Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605901
Title: "To see oursels as ithers see us!" : an exploration of student nurses' conceptions and implementation of peer review and self-assessment
Author: Duers, Lorraine Elizabeth
Awarding Body: University of Strathclyde
Current Institution: University of Strathclyde
Date of Award: 2013
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Abstract:
Engagement with peer review and self-assessment potentially influences the development of self-regulatory capability (Nicol, 2010; Sadler, 2010; Boud, 2007) and therefore could be beneficial to student nurses who at the point of professional registration are required to demonstrate this capability (Nursing and Midwifery Council (NMC), 2010). However, engagement with peer review is not always a positive experience for learners. A negative peer review experience can result in loss of confidence, decreased self-esteem and withdrawal from the learning process (Duers and Brown, 2009; Ecclestone and Pryor, 2003). The aim of this qualitative research study was to explore student nurses' (n=25) conceptions and implementation of peer review and self-assessment; an area that was identified as being under-researched (Rout and Roberts, 2007). Ethical approval was obtained. Adoption of a non-probability, purposive sampling technique permitted selection of participants undertaking a pre-registrat ion nursing programme within a Higher Education institution. Data collection took place on 34 occasions, utilising focus group discussion, practical task and individual interview methods. Data analysis involved the application of six main concepts derived from the theories of the Zone of Proximal Development (Vygotsky, 1978) and Symbolic Interactionism (Blumer, 1969) to transcribed data. A potential limitation of concept-driven data analysis is its minimising effect on the emergence of new material directly from the data (Tappen, 2011), therefore Miles and Huberman (2004) 3 stage analysis model was also utilised. The study contributes empirical evidence of student nurses' conceptions and implementation of peer review and self-assessment. A new feedback form was created and used by participants during the study; a form created by student nurses for use by student nurses in the future. Recognition of the potential of peer review and self-assessment engagement to influence the development of self-regulatory capability was verbalised by participants during the study.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605901  DOI: Not available
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