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Baccalaureate nursing students' beliefs about peer feedback in the skills lab: A longitudinal study
1Education Department, UnityPoint St. Luke's Downtown, Sioux City, Iowa, United States.
Background:
Peer feedback is an evidence-based instructional strategy that promotes reflective practice, communication, and skill development in nursing education. Despite its benefits, limited research has examined how nursing students' beliefs about peer feedback evolve over time in skills laboratory settings.
Objectives:
This study explored longitudinal changes in baccalaureate nursing students' beliefs about peer feedback across four semesters, focusing on its perceived value, quality, and importance as a professional skill.
Methods:
A quantitative, repeated-measures design was used to analyze archival data from 35 students enrolled in a competency-based BSN program. Participants completed the Beliefs About Peer Feedback Questionnaire (BPFQ) at four time points. Data were analyzed using one-way repeated measures ANOVA to assess changes across four subscales: instructional value, feedback given, feedback received, and skill importance.
Results:
Statistically significant improvements were observed across all subscales (p < .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.
Conclusions:
Structured peer feedback in skills labs positively influences nursing students' beliefs over time. Integrating peer feedback into curricula may enhance feedback literacy, critical thinking, and readiness for collaborative clinical environments.
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