Document Type
DNP Project
Department
School of Nursing
Date of Degree
Spring 2018
Degree
Doctor of Nursing Practice (DNP)
Primary Advisor
Majeda El-Banna PhD, RN, CNE; Merri Morgan, DNP, RN, CCRN
Abstract
Background: Peer to peer review is the most essential form of peer review as it encourages nurses to evaluate the quality, safety, and effectiveness of nursing care amongst peers. Poor communication skills for providing feedback during peer review is a barrier identified in the literature, which can be addressed in professional development training.
Objectives: The purpose of this study was to evaluate the effect of communication-focused professional development sessions on the ambulatory care nurses’ perceived self-efficacy to successfully provide meaningful feedback during peer to peer review.
Results: The results showed a statistical significance difference between the mean pre and postGSES scores for all participants. When the group was split by previous peer review experience, both groups demonstrated statistically significant difference between the mean pre and postGSES scores.
Conclusion: Communication-focused professional development session for registered nurses increased their perceived self-efficacy to provide feedback to their peers. Based on Bandura’s theory of self-efficacy, we expect that participants’ increased perceived self-efficacy to provide feedback achieved through the sessions will influence their ability to engage in successful delivery and acceptance of feedback during peer to peer review.
Copyright Notice
© 2018 Brittany H. Gnilka. All rights reserved.
Recommended Citation
Gnilka, DNP, MSN, RN-BC, B. H. (2018). Peer to Peer Review: Professional Development to Improve Feedback Skills and Self-Efficacy. , (). Retrieved from https://hsrc.himmelfarb.gwu.edu/son_dnp/23
Open Access
1
