Date of Award

2001

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Education, Adult and Continuing.

Supervisor

McKay, Linda,

Rights

info:eu-repo/semantics/openAccess

Abstract

The importance of peer feedback as a method of improving the quality of nursing practice is described by many nursing researchers, but less clear is the effectiveness of peer feedback as perceived by members of the nursing profession. Many nurses report apprehension in being required to hear their peer's opinion; while others express a lack of confidence in their peer's ability to evaluate them effectively. While peer feedback is described as important, these concerns may make peer feedback somewhat ineffective and diminish its value to the profession. This study compared the importance and effectiveness of peer feedback as perceived by nurses in three domains of practice. A 21-item instrument called the Peer Feedback Importance and Effectiveness Inventory was used to test the results of the nurses in the study (N = 236). A secondary objective of the study was to investigate if there was a significant difference in the findings among nurses working indirect practice, education, or administration. Results showed that when significant differences between importance and effectiveness were found, importance was judged higher than effectiveness in every case (p ≥ 0.01). Completing a Chi-square analysis with df = 2, further results showed that when significant differences were found among groups direct practitioners scored the lowest value. The need for nurses to clearly articulate their practice is essential and peer feedback provides a forum for them to measure their, practice against accepted standards. This study supports the importance of peer feedback and identifies methods that will assist nurses to make the feedback process effective. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2001 .H86. Source: Masters Abstracts International, Volume: 40-03, page: 0536. Adviser: Linda McKay. Thesis (M.Ed.)--University of Windsor (Canada), 2001.

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