Nursing students' experiences and perception of peer feedback: A qualitative systematic review

Wong, Bryan Shi Hong; Shorey, Shefaly

doi:10.1016/j.nedt.2022.105469

Cited by 13 publications

(4 citation statements)

References 54 publications

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“…Conversely, students in the CG were more likely to trigger behavioural transaction cycles among S_L, S_A, S_C, S_D and S_R, without any observed repeated behaviours of S_A. These findings can be explained by Wong and Shorey (2022)'s arguments that the PF approach enables students to stay focused and actively engaged in peer discussions. Therefore, students are more likely to learn through exploration and information acquisition during the discussed activities, rather than passively listening to the teacher in a classroom setting.…”

Section: Discussionmentioning

confidence: 91%

Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education

Chen,

Li,

Cukurova

et al. 2023

Brit J Educational Tech

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Writing is a fundamental skill linked closely with academic achievement, day‐to‐day communication, formal negotiations, and more. However, due to their lack of contextual experience, learning to write has been a demanding and complex cognitive process for most learners. As a result, learners struggle to exhibit positive learning behaviours and cognitive engagement in writing, let alone embrace deep and autonomous learning. To solve these problems, in the present study, a spherical video‐based virtual reality (SVVR) learning environment is developed to provide students with a contextual learning experience. Moreover, a peer feedback strategy is used to guide students in deep learning in writing. A quasi‐experimental study was conducted to verify the effectiveness of the proposed approach. A total of 79 students from one primary school in southeast China were recruited. The students were assigned to either the experimental group (EG) exposed to the peer‐feedback‐based SVVR (PF‐SVVR) approach or the control group (CG) exposed to the conventional SVVR (C‐SVVR) approach. The results show that PF‐SVVR had more positive effects than C‐SVVR in terms of students' writing performance, cognitive engagement and autonomous learning tendency. In addition, the PF‐SVVR approach was found to be more beneficial for triggering deep learning in writing than the C‐SVVR approach. This study further found that students in the PF‐SVVR group tended to exhibit less disorderly behaviours than those in the C‐SVVR group. Our study contributes to the prior literature by exploring the educational potential of the PF approach in the context of SVVR‐enabled writing learning. Practitioner notesWhat is already known about this topic Peer feedback approach provides opportunities for writing learners to regulate their longer‐term cognitive and behavioural competencies. Spherical video‐based virtual reality (SVVR) not only provides an authentic experiential learning context for learners, but it also significantly reduces the cost and the need for the high‐tech capabilities of traditional VR. What this paper adds A peer feedback‐based SVVR approach is proposed to promote students in learning to write. It was found that students' quality of learning to write can be improved by applying the PF‐SVVR approach in writing courses. Implications for practice and/or policy It is worth promoting the application of the peer feedback strategy and SVVR in school settings. The PF‐SVVR approach is useful for promoting young writing learners' cognitive engagement, autonomous learning tendency and deep learning. Further investigations on the effects of employing the PF‐SVVR approach in writing, with anonymous strategies in the process of giving or receiving peer feedback, are expected.

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Section: Discussionmentioning

confidence: 91%

Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education

Chen,

Li,

Cukurova

et al. 2023

Brit J Educational Tech

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“…Nursing is a profession de ned by both stress and empathy. When nursing interns encounter moral distress during internships, they are forced to grapple with complex ethical questions that can evoke strong emotions such as anxiety, guilt, helplessness, and hopelessness [48][49][50]. This emotional stress can accumulate over time, leading to compassion fatigue [17].…”

Section: Main Ndingsmentioning

confidence: 99%

Mediating role of moral resilience and professional identity in the impact of nursing interns' moral distress on compassion fatigue: a cross-sectional study

Shuai,

Yi,

Xuan

et al. 2024

Preprint

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Background: Due to similar workplace environments as registered nurses, nursing interns frequently encounter moral distress during clinical practice, which may lead to compassion fatigue. Moral resilience and professional identity influence the psychological well-being of nursing interns. However, the relationships among moral distress, moral resilience, professional identity, and compassion fatigue, particularly among nursing interns, remain unclear. Objectives: To investigate the impact of moral distress on nursing interns' compassion fatigue and further reveal the role of moral resilience and professional identity as mediators of effects. Research design: An online, quantitative cross-sectional study. Methods: A convenience sample of 467 nursing interns was recruited from 4 public junior colleges in Hunan province of China in February, 2024. Data were collected using Compassion Fatigue Short Scale, Moral Distress Scale-revised, Rushton Moral Resilience Scale, and Professional Identity Scale. Data analyses were carried out using SPSS 22.0 and Amos 21.0. This study adhered to the STROBE statement. Ethical consideration: Ethics approval was received before formal data collection from the Ethics Committee of an undisclosed Medical College. Results: The mean scores were 35.876, 44.887, 2.578, and 37.610 for compassion fatigue, moral distress, moral resilience, and professional identity, respectively. Nursing interns' moral distress was positively related to compassion fatigue, and structural equation model showed that the relationship between moral distress and compassion fatigue was partially mediated by moral resilience and professional identity (β = 0.448, P < 0.001). Conclusion: The findings indicate that among nursing interns, moral distress not only directly influences compassion fatigue but also has indirectly impact on compassion fatigue through the mediating effects of moral resilience and professional identity. Enhancing moral resilience and fostering a strong professional identity among nursing interns may mitigate the negative effects of moral distress on compassion fatigue.

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“…Firstly, it enables the development of more effective teaching methods (Van De Mortel et al, 2021). Through peer-topeer supervision, teachers can share best practices and provide constructive feedback, aiding in identifying areas for improvement and adopting more effective teaching strategies (Wong & Shorey, 2022). Secondly, this exploration can also enhance collaboration among teachers (Li et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Peer To Peer Supervision in Developing Competencies of Junior High School and Madrasah Tsanawiyah Teachers in Sekarbela District, Mataram

Supatah,

Fitriani,

Thohri

2024

JIPP

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This study aims to explore the implementation of peer-to-peer supervision in developing teacher competencies at SMPN 17 Mataram and MTSN 3 Mataram. This research method employs a qualitative approach with a case study design. Data collection techniques include observation, interviews, and documentation. Data were analyzed using thematic analysis. The results of the study indicate that peer-to-peer supervision is effective in developing various teacher competencies, such as collaboration, communication, pedagogical knowledge, and technology integration. The positive outcomes include improved teacher competencies, conducive learning environments, and increased teacher comfort in facing evaluations. However, challenges include the lack of objectivity in assessments, suboptimal follow-up after supervision, and absence of an official schedule, affecting effectiveness. The implications emphasize the importance of implementing peer-to-peer supervision to enhance the quality of education in secondary schools. Future research could focus on addressing challenges and further exploring the impact of peer-to-peer supervision.

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Nursing students' experiences and perception of peer feedback: A qualitative systematic review

Cited by 13 publications

References 54 publications

Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education

Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education

Mediating role of moral resilience and professional identity in the impact of nursing interns' moral distress on compassion fatigue: a cross-sectional study

Implementation of Peer To Peer Supervision in Developing Competencies of Junior High School and Madrasah Tsanawiyah Teachers in Sekarbela District, Mataram

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