Fostering Peer Evaluation Skills in Nursing Students

Journal of the Arkansas Academy of Science Pub Date : 2021-01-01 DOI:10.54119/jaas.2021.7509

L. DuBose

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Abstract

Nursing peer review is a professional practice in which nurses offer constructive, non-personal, practice-related feedback to fellow nurses. The use of nursing peer review has been recommended by the American Nurses Association (ANA 1988, 2014) and the American Nurses Credentialing Center (ANCC 2008). Despite being recommended by professional organizations, the use of peer review in nursing has not been widely implemented. Evaluation of nursing colleagues has the potential to enhance professional nursing, both in practice and in nursing education. Fostering the skills needed to provide peers with evaluative feedback might best be accomplished if the process is started during nursing school. Teaching ways in which to give and receive feedback without causing feelings of conflict could normalize the process for future generations of nurses. The purpose of this quantitative, quasi-experimental, descriptive study was to examine the impact of teaching nursing peer review skills to student nurses. Based on results, lessons on providing constructive peer feedback will be incorporated into future semesters in a Bachelor of Science in Nursing (BSN) program at a state university in Arkansas.

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培养护理学生的同伴评价技能

护理同行评审是一种专业实践，护士向同行护士提供建设性的、非个人的、与实践相关的反馈。美国护士协会（ANA 19882014）和美国护士资格认证中心（ANCC 2008）建议使用护理同行评审。尽管得到了专业组织的建议，但同行评审在护理中的应用并没有得到广泛实施。对护理同事的评估有可能在实践和护理教育中提高专业护理水平。如果这个过程是在护理学校期间开始的，那么培养为同龄人提供评估反馈所需的技能可能是最好的。教授如何在不引起冲突的情况下给予和接受反馈，可以使未来几代护士的过程正常化。这项定量、准实验性、描述性研究的目的是检验护理同行评审技能对实习护士的影响。根据研究结果，关于提供建设性同伴反馈的课程将纳入阿肯色州一所州立大学护理理学学士课程的未来学期。

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来源期刊

Journal of the Arkansas Academy of Science

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审稿时长

20 weeks