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Journal articles on the topic 'Peer leadership'

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Published: 4 June 2021
Last updated: 5 February 2022

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1

GUIDI, MARILYN A. "Peer-to-Peer Accountability." Nursing Management (Springhouse) 26, no. 10 (October 1995): 49. http://dx.doi.org/10.1097/00006247-199510000-00017.

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Flagg, René L., and Arline Sparks. "Peer-to-peer education:." Nursing Management (Springhouse) 34, no. 5 (May 2003): 42–43. http://dx.doi.org/10.1097/00006247-200305000-00011.

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Roux, Nikki. "Peer-to-peer feedback." Nursing Management 51, no. 8 (August 2020): 9–11. http://dx.doi.org/10.1097/01.numa.0000688972.66626.fd.

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Bailey, Brett J., Brandi L. Bowers, and Drayton A. Hammond. "Peer leadership for pharmacy students." American Journal of Health-System Pharmacy 74, no. 5 (March 1, 2017): 282–84. http://dx.doi.org/10.2146/ajhp150944.

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Weisbender, Mark A., and Margie Egbert Edwards. "Peer Leadership Programs in Schools." Special Services in the Schools 12, no. 1-2 (December 31, 1996): 109–24. http://dx.doi.org/10.1300/j008v12n01_07.

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Kotlyar, Igor, Julia Richardson, and Len Karakowsky. "Learning to lead from outsiders." Journal of Management Development 34, no. 10 (October 12, 2015): 1262–71. http://dx.doi.org/10.1108/jmd-05-2015-0076.

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Purpose – An increasingly popular method of facilitating employee and leadership development is via a career community (Parker et al., 2004), where individuals self-organize to obtain career support. This study was driven by the following research question: how do external peer coaching groups – which are a form of career community – impact leadership development? The purpose of this paper is to report the findings of a research study that examined one such career community focussed on providing peer coaching for managers in business organizations. The authors conducted in-depth interviews with participants who attended a leadership development program that was based on harnessing a career community for the purpose of peer coaching. The authors report the results of the study and its implications for leadership development programs. Design/methodology/approach – The authors chose a qualitative methodology to conduct this exploratory examination, where the authors conducted in-depth interviews with participants in a unique leadership development program which involved peer group coaching supplemented by one-on-one personal coaching. A key reason for adopting a qualitative methodology was that the authors were looking for a deeper understanding of interviewees’ perceptions and experiences regarding peer coaching. The first component of the leadership program involved eight peer coaching sessions over a 12-month period. Participants met in small, exclusive groups – typically in cohorts of seven to eight peers, but as many as 12 peers – every six weeks to discuss a variety of topics relevant to their jobs and stage of career and to provide each other with peer coaching and advice. Each group was comprised of people from different organizations. Sessions were led by a facilitator and lasted three hours each. The authors conducted in-depth interviews with 17 graduates of the program. The sample comprised 14 women and three men. Interviews were audio taped and transcribed verbatim and then analyzed using thematic analysis (King, 2004) to identify the key themes in interviewees’ experiences of the respective program. Findings – Thematic interpretation of participants’ responses yielded the following four major themes: first, the value of a learning community; second, the utility of a formal approach to peer coaching; third, the value of diversity and “externality”; and fourth, the value of an open learning environment (each fully described in the manuscript). The study revealed that external peer coaching and personal coaching deliver distinct types of value as part of a complete leadership development program. Research limitations/implications – This was a case study and specific to one leadership development program. Consequently, the authors cannot necessarily generalize the findings. Practical implications – The findings draw critical attention to the major contribution that learning communities can make toward leadership development. Although many leadership development programs assume that “leadership” is best learned from top leaders (e.g. Presidents and CEOs), organizations can acquire unique benefits by leveraging the concept of peer coaching, which can produce substantial results by having managers at the same organizational level learn from each other. In addition, the study underscores the potential value of external sources of peer coaching and leader development. Organizations may further maximize such benefits by sending their mid and senior-level managers to external peer coaching programs, which can deliver unique value in addition to any internal leadership development initiatives. Social implications – This study underscores the need to better bridge the gap between two literatures – careers and leadership development. Career scholars explore the activities involved in developing careers (e.g. career communities) and leadership development scholars explore activities involved in developing leaders. This study demonstrates the value of integrating knowledge from both these literatures to suggest that learning communities can impact leadership development in significant and positive ways. Originality/value – This study makes a novel contribution to the literature addressing leadership development. It draws attention to the use of career communities for leadership development – an issue which has largely been ignored. In addition, while much of the extant research has focussed on either academic or student participants, the study focussed on business professionals. Few studies have examined the use of peers from outside organizations to serve as coaches for leadership development.
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Stebbins, Peter, Fiona Loughlan, Danielle Lees, Ben De Young, Leith Middleton, and Joanne Karabitsios. "Leadership and Organisational Health: An Evidence-Based Leadership Development Program." Australian Journal of Rehabilitation Counselling 14, no. 2 (September 1, 2008): 94–109. http://dx.doi.org/10.1375/jrc.14.2.94.

