Date of Conferral

10-26-2025

Degree

Ph.D.

School

Nursing

Advisor

Leslie Hussey

Abstract

Peer feedback benefits nursing education and practice by fostering collegial relationships and promoting the quality of care, yet students often lack training to engage effectively. While existing research has examined student perspectives, the experiences and strategies employed by nursing faculty remain underexplored. The purpose of this qualitative study, guided by the student feedback literacy framework, was to explore the perspectives of nursing faculty on the barriers, opportunities, and strategies for developing peer feedback skills among undergraduate nursing students. Seventeen Canadian nursing faculty participated in semi-structured virtual interviews. Analysis revealed five themes that aligned with the study’s three foci: strategies (a) teaching strategies and structural support; (b) shaping peer feedback practices; (c) learning environment and relational dynamics; (d) role modelling and professional socialization; and (e) challenges and barriers to feedback engagement. Findings revealed that peer feedback development is a collaborative process, requiring students’ active engagement alongside faculty guidance. A structured and formally taught approach that is responsive to student diversity, fosters safe learning environments, and normalizes feedback through culture and role modelling was emphasized. Future research could examine the perspectives of new graduate nurses, who stand at the intersection of education and practice. Nursing students who gain confidence in giving and receiving peer feedback are better prepared for reflective practice, effective communication, and safe, independent clinical work and ultimately contributing to positive social change.

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