Abstract
This study investigated the consensus among schools of nursing in (1) using the eight elements of effective performance appraisal identified in the literature and (2) identification of domains, dimensions, and subdimensions of faculty performance. Content analysis was done of actual policies, procedures, and forms from 86 schools with graduate programs. Performance appraisal systems were found to be in an early stage of development. There was substantive agreement on teaching, service, and research as domains, with 25% or fewer schools also using faculty development, professional practice, and/or administration. There was less consensus as to the attributes of domains. Specific dimensions and their assignment to domains, as well as recommendations to guide future development, are discussed.
Collapse