Rachel A Joseph PhD, MA, CCRN , Sydney Everett MSN, RN , Elyse Sumarsono BSN , Julia Raugh BSN , Kelly Arraf MN, RN , Dottie Murphy DNP, RN
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引用次数: 0
Abstract
Background
Peer feedback among nursing students at all academic levels can enhance learning and academic experience. Feedback on videos by sophomore students is scarce in the literature.
Aim
The purpose of this study was to examine the effectiveness of giving and receiving peer feedback as perceived by undergraduate sophomore nursing students at a large faith-based university in the northeast U.S.
Methods
A cross-sectional mixed methods design was utilized to collect data using a presurvey, followed by a review of videos covering 5 physical assessment skills by 30 students. The students completed a reflection after reviewing each skill and a postsurvey at the end of all skills.
Results
The preintervention scores were compared with postintervention scores using t-tests, and results indicated that giving feedback helped them to improve learning (p = 0.01). Qualitative data indicated that the students enjoyed the process.
Conclusions
Using peer feedback at the commencement of nursing school may increase the comfort level of the students to give and receive feedback. This could be translated into enhanced leadership in clinical practice to impact patient safety and advocacy.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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