{"title":"提高同伴反馈表现的教育干预。","authors":"Amanda Haverhals","doi":"10.1097/NNA.0000000000001290","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Offering peer feedback on a routine basis may improve nursing, patient, and organizational outcomes by addressing potentially problematic issues before they occur.</p><p><strong>Background: </strong>There is limited literature of specific feedback processes, although national agencies support peer feedback as a professional responsibility.</p><p><strong>Methods: </strong>An educational tool was used to train nurses on defining what constitutes professional peer review, reviewing ethical and professional standards, and evaluating the types of peer feedback supported by the literature along with suggestions to use when giving and receiving peer feedback.</p><p><strong>Results: </strong>The Beliefs about Peer Feedback Questionnaire was used to evaluate the nurses' perceived value and confidence when giving and receiving peer feedback before and after the implementation of the educational tool. The nonparametric Wilcoxon signed rank test demonstrated overall improvement.</p><p><strong>Conclusions: </strong>When peer feedback educational tools were available to nurses and the environment supports professional peer review, there was a significant improvement in the level of comfort when giving and receiving peer feedback, along with increased perceived value of peer feedback given and received.</p>","PeriodicalId":50108,"journal":{"name":"Journal of Nursing Administration","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"An Educational Intervention to Enhance the Performance of Peer Feedback.\",\"authors\":\"Amanda Haverhals\",\"doi\":\"10.1097/NNA.0000000000001290\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Offering peer feedback on a routine basis may improve nursing, patient, and organizational outcomes by addressing potentially problematic issues before they occur.</p><p><strong>Background: </strong>There is limited literature of specific feedback processes, although national agencies support peer feedback as a professional responsibility.</p><p><strong>Methods: </strong>An educational tool was used to train nurses on defining what constitutes professional peer review, reviewing ethical and professional standards, and evaluating the types of peer feedback supported by the literature along with suggestions to use when giving and receiving peer feedback.</p><p><strong>Results: </strong>The Beliefs about Peer Feedback Questionnaire was used to evaluate the nurses' perceived value and confidence when giving and receiving peer feedback before and after the implementation of the educational tool. The nonparametric Wilcoxon signed rank test demonstrated overall improvement.</p><p><strong>Conclusions: </strong>When peer feedback educational tools were available to nurses and the environment supports professional peer review, there was a significant improvement in the level of comfort when giving and receiving peer feedback, along with increased perceived value of peer feedback given and received.</p>\",\"PeriodicalId\":50108,\"journal\":{\"name\":\"Journal of Nursing Administration\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Administration\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1097/NNA.0000000000001290\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Administration","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNA.0000000000001290","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
An Educational Intervention to Enhance the Performance of Peer Feedback.
Objective: Offering peer feedback on a routine basis may improve nursing, patient, and organizational outcomes by addressing potentially problematic issues before they occur.
Background: There is limited literature of specific feedback processes, although national agencies support peer feedback as a professional responsibility.
Methods: An educational tool was used to train nurses on defining what constitutes professional peer review, reviewing ethical and professional standards, and evaluating the types of peer feedback supported by the literature along with suggestions to use when giving and receiving peer feedback.
Results: The Beliefs about Peer Feedback Questionnaire was used to evaluate the nurses' perceived value and confidence when giving and receiving peer feedback before and after the implementation of the educational tool. The nonparametric Wilcoxon signed rank test demonstrated overall improvement.
Conclusions: When peer feedback educational tools were available to nurses and the environment supports professional peer review, there was a significant improvement in the level of comfort when giving and receiving peer feedback, along with increased perceived value of peer feedback given and received.
期刊介绍：
JONA™ is the authoritative source of information on developments and advances in patient care leadership. Content is geared to nurse executives, directors of nursing, and nurse managers in hospital, community health, and ambulatory care environments. Practical, innovative, and solution-oriented articles provide the tools and data needed to excel in executive practice in changing healthcare systems: leadership development; human, material, and financial resource management and relationships; systems, business, and financial strategies. All articles are peer-reviewed, selected and developed with the guidance of a distinguished group of editorial advisors.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
