Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

Abstract

Background: Peer feedback (PF) has attracted much attention in health profession education with growing evidence on its benefits. However, it lacks a proper framework to guide its operation, which raises concerns about its quality in nursing education. Purpose: To compare the effects of a 3-phase PF versus faculty feedback (FF) on students' reflective abilities and clinical competencies after simulated practice, and its impacts on peer tutors' feedback practices and empowerment level. Methods: This study used a 3-arm pretest-posttest quasi-experimental methodology. Results: Peer verbal feedback significantly increased students' reflective abilities and clinical competencies, while peer video feedback significantly increased clinical competencies. However, FF outcomes did not reach significance. Peer tutors' empowerment level did not significantly improve, but feedback practices were perceived as comparable with FF. Conclusions: Peer feedback can potentially improve students' reflective abilities and clinical competencies. Proper feedback training with a structured framework will likely enhance peer tutors' feedback practices.

Peer Feedback: Model for the Assessment and Development of Metacognitive Competences in Nursing Students in Clinical Training

“…Students and teachers/supervisors have identified different contributions that emerged from the implementation of the model, with reflective critical thinking being one of the most significant contributions. This finding is consistent with other studies that suggest that peer feedback enhances the evaluation process by making it more meaningful and transparent, including students' right to opinion about others [8], self-awareness in relation to others, improving problem analysis skills and identifying learning needs, and cultivating critical-reflective thinking [15,17,23] through reflection on action. In addition, similar to findings in other studies, the implementation of peer feedback was associated with better self-awareness of professional competences and the ability to understand learning goals [5,6,9,22].…”

“…Furthermore, other studies have emphasized that peer feedback actively encourages students to express their opinions both about themselves (self-reflection) and about the others (peers). This emphasis on open dialogue fosters relational competences and trust, making the process more meaningful, valuing the right to the opinions of students over others [9] and the awareness of the self in relation to others, thus encouraging critical-reflective thinking [15,17,23]. In line with other studies, peer feedback also contributes to heightened self-awareness of the professional competences that need development, increasing the ability to analyze problems and learning needs [15] and the ability to understand learning goals [5,9].…”

A Workshop on Basic Statistics With The R Programming Language at SMA Erenos Tangerang

“…From the results of the Pretest, the PKM Team has a strong reason to state that most students feel that statistics lessons are complicated. On the other hand, the results of Postest, can reinforce that actually students can learn optimally if given different learning methods (Yoong et al, 2023). In this case, as done by the PKM team of the Statistics Study Program of Matana University who uses the help of the Rstudio application in the learning process and conducts learning while playing so as to attract the attention of Siswa-i.…”