Abstract

Peer feedback is a valuable tool in the nursing skills lab for improving student performance, learning, and self-reflection. Peer feedback has been demonstrated to improve student satisfaction and academic performance when conducted effectively while preparing nursing students for clinical practice (Wong & Shorey, 2022). Giving and receiving peer feedback allows students to develop conflict resolution, self-reflection, and critical thinking abilities (Tornwall, 2018). As nursing programs shift toward competency-based education, developing peer feedback skills becomes increasingly important within the nursing curriculum. This concept analysis aims to understand the concept of peer feedback in pre-licensure nursing students. Implications: Understanding peer feedback allows for developing interventions within the nursing curriculum to improve student learning, interaction, insight, performance, and development of knowledge and skills. This project will also allow interventions, such as training in providing feedback, to lessen peer feedback's negative consequences, such as anxiety.

Author Details

Danielle Fleming, MSN, RN, CEN, SCRN currently teaches undergraduate nursing at the University of South Dakota. She has extensive nursing experience in critical care nursing, including neurological, medical, and surgical intensive care, as well as emergency and trauma. Certifications include Stroke Certified Registered Nurse and Certified Emergency Nurse. She is working towards a Ph.D. in Nursing Education at Walden University. She obtained a Nursing Education degree from the University of Texas, a BSN from Wayland Baptist University, and a BBA from Colorado Technical University. Research interests include communication and feedback, nursing student wellness, and stress management.; Jean Yockey, Ph.D., RN, CNE currently teaches undergraduate and graduate nursing students at the University of South Dakota. She has nursing experience in surgical, medical, and mental health nursing and cardiac/trauma code teams. Community nursing experience includes mental health, international surgical nursing, and health education. She completed a PhD in Nursing Education from the University of Northern Colorado, an MSN with a Nurse Practitioner focus from Idaho State University, a BSN from Lewis Clark State College, and an ADN degree from Brigham Young University. She continues to investigate factors that relate to student learning success.; Lorie Truhe, BSN, RN currently teaches undergraduate nursing students at the University of South Dakota. She has been a nurse for 15 years with nursing experiences in Surgical/Urology, ICU, and the Operating Room. Her research focuses on improving nursing education in the skills lab and nursing student wellness.; Susan B. Fowler, Ph.D., RN, CRRN, NE-BC, FCNS is a contributing faculty member at Walden University. She teaches advanced theory and scientific research Ph.D. courses and mentors Ph.D. and DNP students during their dissertations and Capstone projects. She has held numerous nursing research positions in hospitals/medical centers. Dr. Fowler is an avid writer and has served as editor and editorial board member on various nursing journals.

Sigma Membership

Omega Beta

Lead Author Affiliation

University of South Dakota, Vermillion, South Dakota, USA

Type

Article

Format Type

Text-based Document

Study Design/Type

Literature Review

Research Approach

Concept Analysis

Keywords:

Peer Feedback, Nursing Students

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Review Type

None: Submitted for Open Dissemination

Acquisition

Self-submission

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