Abstract
Background: Students who value peer feedback processes are more likely to provide supportive feedback to peers.
Purpose: The purpose of this study was to explore the factors that motivate and demotivate students to provide supportive feedback to peers.
Method: A secondary analysis of qualitative data collected from 148 graduate nursing students in 7 master's-level courses was conducted to identify the themes related to motivating and demotivating factors in peer review and how they related to students' sense of value for providing supportive peer feedback.
Results: Common themes included perceived potential for supportive peer feedback to improve self, peer, and team performance, and quality of patient care. Themes related to demotivation included lack of time and fear of negative impact on peers.
Conclusion: Faculty should emphasize to students the positive impact of supportive peer feedback on nursing care. Assignments can be structured to promote a fair exchange of supportive feedback between peers.