Faculty evaluation for professional growth

This article tells the story of an attempt by one school of nursing to develop a system of faculty evaluation that nurtured professional growth. Recommendations for change in faculty evaluation practices were based on recognition of the need to develop a system of evaluation that was seen as less threatening and punitive and that encouraged self direction and participation in the evaluation process. Tools developed to evaluate teaching effectiveness were based on National League for Nursing outcome criteria, and were dependent on concept rather than context (i.e., classroom, clinical).