The question of what was rated most positive or lowest scored by the students was to discover what skills in teaching were considered as an enhanced ability to possess in the
classroom or conversely what was deemed as required to improve performance. Responses by the faculty indicated that there were areas that students identified as positives
about them. These were often reflected in the comment sections of the evaluation process. Respondents were largely found to be positive in areas that included knowledge base and
interaction with students: 01: “My highest scores where in instructor engagement.”
02: “I was positive, how nice I am, they talked about how happy I am and how enthusiastic, they like that.” 03: “…very knowledgeable, excellent, you know, good in the classroom, excellent presentations, great lecturer, very competent, very knowledge in the material.” 05: “They said that I explained things for them to understand, which most instructors don’t do. That I go far and beyond, in making sure that everyone understands my lecture and that is exactly what I do.” 06:“One of the things the students said was that I was able to communicate my material in a way
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that they totally understood. They said that a lot, they said I was totally likable in class, and in
my clinical group.” 07: “No, I can’t remember them all, but they were positive, they were very positive. Things like
she is a great instructor, she is concerned, she is interested in you learning nursing, she is down to earth, she gives the information” The second question did the student rate anything low, was asked to develop what students considered negative in the classroom. Some respondents did report negative comments associated with their evaluations when they first assumed the teaching role, and, that they had improved their evaluations in those areas by taking the student input to improve their teaching performance: 01: “If there were any negatives it was about classroom control.” 02: “Yes, I have gotten negatives about like their stuff not being graded as fast as they want it in my class. I give them a lot of feedback when they write papers; I mean I give them a ton of feedback, correct it and say what they need to do…” 03: “Yes, pretty much what I expected it to be, I’m mean. They don’t like me, I am
uncooperative, and I’m rude, let’s see what else…” 05: “One negative comment, just one, because I was joking, okay, in the clinical setting.”
06: “I don’t understand it why so many of them said it, was my facial expression seems to tell it all. Like if they ask me something I make a face, they comment on my facial expressions.” 07: “I admit I had some negatives. But I think that was, ah, one person said that she’s new, she isn’t organized, ah she felt like the lecture was vague” “There were some negatives, and I knew that, you know, there had to be areas that needed work, this was the first semester.”
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specific teaching styles of the instructors. All of the participating schools had respondents that experienced negative comments, programs that had orientation structures, mentors and those that did not.
A clarifying question was asked, “Did your student share comments with you?” to provide insight into the student evaluative process and encourage faculty sharing of student input. The respondents that had been evaluated stated that there had been comments for each respondent. Student comments were both negative and positive. Positive comments were related to student interactions, presentation of material and knowledge base of individual instructors: 01: “If there were comments they were positive, they did share some about other instructors. I can’t remember any specifics; mostly you were a good teacher.” 02: “I am enthusiastic and they just love that. It makes them so happy for some reason, they want to know what their grade is, but they are excited that I am smiling. It has been mostly positives.” 03: “Oh yeah, I have lots of comments, unprofessional. Then I get other comments, very
knowledgeable, excellent, you know, good in the classroom, excellent presentations, great
lecturer, very competent, very knowledge in the material.” 05: “They said that I explained things for them to understand, which most instructors don’t do.” 06: “Telling me that my lectures were great, they were thorough and that they were able to
understand them.” 07: “No, I can’t remember them all, but they were positive, they were very positive. Things like she is a great instructor, she is concerned, she is interested in you learning nursing, she is down to earth, she gives the information” 09:“The ones that did write comments wrote positive things”
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comments, there were positive areas as well. Negative comments for some may have reflected the teaching styles of the particular respondents.
Respondents that shared that they had some negative comments or ratings on student evaluations also stated that they had positive areas identified by the student evaluators. The students
appeared to appreciate an engaged instructor that has the knowledge and the ability to explain the information in a manner that the class can grasp it. Explanation of material and giving of
information in the manner students can learn it is noted to be considered positive by the rating students. The terms “knowledgeable” and “explain” appear in several of the positive comments that were shared by the respondents.