Policy Frameworks and Governance of Student Evaluation of Teaching in Nursing Education: Document Analysis

AIM: To examine institutional documents on Student Evaluation of Teaching implementation in nursing schools and explore how policy frameworks influence their governance and use: DESIGN: A qualitative document analysis. METHODS: Institutional documents related to student evaluation of teaching implementation, quality assurance and programme evaluation were purposively selected from two nursing schools. Documents produced between 2023 and 2024 and relevant to student evaluation of teaching processes in nursing education were included. Data were systematically extracted using a structured analytical framework and thematically analysed. DATA SOURCES: Six institutional policy and quality documents from two nursing schools were analysed. RESULTS: Five themes were identified: enhancing educational quality, fostering continuous improvement, promoting accountability, adopting inclusive evaluation approaches, and aligning with accreditation-driven strategic planning. Policies positioned student evaluation of teaching primarily as instruments for accountability and accreditation, often prioritising compliance over direct teaching enhancement. CONCLUSION: SETs function as policy tools supporting quality assurance and institutional performance. However, their current use may limit their potential to enhance teaching practice and faculty development. Strengthening feedback mechanisms and promoting faculty engagement in evaluation processes may enable SETs to contribute more meaningfully to educational improvement. IMPLICATIONS FOR NURSING PRACTICE AND EDUCATION: Integrating student evaluation findings into faculty development and curriculum design can strengthen teaching quality and support student-centred learning in nursing education. These improvements contribute to preparing a competent nursing workforce capable of addressing complex healthcare needs. The findings highlight the need for balanced policy approaches that support both accountability and pedagogical development, with relevance for nursing education systems internationally. IMPACT: This study highlights how policy, governance and accreditation shape Student Evaluation of Teaching in nursing education. The findings may inform nursing schools, academics and policymakers in strengthening evaluations for both accountability and teaching improvement. REPORTING METHOD: This study adhered to the Standards for Reporting Qualitative Research (SRQR). PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution was involved in this study.