Baccalaureate nursing students' beliefs about peer feedback in the skills lab: A longitudinal study

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-11-26 DOI:10.1016/j.profnurs.2025.11.011

Danielle Scott Ph.D., RN, CEN

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引用次数: 0

Abstract

Background

Peer feedback is an evidence-based instructional strategy that promotes reflective practice, communication, and skill development in nursing education. Despite its benefits, limited research has examined how nursing students' beliefs about peer feedback evolve over time in skills laboratory settings.

Objectives

This study explored longitudinal changes in baccalaureate nursing students' beliefs about peer feedback across four semesters, focusing on its perceived value, quality, and importance as a professional skill.

Methods

A quantitative, repeated-measures design was used to analyze archival data from 35 students enrolled in a competency-based BSN program. Participants completed the Beliefs About Peer Feedback Questionnaire (BPFQ) at four time points. Data were analyzed using one-way repeated measures ANOVA to assess changes across four subscales: instructional value, feedback given, feedback received, and skill importance.

Results

Statistically significant improvements were observed across all subscales (p < .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.

Conclusions

Structured peer feedback in skills labs positively influences nursing students' beliefs over time. Integrating peer feedback into curricula may enhance feedback literacy, critical thinking, and readiness for collaborative clinical environments.

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护理本科学生对技能实验室同伴反馈的看法：一项纵向研究

同伴反馈是一种基于证据的教学策略，可促进护理教育中的反思性实践、沟通和技能发展。尽管有好处，但有限的研究调查了护理专业学生对同伴反馈的看法是如何随着时间的推移在技能实验室环境中演变的。目的探讨护理本科学生在四个学期中对同伴反馈的看法的纵向变化，重点关注同伴反馈的感知价值、质量和作为一种专业技能的重要性。方法采用定量、重复测量设计，对35名参加以能力为基础的BSN项目的学生的档案数据进行分析。参与者在四个时间点完成同伴反馈信念问卷。数据分析采用单向重复测量方差分析来评估四个子量表的变化：教学价值、给出的反馈、收到的反馈和技能重要性。结果在所有子量表中均观察到统计学上显著的改善（p < 0.05）。学生们报告说，他们对同伴反馈的价值和质量及其与专业实践的相关性越来越有信心。结论技能实验室中有组织的同伴反馈对护生的信念有积极的影响。将同伴反馈整合到课程中可以提高反馈素养、批判性思维和对协作临床环境的准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Professional Nursing 医学-护理

CiteScore

4.80

自引率

8.00%

发文量

153

审稿时长

52 days

期刊介绍： The Journal will accept articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.