The purpose of this study was to determine the effect of consultation activities in modifying dimensions of teaching as determined by feedback from student ratings of instruction of nursing educators. Consultation involved the use of two treatment procedures. One procedure involved providing feedback from student ratings of instruction and a teaching seminar to a group of nursing educators. The second procedure involved providing feedback from student ratings of instruction and a series of questions for self reflection on teaching to individual nursing educators. Following these two types of consultation, student ratings of instruction were measured to determine any resultant changes.

An experimental posttest, three group design was used to conduct the study. The instruments used for the study were a demographic sheet and the Students' Evaluation of Educational Quality or SEEQ. The sample consisted of 65 nursing faculty members from nine nursing programs located in West Virginia and Virginia.

The hypothesis that there is a difference in student ratings of instruction of nursing faculty who participate in group consultation, nursing faculty who participate in individual consultation, and nursing faculty who do not participate in consultation was not supported.

Recommendations for further study include having a longer timeframe between the consultation activities and posttesting. There should be follow up studies to ascertain if any different teaching strategies were used as a result of participation in consultative processes. Studies should also be conducted to determine if consultation activities are more effective or useful for nursing faculty at the beginning of their teaching career as compared to more experienced faculty.