Participatory inquiry with a colleague: an innovative faculty development process

Area of Science:

• Nursing Education
• Educational Assessment
• Faculty Development

Background:

• Clinical evaluation is crucial in nursing education.
• Limited research exists on nurse educators' evaluative practices and influencing factors.

Purpose of the Study:

• To explore the evaluative practices of a nurse educator.
• To understand the challenges and opportunities of participatory inquiry in this context.
• To advocate for faculty development in critical self-reflection of evaluative practices.

Main Methods:

• Participatory inquiry involving co-investigators.
• In-depth exploration of one nurse educator's (J.A.J.) evaluation practices.
• Critical examination of influences on these practices.

Main Results:

• The research process led to deeper understanding and transformation for the participating nurse educator.
• Identified the necessity of a structured faculty development process for examining evaluative practices.
• Highlighted the value of peer inquiry in enhancing teaching scholarship.

Conclusions:

• A collaborative, critical inquiry approach to evaluating nursing education practices is essential.
• Schools of nursing should recognize the examination of evaluative practices as a form of scholarship.
• Faculty development programs focused on evaluative practices can transform nurse educators.