Nursing students' experiences and perception of peer feedback: A qualitative systematic review.

BACKGROUND

Peer feedback is an effective learning tool for students, improving academic performance and learning satisfaction. In nursing education, it has been widely used in the assimilation of clinical skills. However, the effectiveness of peer feedback as an educational intervention needs to be evaluated holistically beyond intervention research, considering students' perception to garner valuable insights to guide the successful implementation of peer feedback.

OBJECTIVE

This review aimed to consolidate the qualitative evidence exploring perceptions and experiences of nursing students who have used peer feedback as a learning tool.

DESIGN

Qualitative systematic review.

DATA SOURCES

Nine databases were searched from their respective inception dates until December 2021.

REVIEW METHODS

Data were extracted using a modified Joanna Brigg's qualitative data extraction tool, and the Critical Appraisal Skills Programme (CASP) tool was used to appraise the quality of included studies. Meta-synthesis was done using Sandelowski and Barroso's two-step approach.

RESULTS

The review included 14 studies and the synthesis identified an overarching theme: 'feeling lost to finding ways' and four themes: (1) An uncomfortable learning experience; (2) confronting disagreements; (3) greater engagement with learning; and (4) value added beyond learning.

CONCLUSION

The present review summed up the wide range of nursing students' experiences, from feeling inadequate and having little confidence in the usefulness of peer feedback to reaping valuable benefits in terms of teamwork and leadership skills. The nursing curriculum could include peer feedback; however peer students adequate training and support. Future research could focus on developing and evaluating preparatory programs to improve the learning experiences of nursing students using peer feedback.