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Peer review in nursing: principles for successful
practice
Penny Higgins
ANA-Maine Journal
.
10.1 (Winter 2014): p4.
Copyright:
COPYRIGHT 2014 Arthur L. Davis Publishing Agency
http://www.anamaine.org/
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Peer review in nursing: principles for successful practice
By Barbara Haag-Heitman PhD, RN and Vicki George, PhD, RN
While supervisory evaluation and self-evaluation have long been a part of nursing
practice, it has been more difficult for individuals to consistently use peer evaluation.
“More than 20 years have passed since the first publication of nursing guidelines for peer
review, yet no organization has demonstrated full implementation of the guidelines,”
writes Barbara Haag-Heitman and Vicki George in Peer Review in Nursing: Principles
for Successful Practice. The authors first briefly trace the history of professionalism in
nursing, and cite peer review as a necessary step in this process as it relates to personal
growth and ethical standards and responsibility to the public. They proceed to identify the
need for relevant tools and subsequent research to effectively improve nursing practice
and confirm nursing as a profession. The American Nurses Association (ANA) has, since
its inception, been a standard-setter in professional and ethical standards; and, although
other organizations and individuals have made valuable contributions, consistent usage
continues to elude us.
After first making the reasons for peer evaluation clear, Haag-Heitman and George
proceed with defining steps to bring about a change in practice to ease the transition to
the routine use of these steps. Using a clear conceptual model, they describe peer review
processes that could be adapted within shared governance structures and the guiding
principles and educational processes necessary to introduce the process to all areas. Peer
review education includes not only the bare facts, but rationales, new models of
leadership and, often, interdisciplinary care of our patients. Also included is the need for
peer and self-evaluation for those in more independent practice.
Once the authors have made their introduction and clearly defined a model and format for
change, they go on to include specific examples of formats for change that are already in
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use. Some are based upon the ANA 1988 guidelines that were revised in 2009, others are
specific descriptions of certain hospitals that have developed their own programs. Some
identify approaches used as well as tools developed during the introduction of a
systematic peer review. The Magnet Program format is followed throughout.
Space does not allow for extensive examples, but one focuses on the Illinois Decatur
Memorial Hospital Nursing Department policy regarding peer review. The policy sets
forth definitions of basic competency, advanced competency and certification/licensure.
The competency process is delineated, with instructions for use. This is followed by the
specific examples of Medication Reconciliation and Fall Prevention with descriptions of
each step. A tool for each set of skills is included. It is a clear and useful example.
Based upon professional principles and reasoning, the authors offer ideas that are
acceptable to individual nurses, hospitals and nursing departments in the growth of
professional responsibility through a systematic peer review process. This book offers
practical guidelines for this important subject–guidelines that are applicable in any
setting.
More information about Peer Review in Nursing is available at
http://www.peerreviewinnursing.com.
Reviewed by Penny Higgins, EdD, RN
Higgins, Penny
Source Citation
(MLA 8
th
Edition)
Higgins, Penny. “Peer review in nursing: principles for successful practice.”
ANA-Maine
Journal
, Winter 2014, p. 4.
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