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Keywords

expectancy-value theory, feedback, peer feedback, peer review, quality of feedback

 

Authors

  1. Tornwall, Joni PhD, RN
  2. Xie, Kui PhD
  3. Yu, Shirley L. PhD
  4. Stein, David PhD
  5. Zurmehly, Joyce PhD, DNP, RN, NEA-BC, ANEF
  6. Nichols, Robert BS

Abstract

Background: Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students.

 

Purpose: The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing students create for their peers.

 

Method: Data from 155 graduate nursing students were analyzed in this quasi-experimental, repeated-measures design, using analysis of covariance and conditional process analysis.

 

Results: Students who had high levels of knowledge and a strong sense of value for providing feedback to peers produced higher-quality supportive peer feedback.

 

Conclusion: Even when a student has sufficient knowledge and skills to produce supportive peer feedback, their ability may not transfer to real peer-review contexts if they do not also have a strong sense of value for providing high-quality feedback to peers.