Date of Conferral

4-30-2025

Date of Award

April 2025

Degree

Ph.D.

School

Nursing

Advisor

Tresa Kaur

Abstract

Peer feedback is an instructional method used in nursing education to support student success in the nursing program and professional practice. While a large body of evidence supports the merits of peer feedback as an instructional method, there is limited research on its use in nursing students, especially within the skill lab. The purpose of this study, guided by the feedback intervention theory, was to examine nursing students’ beliefs about peer feedback in the nursing skill lab and how those beliefs change over time. Archival data from the Beliefs About Peer Feedback Questionnaire (BPFQ) from a public midwestern university was used to conduct four one-way repeated measures ANOVAs using a cohort of 35 students who completed the BPFQ over the four semester program. Results showed a statistically significant change over time in students’ beliefs about the value of peer feedback as an instructional method, F(2.495, 84.844) = 10.693, p < .001, partial ω2 = .03, the quality of feedback given to peers F(1.553, 52.786) = 28.176, p < .001, partial ω2 = .01, the quality of feedback received from peers, F(2.156, 73.423) = 17.684, p < .001, partial ω2 = .02, and the value of peer feedback as a skill, F(2.208, 75.079) = 1.238, p = .298, partial ω2 = .03. The implications for positive social change include the potential to improve nursing education, nursing skill competency, communication, critical thinking skills, and patient safety while ensuring equitable learning opportunities and fostering an inclusive environment where all students can thrive.

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