Comprehensive nursing peer review

Murphy, Jessica; Lung, Christina; Boerger, Judith A; Powers, Jan

doi:10.1097/01.numa.0000542301.90248.30

Cited by 7 publications

(10 citation statements)

References 7 publications

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“…When developing future education-and quality improvement programs it is important to take ways of providing peerfeedback effectively into account. Peer feedback is a process to ensure that patient care is delivered according to clinical practice standards, achieving an optimal level of quality [27,28]. This process supports self-regulation of clinical practice, personal empowerment, and a culture of accountability [29].…”

Section: Discussionmentioning

confidence: 99%

Hospital nurses’ knowledge regarding older patients: a multicenter study

et al. 2021

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Background Nursing care in hospitals increasingly involves older adults. A nursing workforce able to care for the ageing population is therefore critical for ensuring quality older adult care. Gaining insight in the knowledge and attitudes of nurses regarding older patients in the Netherlands is needed to develop and increase the impact of education- and quality improvement programs which can positively influence nurses’ knowledge and attitudes regarding older patients. Methods A cross-sectional multicenter study was performed. Data was collected in ten tertiary medical teaching hospitals well spread across the Netherlands (89 wards, 2902 nurses). Knowledge levels were measured using the Knowledge about Older Patient-Quiz (KOP-Q), consisting of 30 true-false questions. Knowledge levels of registered nurses are compared with knowledge levels known from literature of first year nursing students; last year nursing students; nurses; and nurse specialist. Potential associated factors considered were: age; sex; education; experience; opinions and preferences. Opinion and preferences regarding working with older patients were measured by three questions: 1) which patient group nurses preferred to work with; 2) how nurses feel about the increase of older patients in the hospital; and 3) whether nurses find it difficult to care for older patients. Results From all wards, a representative sample of 1743 registered hospital nurses working on all 89 wards participated. On all wards, a large range in knowledge levels is observed between nurses, with 37% of nurses presenting knowledge levels comparable with nursing student and 31% of nurses presenting knowledge levels comparable with nurse specialists. Knowledge is related to age (p < .001), work experiences (p < .001), preparatory secondary education (p < .001) and nurses education level (p = .012). A minority (12.5%) prefers working with older patients and most nurses do not find it difficult. Conclusions This study shows that there is a large diversity in knowledge levels of Dutch hospital nurses in every hospital, on every ward. A majority of nurses demonstrate negative opinions and preferences. This implies that older patients admitted can receive different levels of quality of care on the same day as nurses with different knowledge levels provide care during the various shifts. Findings demonstrate an urgent need for education programs with themes regarding essential care for older patients in the Netherlands.

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Section: Discussionmentioning

confidence: 99%

Hospital nurses’ knowledge regarding older patients: a multicenter study

et al. 2021

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“…This peer feedback program included: 1) in-person workshops that incorporated brain science principles to address barriers to speaking up; 2) live scenario practice using the SBI model to strengthen skill development; 3) peer feedback champions for ongoing support; 4) a peer feedback focus on each unit to enhance enculturation; and 5) an annual performance evaluation process to ensure accountability. Other programs have used structured in-person didactic education to teach new skills for giving and receiving feedback, 24-28 incorporated role-playing or scenario practice into education about peer feedback, 25-28 used facilitators or champions to support or mediate conversations, 24,27 and integrated peer feedback into the annual performance evaluation and nurse goal-setting processes 24,27,28 . As with this new program, other organizations have encouraged continuous, face-to-face peer feedback, provided in the moment in response to a clinical or safety concern 25,28 .…”

Section: Discussionmentioning

confidence: 99%

Taking the Fear Out of Peer Feedback

Rodriguez,

Hambley,

Wisner

2024

JONA: The Journal of Nursing Administration

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Effective peer feedback is critical for the self-regulation of nursing practice and safe, high-quality care, yet peer feedback conversations can be challenging and anxiety provoking. As current literature revealed no consistent approach, taskforce members designed and implemented an innovative and standardized peer feedback program using brain science to support nurses' skills in speaking up. The new program resulted in an increase in nurses' self-reported willingness to provide peer feedback, and improvements in safety culture and nurse-sensitive quality outcomes.

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“…5 Other important factors include professional self-regulation by peer review. 3 Although this study was conducted with graduate-level nursing students as participants, concepts simulated here are applicable to nursing learners of all levels, as well as nurses in clinical settings. Having the ability to learn about and practice skills in a safe environment is helpful to facilitate future patient safety initiatives.…”

Section: Discussionmentioning

confidence: 99%

“…One key element in the success of safety initiatives is changing peer review from a punitive event to one that examines the entire system with an emphasis on patient safety and just culture 5. Other important factors include professional self-regulation by peer review 3. Although this study was conducted with graduate-level nursing students as participants, concepts simulated here are applicable to nursing learners of all levels, as well as nurses in clinical settings.…”

Section: Discussionmentioning

confidence: 99%

Teaching Professional Peer Review With the Use of Simulation

Cole

Andrighetti

Thrower

et al. 2023

Journal of Perinatal &Amp; Neonatal Nursing

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Background: Quality improvement practices such as peer review and just culture are important components of patient safety initiatives, and health professions students should be introduced to these practices during their education. Purpose: The purpose of this study was to evaluate a peer-review simulation learning experience using just culture principles in a graduate-level, online nursing education program. Methods: The students rated their learning experience with high, positive scores in all 7 domains on the Simulation Learning Experience Inventory.Responses to the open-ended question indicated that the students thought the experience provided opportunities for deep learning, increased confidence, and enhanced critical thinking skills. Conclusion: A peer-review simulation program using just culture principles provided a meaningful learning experience for graduate-level students in an online nursing education program.

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Comprehensive nursing peer review

Cited by 7 publications

References 7 publications

Hospital nurses’ knowledge regarding older patients: a multicenter study

Hospital nurses’ knowledge regarding older patients: a multicenter study

Taking the Fear Out of Peer Feedback

Teaching Professional Peer Review With the Use of Simulation

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