Effects of Knowledge and Value on Quality of Supportive Peer Feedback

Abstract

Background: Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students. Purpose: The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing students create for their peers. Method: Data from 155 graduate nursing students were analyzed in this quasi-experimental, repeated-measures design, using analysis of covariance and conditional process analysis. Results: Students who had high levels of knowledge and a strong sense of value for providing feedback to peers produced higher-quality supportive peer feedback. Conclusion: Even when a student has sufficient knowledge and skills to produce supportive peer feedback, their ability may not transfer to real peer-review contexts if they do not also have a strong sense of value for providing high-quality feedback to peers.

Peer Review

“…The previous study revealed that high levels of value for providing peer feedback significantly improved quality of feedback produced by students. 7 A single data collection instrument measured students' knowledge of peer-review principles and asked them to rate their levels of expectancy for success, value, and sense of cost related to learning to provide high-quality, supportive feedback to peers. In addition, they were asked 2 open-ended questions about what factors motivate and demotivate them to provide high-quality, supportive feedback to peers.…”

“…The authors combined quantitative results from the previous study 7 (specifically, value scores for providing supportive peer feedback) with qualitative data (students' perceptions of factors that motivated or demotivated them to provide supportive peer feedback). Value was measured by 4 survey items on a Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree) and yielded a high level of internal consistency, with a Cronbach's α = .90.…”

“…A strong sense of perceived value for the process of providing feedback also seems to be essential to a successful exchange of high-quality, supportive feedback between peers. 7 Students who value the peer feedback process are more likely to invest time and effort in transferring peer review knowledge and skills to real-world contexts. 8 Therefore, a deeper understanding of the motivating forces for students who transfer knowledge about peer feedback and apply peer-review skills in authentic contexts will help faculty plan educational opportunities that promote a strong sense of value for providing supportive peer feedback among all students.…”

“…This difference in the 2 groups reinforces the importance of findings from the previous study: a strong sense of value for the task of creating supportive peer feedback, when combined with sufficient knowledge of how to do it, is essential to a student's ability to transfer feedback skills to authentic peer review contexts. 7 Copyright © 2021 Wolters Kluwer Health, Inc. All rights reserved.…”

Asynchronous Peer Review Feedback in an Undergraduate Nursing Course

“…How nurse educators time, structure, and implement peer review in courses can greatly impact its success. Tornwall et al 15 recommend peer review activities be designed to explicitly guide students in giving high-quality and supportive feedback instead of asking them to give one another broad feedback or edits. They further suggest peer review activities should be designed to provide students with ample time to give feedback and make revisions.…”