Tornwall Joni
The Ohio State University College of Nursing, 1585 Neil Ave., Room 347B, Columbus, OH 43210, United States of America.
Nurse Educ Today. 2018 Dec;71:266-275. doi: 10.1016/j.nedt.2018.09.017. Epub 2018 Sep 21.
The aim of this review was to explore how nurse education prepares students to participate in the peer review process and to deal with the benefits and challenges of giving and receiving peer feedback.
Whittemore and Knafl's (2005) five-step strategy for integrated literature reviews served as a framework for this analysis.
Relevant online university databases (CINAHL, ERIC, Medline, etc.) were searched using a combination of keywords, yielding 24 studies from peer-reviewed journals between 1988 and 2018 that fit inclusion criteria after initial screening.
Data were organized in a summary table by author, year, title, country, methodology, student level, sample size, and setting. Qualitative data analysis software facilitated identification of themes and systematic coding of content. The data were compared across the didactic, clinical, and laboratory settings and then analyzed and synthesized globally for general conclusions.
The predominant themes that emerged were benefits and challenges of peer assessment in nurse education, strategies to prepare students to provide supportive feedback, anonymous vs. non-anonymous peer assessment practices, and recommendations for instructional strategies related to peer assessment.
Peer assessment provides multiple sources of feedback, guides students to think critically about course content, and engages them in advanced self-assessment. However, if students are not well prepared to participate in peer assessment, it can lead to a sense of incompetence, anxiety, and a hostile learning environment. Well-designed peer assessment is an important instructional strategy to prepare future nurses to participate in peer review in professional nursing practice.
本综述的目的是探讨护理教育如何使学生做好准备参与同行评审过程，并应对给予和接受同行反馈的益处与挑战。
惠特莫尔和克纳夫（2005年）的综合文献综述五步策略作为本分析的框架。
使用关键词组合在相关在线大学数据库（CINAHL、教育资源信息中心、医学期刊数据库等）中进行搜索，在初步筛选后，从1988年至2018年的同行评审期刊中获得24项符合纳入标准的研究。
数据按作者、年份、标题、国家、方法、学生水平、样本量和环境整理在一个汇总表中。定性数据分析软件有助于主题识别和内容的系统编码。在理论教学、临床和实验室环境中对数据进行比较，然后进行全面分析和综合以得出一般性结论。
出现的主要主题包括护理教育中同行评估的益处与挑战、让学生准备提供支持性反馈的策略、匿名与非匿名同行评估实践，以及与同行评估相关的教学策略建议。
同行评估提供了多种反馈来源，引导学生批判性地思考课程内容，并促使他们进行高级自我评估。然而，如果学生没有做好充分准备参与同行评估，可能会导致无能感、焦虑以及不良的学习环境。精心设计的同行评估是一项重要的教学策略，可使未来的护士为在专业护理实践中参与同行评审做好准备。
