Degree Name

Master of Science in Nursing (MSN)

Document Type

Major Paper


Zvart Onanian School of Nursing



Date of Original Version



Background: Peer-to-peer feedback is the most essential form of communication as it encourages nurses to evaluate the quality, safety, and effectiveness of nursing care amongst peers. Poor communication skills for providing feedback is a barrier identified in the literature, which can be addressed in professional development training.

Purpose/Specific Aims: The purpose of this quality improvement project was to evaluate the effect that a communication-focused professional development session had among new graduate registered nurses (RNs) as it relates to their self-efficacy to successfully provide meaningful, constructive feedback to peers aimed to improve communication skills.

Methods: This project utilized a modified General Self Efficacy Scale pre-survey, PowerPoint® presentation, professional development educational intervention and the same modified General Self Efficacy Scale post-survey one month post intervention. 12/25 participants completed the modified General Self Efficacy Scale (GSES) before and after the educational session. Descriptive statistical analysis was used to calculate and analyze the pre-and post-intervention GSES scores utilizing percentiles and total mean scores.

Results: Twenty-five RNs attended the peer feedback professional development session, 12 of the 25 nurses (N=12, 48%) completed both the pre- and post-GSES survey questionnaires. The results showed a significant difference between the mean pre- and post-GSES scores for all participants. The mean pre-GSES score of all participants was 18.8%. The mean post-GSES scores of all participants was 22.8%. There was a four-point increase between the mean pre-GSES score and the mean post-GSES score.

Conclusion: The communication-focused professional development session for RNs increased their perceived self-efficacy to provide feedback to their peers. Based on Bandura'™s self-efficacy theory, achieved through the session, participants increased perceived self-efficacy to provide feedback which will influence their ability to participate in successful delivery and acceptance of feedback during peer-to-peer feedback.