Abstract

Peer review in nursing is an expectation of every registered nurse in the workplace, and it is essential to accountability and self-regulation of practice in the nursing discipline. However, the literature reveals that professional nurses and nursing students feel peer review is not their responsibility. Research has shown that they state they do not have time to do it, and they feel unprepared for and anxious about the process of providing good feedback to peers. Academic nursing programs should be teaching future nurses to participate in peer review and recognize its value to professional nursing practice. Training in peer review through peer assessment exercises in the academic environment has potential benefits for the student, the instructor, and the nursing discipline as a whole. However, the current literature lacks empirical evidence of concrete, tested teaching strategies designed to prepare nursing students for the peer assessment process. The purpose of this study was to explore the effect of a peer review lesson on the quality of feedback nursing students provide to their peers, investigate whether that effect persists beyond the immediate time period after the lesson, and to determine if the effect was influenced by the motivational constructs of expectancy, value, or cost.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29003155; ProQuest document ID: 2627658963. The author still retains copyright.

Author Details

Joni L. Tornwall, PhD, RN, ANEF

Sigma Membership

Epsilon

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Quasi-Experimental Study, Other

Research Approach

Mixed/Multi Method Research

Keywords:

Peer Review, Nursing Students, Accountability, Standards of Practice, Autonomy

Advisor

Kui Xie

Second Advisor

Shirley Yu

Third Advisor

Joyce Zurmehly

Fourth Advisor

David Stein

Degree

PhD

Degree Grantor

The Ohio State University

Degree Year

2019

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2023-02-15

Full Text of Presentation

wf_yes

Download

Share

COinS