Implementation and evaluation of peer assessment of clinical skills for first year student nurses

Rush, Susan; Firth, Terry; Burke, Linda; Marks-Maran, Di

doi:10.1016/j.nepr.2012.01.014

Cited by 60 publications

(44 citation statements)

References 39 publications

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“…Our findings against what has been reported in other previous studies [20,51] found the majority of students taught by peer teaching expressed their less anxious, received honest feedback, and more interaction with other students.…”

Section: Discussioncontrasting

confidence: 91%

“…Only a few of them were gaining skills for teaching basic clinical skills, understanding the principles of teaching and learning, enjoying in working with other students, and more self confidence from their practice of peer teaching. In agreement with this, peer teachers were shown to gain support from their peers, and this increased their confidence and increased their enjoying this role [15,51,53,54] .…”

Section: Discussionmentioning

confidence: 83%

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Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

El-Sayed

2013

JNEP

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Background: Peer teaching is an effective educational approach for nursing students. This prepares the students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes. The aim of this study was to assess the effect of peer teaching in a nursing administration course on undergraduate nursing students' performance. Methods:The study was conducted at the Nursing Administration Department, Faculty of Nursing, Zagazig University using a quasi-experimental nonrandomized comparative design. All 338 nursing students enrolled in the 4th year were invited to participate, and 333 (266 females and 67 males) agreed. These were divided into two groups: study and control. Three tools were used for data collection: Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire, and Peer Teaching Experience Questionnaire. Results:The study findings indicate that the performance score of the nursing students who learned by peer teaching will be significantly better than those trained by assistant teaching staff in traditional clinical sessions. The students in this group agreed upon many benefits of the peer teaching both as providers (teachers) and consumers (students). Conclusion:The study findings add to the literature supporting the use of peer teaching approach in nursing education practical training. The approach is beneficial for enhancing students' acquisition of skills with better performance, in addition to building-up their teaching abilities, which are integral part of their future nursing role.

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Section: Discussioncontrasting

confidence: 91%

Section: Discussionmentioning

confidence: 83%

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

El-Sayed

2013

JNEP

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“…40,44 In addition, shifting to collaborative learning and student-centred learning provides a stronger connection to the content compared to teacher-centred practice. 55,56 Van Den Berg suggested that formative and summative self-and peer-assessments have many potential benefits for learning. 57 Furthermore, Laverick proposed that PA can assist students in identifying which learning, teaching and assessment strategies work best for them.…”

Section: Resultsmentioning

confidence: 99%

Peer assessment in health professions education

2020

JETHS

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Objectives: The aim of this review is to appraise the available literature on peer assessment, its implementation, students' perceptions and its strengths and limitations. Materials and Methods: A search was prospectively designed to locate the literature relevant to achieving the aims of the review. A pilot review was conducted to ascertain the volume of literature. A wide range of closely related search terms was utilised and combined. Results: Results of the review show that peer assessment is a valuable experience, and most students enjoy the peer assessment process. The mutual process of peer assessment has a positive impact on students' learning; it allows students to evaluate themselves, comment on each other's work and develop more detailed knowledge. It motivates them to achieve better learning outcomes, promotes self-awareness and increases confidence. Students' involvement in the assessment process supports their learning and encourages reflection. Peer assessment improves clinical performance, as it develops critical thinking and problemsolving skills, encourages self-assessment and promotes reflective practice. Conclusions: Similar to all assessment methods, peer assessment has advantages and drawbacks. Concerns about the reliability and validity of peer assessment are raised in the literature. To overcome these drawbacks, authors recommend double marking by faculty members, multiple peer assessors, and clear grading criteria. Furthermore, providing written feedback rather than grades, as well as ensuring anonymity, are recommended in the peer assessment process to ensure a safe environment that can promote students' comfort. Nevertheless, student support throughout the peer assessment process is important for proper implementation.Keywords: Peer assessment, Peer assessment implementation, Assessment in health professions education. IntroductionThe purpose of curricula is to ensure that students study and learn well.1 Evaluations of learning and its quality are functions of the assessment process, which involves collecting and evaluating information to measure students' progress.2,3 Assessment is considered a pivotal element of the curriculum, and it directs and influences learning. Moreover, assessment motivates students and promotes the higher order of thinking skills through testing, measuring and providing feedback.

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“…Studies of Bandura [40,41] show that mastery experiences are the strongest source of information for the development of self-efficacy beliefs and self-efficacy beliefs contribute significantly to the level of motivation for performance improvement. Rush [42], who studied the impact of PA on the performance of clinical skills in undergraduate nursing education, also reported high perceived learning value of performance in the nursing role, and found increased self-confidence as a dominant finding. Apparently, personally perceived mastery evidence is more powerful than mastery evidence provided by peers in undergraduate education.…”

Section: Discussionmentioning

confidence: 99%

Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design

et al. 2014

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BackgroundPeer Assessment (PA) in health professions education encourages students to develop a critical attitude towards their own and their peers’ performance. We designed a PA task to assess students’ clinical skills (including reasoning, communication, physical examination and treatment skills) in a role-play that simulated physical therapy (PT) practice. Students alternately performed in the role of PT, assessor, and patient. Oral face-to-face feedback was provided as well as written feedback and scores.This study aims to explore the impact of PA on the improvement of clinical performance of undergraduate PT students.MethodsThe PA task was analyzed and decomposed into task elements. A qualitative approach was used to explore students’ perceptions of the task and the task elements. Semi-structured interviews with second year students were conducted to explore the perceived impact of these task elements on performance improvement. Students were asked to select the elements perceived valuable, to rank them from highest to lowest learning value, and to motivate their choices. Interviews were transcribed verbatim and analyzed, using a phenomenographical approach and following template analysis guidelines. A quantitative approach was used to describe the ranking results.ResultsQuantitative analyses showed that the perceived impact on learning varied widely. Performing the clinical task in the PT role, was assigned to the first place (1), followed by receiving expert feedback (2), and observing peer performance (3). Receiving peer feedback was not perceived the most powerful task element.Qualitative analyses resulted in three emerging themes: pre-performance, true-performance, and post-performance triggers for improvement. Each theme contained three categories: learning activities, outcomes, and conditions for learning.Intended learning activities were reported, such as transferring prior learning to a new application context and unintended learning activities, such as modelling a peer’s performance. Outcomes related to increased self-confidence, insight in performance standards and awareness of improvement areas. Conditions for learning referred to the quality of peer feedback.ConclusionsPA may be a powerful tool to improve clinical performance, although peer feedback is not perceived the most powerful element. Peer assessors in undergraduate PT education use idiosyncratic strategies to assess their peers’ performance.

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Implementation and evaluation of peer assessment of clinical skills for first year student nurses

Cited by 60 publications

References 39 publications

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

Peer assessment in health professions education

Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design

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