2.50
Hdl Handle:
http://hdl.handle.net/10755/603096
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Peer Review in the Online Environment
Other Titles:
Technology That is Transforming Nursing [Session]
Author(s):
Momeyer, Mary Alice; Schubert, Carolyn; Tornwall, Joni; Schubert, Carolyn; Tornwall, Joni
Lead Author STTI Affiliation:
Epsilon
Author Details:
Mary Alice Momeyer, RN, ANP-BC, GNP-BC, momeyer.1@osu.edu; Carolyn Schubert, CNE; Joni Tornwall, RN, BSN, Med
Abstract:
Session presented on Tuesday, November 10, 2015: Peer review, collaboration and group work are documented drivers of continuous quality improvement in healthcare (IOM, 2010; Ray & Meyer, 2014). The ANA (1988) defined the importance of peer review as an organized effort to make judgments about the quality and appropriateness of care and services provided by someone of equal rank.  As a characteristic of a mature profession, peer review emphasizes and promotes accountability to professional standards. It supports development and socialization into the nursing role and is a tool for empowerment.  In the academic setting, peer review is a tool for student engagement providing experience in reviewing others’ coursework according to set standards such as assignment rubrics (Boehm & Bonnel, 2010).   Effective peer review requires knowledge, skill and self confidence using methodologies to provide constructive feedback to colleagues. Few studies examine if and how these requirements are addressed in academia. The on line learning environment poses additional and unique challenges.  With the increasing number of online nursing programs, many students are educated without real-time or face to face interactions with faculty or peers. This environment can have an isolating effect on learners and present barriers to communications, collaboration and group work, impeding efforts such as peer review. According to Maine and Wu (2010) it is imperative in an online course to maintain interaction, provide on line situations for critical thinking, and ensure the active and ‘safe’ engagement of learners.   Online tools present a frame for conducting peer review and offer definition, consistency and ease of access to students in on line courses. To evaluate the perceptions and efficacy of on line peer review methodology, a pilot study was conducted. One hundred and fifty on line graduate nursing students were asked to identify their perceptions of specific barriers and developmental needs after using an on line peer review tool. A Likert scale survey was used in addition to open ended questions to gather qualitative feedback. Initial results confirmed the need for structured teaching and learning about the peer review concept and process, as well as experiences and strategies to build confidence and competence in implementing peer review in nursing practice.
Keywords:
peer review; collaboration; on line education
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15H04
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titlePeer Review in the Online Environmenten
dc.title.alternativeTechnology That is Transforming Nursing [Session]en
dc.contributor.authorMomeyer, Mary Aliceen
dc.contributor.authorSchubert, Carolynen
dc.contributor.authorTornwall, Jonien
dc.contributor.authorSchubert, Carolynen
dc.contributor.authorTornwall, Jonien
dc.contributor.departmentEpsilonen
dc.author.detailsMary Alice Momeyer, RN, ANP-BC, GNP-BC, momeyer.1@osu.edu; Carolyn Schubert, CNE; Joni Tornwall, RN, BSN, Meden
dc.identifier.urihttp://hdl.handle.net/10755/603096en
dc.description.abstractSession presented on Tuesday, November 10, 2015: Peer review, collaboration and group work are documented drivers of continuous quality improvement in healthcare (IOM, 2010; Ray & Meyer, 2014). The ANA (1988) defined the importance of peer review as an organized effort to make judgments about the quality and appropriateness of care and services provided by someone of equal rank.  As a characteristic of a mature profession, peer review emphasizes and promotes accountability to professional standards. It supports development and socialization into the nursing role and is a tool for empowerment.  In the academic setting, peer review is a tool for student engagement providing experience in reviewing others’ coursework according to set standards such as assignment rubrics (Boehm & Bonnel, 2010).   Effective peer review requires knowledge, skill and self confidence using methodologies to provide constructive feedback to colleagues. Few studies examine if and how these requirements are addressed in academia. The on line learning environment poses additional and unique challenges.  With the increasing number of online nursing programs, many students are educated without real-time or face to face interactions with faculty or peers. This environment can have an isolating effect on learners and present barriers to communications, collaboration and group work, impeding efforts such as peer review. According to Maine and Wu (2010) it is imperative in an online course to maintain interaction, provide on line situations for critical thinking, and ensure the active and ‘safe’ engagement of learners.   Online tools present a frame for conducting peer review and offer definition, consistency and ease of access to students in on line courses. To evaluate the perceptions and efficacy of on line peer review methodology, a pilot study was conducted. One hundred and fifty on line graduate nursing students were asked to identify their perceptions of specific barriers and developmental needs after using an on line peer review tool. A Likert scale survey was used in addition to open ended questions to gather qualitative feedback. Initial results confirmed the need for structured teaching and learning about the peer review concept and process, as well as experiences and strategies to build confidence and competence in implementing peer review in nursing practice.en
dc.subjectpeer reviewen
dc.subjectcollaborationen
dc.subjecton line educationen
dc.date.available2016-03-21T16:43:14Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:43:14Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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