J Korean Acad Soc Nurs Educ.  2019 May;25(2):186-196. 10.5977/jkasne.2019.25.2.186.

Nursing Students' Peer Feedback Types and Emotional Response, Quality of Feedback, and Self-efficacy for Learning from Peer Feedback in Skill Training

• Park YA
• Kim EJ

• KMID: 2449401
• DOI: http://doi.org/10.5977/jkasne.2019.25.2.186

Abstract

PURPOSE
This study was conducted to identify types of peer feedback in nursing skills performance training and to investigate emotional response, perceived quality of feedback and self-efficacy for learning from peer feedback.
METHODS
A total of 110 second-year nursing students attending fundamentals of nursing classes at a university participated in 2017. Participants received peer feedback from one selected colleague who observed their skills performance, and completed a questionnaire. Contents of peer feedback video recordings were transcribed and classified into seven types of feedback. Data were analyzed using an independent t-test, ANOVA and Pearson correlation.
RESULTS
Participants mostly received feedback of "˜correcting' and "˜providing information.' Positive emotional responses from peer feedback were above medium, and negative emotional responses were low. The perceived quality of peer feedback was moderate and self-efficacy for learning was high. Quality of feedback correlated with negative emotional response (r=−.24, p=.014), and self-efficacy for learning (r=.35, p<.001). Self-efficacy for learning correlated with intimacy with peers (r=.24, p=.011) and positive emotional response (r=.21, p=.028).
CONCLUSION
The results suggest that peer feedback in skill training could be used in terms of emotional response and self-efficacy for learning.

Keyword

Feedback; Self-efficacy; Nursing education; Nursing students

MeSH Terms

Education, Nursing
Humans
Learning*
Nursing*
Students, Nursing
Video Recording