Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study

Abstract

Abstract Peer feedback is useful for enhancing students’ learning outcomes, but nursing students’ experiences of receiving peer video and verbal feedback are not commonly explored. We investigated nursing students’ views on receiving peer video and verbal feedback after simulated practice during skills laboratory lessons. This descriptive qualitative study included 30 first-year undergraduate nursing students. Eight semi-structured focus group discussions were conducted via Zoom and thematically analysed. Five themes and 12 subthemes were developed. Peer feedback was valuable to students as it provided a conducive environment where they received individualised feedback. Students may or may not find it less stressful compared to receiving faculty feedback. Some found peer video feedback useful as it provided evidence of their performance, while others felt that it was unnecessary and hindered learning. Peer and faculty feedback complemented each other and improved student learning. Peer feedback was perceived favourably by the nursing students. It should occur after faculty feedback and both forms of feedback should be part of the nursing curriculum.