Peer feedback

: modelo de avaliação e desenvolvimento de competências metacognitivas nos estudantes de enfermagem : contributos para a supervisão clínica

Abstract

In response to society's high expectations, Higher Education Institutions (HEIs) are faced with the permanent need to develop mechanisms that guarantee the acquisition by students of skills that allow an adequate integration into active life, in response to professional contexts in permanent change. Since the student is the central and core element in the teaching, learning and assessment process, it is necessary and fundamental to reflect and analyze the educational processes at the higher education level in order to develop and implement a set of methods and strategies that promote the active role of student's in order to self-regulate the learning process. In this sense, peer feedback in higher education has been defined as one of the collaborative methods in which the student assumes a dynamic role, whether in the teaching, learning or assessment processes, favoring the development of competences. In this study, we intend to learn and analyze a pedagogical model using peer feedback, pedagogically supported and that enhances the active participation of the student in both learning and assessment, identifying the contributions to the development of metacognitive skills in nursing students in clinical training context. This is a constructivist case study using multi-methods in two distinct phases: Phase 1 (F1) – Develop and Model, related to the results of the 1st and 2nd cycles of Participatory Action Research - PaP, followed by Phase 2 (F2) – Validity/Viability, related to the quasi-experimental study (Before and After) in order to validate the model requirements, receptivity and possible compliance with the model by teachers and students. This study was carried out in the years 2018 to 2021, at a Health Higher School in North of Portugal, integranting the curricular units of Clinical Training at 3rd and 4th years of the 1st Cycle of Studies of the Nursing Degree. The study integrates students and clinical professors/supervisors of the curricular units under analysis. The results obtained allow us to present a model of assessment for nursing students in clinical training, using peer feedback, relevant to their future professional practice, focusing on the mechanisms of self-knowledge, self-reflection and self-regulation, communication and interpersonal relationship promoters of teamwork. Characteristics required in the implementation of peer feedback were identified, including the capacity buinding training of students and professors/ clinical supervisors, and the “Implementation Guide: Peer feedback” as a support and support resource. It was also evident the involvement of scientific-pedagogical structures in guiding educational policies in line with the student-centered teaching paradigm, through a high level of commitment from the academic community in the implementation of the model. In summary, it is evident that the adoption of a model centered on the student and on his/her learning and assessment process in nursing training in a clinical context, promotes a successful academic path, allows the alignment of pedagogical methodologies with national and international references of quality assurance in higher education, and contributes significantly to nursing knowledge.

Date of Award	22 May 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Beatriz Araújo (Supervisor) & José Matias Alves (Co-Supervisor)