2025 Theses Doctoral

Impact of Peer Review on Perceptions of Educational Practices, Self-Efficacy, and Skill Remediation Rates Among Online Baccalaureate Nursing Students

Weiss, Joanne Teh

Framed within Bandura’s social learning theory and Chickering and Gamson’s Seven Principles for Good Practice in Undergraduate Education, this study examines the impact of peer review on self-efficacy, remediation rates, and students’ perceptions of educational practices in an online fundamental nursing skills course.

A randomized controlled, two-group posttest only design was used to determine the effect of peer review in prelicensure students in a hybrid baccalaureate nursing program at a small private college. Seventy-two students participated, with 36 assigned to the intervention group and 36 to the control group. Students in the intervention group individually recorded a demonstration of the nasogastric tube insertion skill, exchanged feedback with a peer, and revised their video submissions prior to grading. The control group engaged in independent learning and self-assessment prior to grading.

Data were collected on validated instruments, including the Educational Practices Questionnaire-Curriculum and the Learning Self-Efficacy Scale for Clinical Skills, along with demographic and remediation rate data. Findings revealed that students who participated in peer review had significantly higher first-time pass rates and thus lower remediation rates (p = .003) and greater learning self-efficacy (p = .01) compared to those who practiced independently.

Additionally, the intervention group perceived a stronger presence (p = .01) and importance (p = .003) of best educational practices in the course. These results suggest that integrating peer feedback into online nursing skills courses may enhance student learning outcomes and improve instructional strategies in distance nursing education.