Nursing Division, National University Hospital, 5 Lower Kent Ridge Rd, Singapore 119074, Singapore.
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
Nurse Educ Today. 2022 Sep;116:105469. doi: 10.1016/j.nedt.2022.105469. Epub 2022 Jul 8.
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.
This review aimed to consolidate the qualitative evidence exploring perceptions and experiences of nursing students who have used peer feedback as a learning tool.
Qualitative systematic review.
Nine databases were searched from their respective inception dates until December 2021.
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.
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.
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.
同伴反馈是学生的一种有效的学习工具，可以提高学业成绩和学习满意度。在护理教育中，它已广泛应用于临床技能的吸收。然而，同伴反馈作为一种教育干预措施的有效性需要超越干预研究进行全面评估，考虑到学生的感知，以获得有价值的见解来指导同伴反馈的成功实施。
本综述旨在综合探索使用同伴反馈作为学习工具的护理学生的感知和体验的定性证据。
定性系统评价。
从各自的成立日期起，对九个数据库进行了搜索，直到 2021 年 12 月。
使用修改后的 Joanna Brigg 定性数据提取工具提取数据，并使用批判性评估技能计划（CASP）工具评估纳入研究的质量。使用 Sandelowski 和 Barroso 的两步法进行元综合。
该综述包括 14 项研究，综合分析确定了一个总体主题：“从迷失方向到找到方法”，以及四个主题：（1）不舒服的学习体验；（2）面对分歧；（3）更积极地参与学习；和（4）学习之外的附加值。
本综述总结了广泛的护理学生的经验，从对同伴反馈的作用缺乏信心和不自信，到在团队合作和领导技能方面获得宝贵的收益。护理课程可以包括同伴反馈；但是，需要对同伴学生进行充分的培训和支持。未来的研究可以集中在开发和评估预备方案上，以提高护理学生使用同伴反馈的学习体验。
