Peer Feedback on Teaching for Health Professions Lectures

The Peer Feedback on Teaching Rubric was developed to support health professions educators in assessing their teaching. It provides a rubric of meaningful feedback to individuals to make improvements in learning and engagement. The rubric can be used to evaluate both in-person and online lectures. Educators can use the rubric in three ways: For self-reflection to assess their own teaching To observe a master teacher to identify important teaching techniques and see how they are effectively implemented To receive peer feedback by having a fellow educator evaluate a live teaching sessionhttps://digitalcommons.unmc.edu/iae_tools/1000/thumbnail.jp

Thrive: Success Strategies for the Modern-Day Faculty Member

The THRIVE collection is intended to help faculty thrive in their roles as educators, scholars, researchers, and clinicians. Each section contains a variety of thought-provoking topics that are designed to be easily digested, guide personal reflection, and put into action. Please use the THRIVE collection to help: Individuals study topics on their own, whenever and wherever they want Peer-mentoring or other learning communities study topics in small groups Leaders and planners strategically insert faculty development into existing meetings Faculty identify campus experts for additional learning, grand rounds, etc. If you have questions or want additional information on a topic, simply contact the article author or email [email protected]://digitalcommons.unmc.edu/facdev_books/1000/thumbnail.jp

A comparison of the self-perceived gerontological nurse competency of RNS in skilled nursing facilities

The purpose of this study was to examine changes in self-perceived competency of Gerontological Certified Nurses in skilled nursing facilities over time after initial certification. The sample used for this study was comprised of registered nurses who participated in the Midwest Geriatric Nursing Quality Improvement project between 2009 and 2011. Data was collected using the Hartford Geriatric Nurse Competencies Tool and a set of qualitative interview questions. The Everyday Excellence Framework was chosen as the foundation for professional practice and to support the Hartford Geriatric Nurse Competencies Tool. Analysis of the data found that there were no significant changes in the self-perceived competency when the current scores were compared with those from the original study. Growth in competency over time was found to be moderate and current self-perceived competency among the nurses was reported to be above average or highly competent. Interviews were conducted using open-ended questions to obtain information on factors that affect change in competency. Nurses who reported higher rates of growth in competency also reported participating in more educational activities and had encountered fewer barriers since becoming certified. In the future, more research in the development interventions to support continued growth in competency and minimize barriers is needed. In addition the implementation of the Everyday Excellence framework and address ways to support ability of the nurse to continue to gain competency in practice