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.
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.
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.
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.
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.
Author Affiliations: Clinical Nurse (Ms Ryiz-Semmel), Infectious Diseases & Immunology; Clinical Nurse (Ms France), Craniofacial Team; Nurse Practitioner (Ms Bradshaw), Orthopedics; Clinical Nurse (Ms Khan), Orthopedics; Clinical Nurse (Ms Mulholland), Neurosurgery; Nursing Director (Ms Meucci), Medical/Surgical Department; and Director Vice Dean for Faculty Excellence (Dr McGrath), University of Texas Health Science Center San Antonio, School of Nursing.
Correspondence: Ms Ryiz-Semmel, Connecticut Children's Medical Center, 85 Seymour St, Suite 816, Hartford, CT 06106 (email@example.com).
The authors declare no conflicts of interest.
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.jonajournal.com).