PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 9416090

A method for developing faculty leaders.

J S Ciesla·N C Lovejoy
View original source ↗Export metadata ↓

Abstract

The authors explore peer review as a mechanism for developing faculty leaders who can meet the educational challenges posed by public demands for accountability in higher education and an increasingly diverse student body. How educational paradigms influence the design of peer review programs is described. Incentives and disincentives as well as options for counteracting disincentives also are considered. Recommendations include the need to study effects of peer review programs on productivity, professional relationships, and educational outcomes within situational contexts, resources, and constraints.

Explore related subjects

Education, Nursing, BaccalaureateFaculty, NursingHumansLeadershipModels, EducationalPeer ReviewSocial ResponsibilityStaff DevelopmentJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

J S Ciesla, N C Lovejoy. A method for developing faculty leaders.. https://doi.org/10.1097/00006223-199711000-00017

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed1999

Helping students convert assignments into articles: tips for teachers.

The student may spend a lot of time and effort on an assignment or essay, and when the lecturer makes this comment about the finished product, may go ahead and submit it to a journal editor. If the editor returns the work with the comment 'our readers would be most interested in your work but it needs to be presented as a journal article', the student rarely feels able to spare the time or make the effort to rewrite and resubmit, and the work is never published. The article and the assignment could, however, be produced simultaneously, and below are some suggestions as to how this could be achieved.

Education, Nursing, Baccalaureate↗
PubMed1999

The professional socialization of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study.

This paper presents a new theory of professional socialization in relation to diploma of higher education in nursing students (Project 2000). It was derived from a 3-year, grounded theory, longitudinal study exploring the effects of supernumerary status and mentorship on students undertaking practice placements. A purposive sample of 17 students was used. Ten students volunteered to be interviewed on five separate occasions throughout their course and to keep a diary to record their experiences of mentorship during their practice placements. Their diary acted as an aide memoir during their tape-recorded interviews. The other seven students participated by diary only and kept written accounts of their experiences of being supernumerary and having a mentor whilst on practice placements. Data were analysed with the aid of NUD.IST and subjected to the constant comparative method of analysis. Findings indicate that the mentor is the linchpin of the students' experience and that some students develop intuition much earlier than previous work has stated.

Education, Nursing, Baccalaureate↗