title: Peer coaching to support writing development.
abstract: Learning to write well is a difficult but worthwhile effort, as nurses often need to communicate effectively through writing. A range of interventions has been used to promote effective writing by nursing students, but little outcome evidence, beyond student and faculty satisfaction, has been reported. A peer coaching assignment in a senior-level RN-to-BSN nursing complex care theory course required students to complete a scaffolded review of a peer's draft paper and provide constructive feedback to the peer. A masked and a nonmasked faculty rater (with interrater reliability of >0.99) scored the drafts and final papers. The mean scores of the participants' papers improved dramatically (M(change) = 14.24, SD(change) = 15.26, t [28] = 5.03, p = 0 .000, 95% CI(diff) [8.44, 20.05]), after peer feedback. Students' responses to the intervention included identification of learning outcomes and the benefits and challenges of providing and receiving peer feedback.
authors.affiliation: College of Nursing, Jacksonville State University, AL, USA. rpeinhardt@jsu.edu
authors.forename: Rebecca D
authors.initials: RD
authors.lastname: Peinhardt
authors.forename: Debra
authors.initials: D
authors.lastname: Hagler
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004518:Education, Professional, Retraining / Q000379:methods*; D030141:Feedback, Psychological; D006801:Humans; D015403:Nursing Evaluation Research; D010379:Peer Group; D013338:Students, Nursing / Q000523:psychology*; D014956:Writing / Q000592:standards*