Recognition andassessment of teaching quality

Abstract

As colleges of nursing and midwiferymove into higher education they will be shaped by the ‘quality ethos’ of their parent university, where in the past, excellence in teaching has in practice been less valued than other (e.g. research) activities. Application of the principles of standards, quality and competitiveness now underlie the quality assessment and quality audit procedures of the University Funding Councils. Colleges of nursing and midwifery have a culture that considers and values excellence in teaching. It is therefore essential that teachers of nursing and midwifery can clearly define their criteria for teaching quality, and more significantly, how this might be achieved, recognized and rewarded. This article discusses the nature of quality in education and suggests different models for consideration. The nature of teaching, teaching quality and competence is reviewed and analysed; with characteristics of good teaching given, in the context of higher education. The assessment of teaching is debated; and a range of criteria are suggested by which teaching activities might be evaluated and judged. By being clear and explicit about these issues nurse and midwifery teachers, as they move into higher education, can work with their higher education colleagues to shape the ‘quality ethos’ to one that values excellence in teaching on a par with that of research.