presents a challenge to the profession.
This study was the first research endeavor into teaching effectiveness evaluation in the faculties of nursing in Tehran. The purpose of this paper is to report on the perceptions of nursing educators and students in Iran with respect to actual and preferred evaluation methods c– who evaluates and how a– including identification of their beliefs about the teaching-learning process, criteria for evaluating teaching effectiveness, and the impact of evaluation elements on teaching-learning outcomes. The findings of this study provide some direction on where we might begin to understand and to improve nursing education in Iran.
Teaching Nursing Images
