1. Ryiz-Semmel, Jennifer BSN, RN, CPN, CLC
  2. France, Monique BSN, RN, CPN
  3. Bradshaw, Robin MSN, FNP-BC, ONC
  4. Khan, Marjorie BSN, RN, CPN, ONC
  5. Mulholland, Barbara BSN, RN, CPN, NCN
  6. Meucci, Joanne MSN, RN, CNML
  7. McGrath, Jacqueline PhD, RN, FNAP, FAAN


BACKGROUND/PURPOSE: Ongoing dissatisfaction with anonymous peer feedback led to problem solving to equip nurses to provide and receive respectful and meaningful feedback during face-to-face peer review.


PROBLEM: Giving and receiving feedback about other's performance and collaboration are a vital aspect of teambuilding; yet, no programmatic training existed to prepare and equip nurses to feel confident and comfortable in providing or receiving face-to-face peer feedback. A search of the literature demonstrated a dearth of evidence related to developing these teambuilding relationships. The facilitator role appeared in some literature outside nursing but was poorly articulated and yet appeared important to the process.


METHODS: This was a quality improvement project that utilized online surveys with both multiple-choice and open-ended questions for data collection across 3 time points for 2 different cohorts over a 2-year implementation period. Strategies included education related to providing feedback with positive intent regardless of feedback type. A facilitator role was used to ensure effective communication and provide support to the peers during the process.


RESULTS: Nurse participants described increased comfort and knowledge related to providing/receiving face-to-face feedback. Training and use of a facilitator provided the necessary support; 75% of participants reported comfort with giving face-to-face feedback. However, the greater majority, 80% to 92%, of participants reported increased comfort with receiving face-to-face feedback.


CONCLUSIONS: Using active peer-to-peer support has become an accepted standard for face-to-face peer feedback as an aspect of the annual review process.