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AbstractThis study examined the efficacy of an evidence-based supportive leadership program to address psychosocial hazards identified in an organisational health review of a government department. Participants were employees identified as having supervisory and management roles (N = 57; males = 30, females = 27; age range 22 to 63). The program was implemented systematically over a 6-month period using 2 × 2 day intensive workshops, interim 360 peer review assessment and 1-day follow-up. The program used a variety of behavioural learning approaches with individual and group feedback from professional, peer and self-review. The results showed a major improvement in organisational health with significant changes in risk status across the domains of Relationship, Manager and Peer Support. Improvements in organisational health made within the leadership group had generalised across the entire workforce and continued to be maintained at the 18-month follow-up.
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LeClair-Smith, Colleen, Brandi Branum, Lindsay Bryant, Betty Cornell, Heather Martinez, Erin Nash, and Lacy Phillips. "Peer-to-Peer Feedback." JONA: The Journal of Nursing Administration 46, no. 6 (June 2016): 321–28. http://dx.doi.org/10.1097/nna.0000000000000352.

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Irby, Beverly J., and Elisabeth Pugliese. "Considerations of Virtual Peer Leadership Mentoring." Mentoring & Tutoring: Partnership in Learning 27, no. 5 (October 20, 2019): 483–86. http://dx.doi.org/10.1080/13611267.2019.1702255.

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Stamou, Elina. "Reclaiming user leadership in peer support practice." Journal of Mental Health Training, Education and Practice 9, no. 3 (September 2, 2014): 167–76. http://dx.doi.org/10.1108/jmhtep-02-2014-0003.

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Purpose – The purpose of this paper is to explore user leadership in peer support practice by reviewing existing evidence and models of delivery, investigating the recently developed term of “authentic” peer support and reflecting on challenges and opportunities for the future. Design/methodology/approach – The paper presents and discusses views and evidence on peer support policy and practice, found in the current literature, grass roots peer support experts’ presentations and contributions to conferences, a national peer support network, key policy documents and the work of Together for Mental Wellbeing. Findings – Peer support benefits are widely documented as is its history, rooted in user leadership. More recently, peer support is acknowledged in a number of key mental health policy documents as seen to be key in the response to current quality and cost agendas. There has been a simultaneous increase of “formal” peer support as practiced by large service providers and a gradual shift away from its “user led” origins. Against the background of the current economic climate and implications for mental health services, there seems to be a need to pause and reflect on current peer support practice and rethink the way forward. Originality/value – This paper's emphasis on the authenticity of peer support covers new ground in relation to an important topical debate.
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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 3 (March 2000): 64. http://dx.doi.org/10.1097/00006247-200003000-00044.

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CHRISTENSEN, MARGAEET HOWARD. "Peer Auditing." Nursing Management (Springhouse) 21, no. 1 (January 1990): 50???53. http://dx.doi.org/10.1097/00006247-199001000-00013.

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OTTSHARON, MARY JANE, CATHERINE CASERZA ESKER, SALLY ANDERSON, MARION WEEKS, and ROSANNA KNAPP. "Peer Interviews." Nursing Management (Springhouse) 21, no. 11 (November 1990): 32???35. http://dx.doi.org/10.1097/00006247-199011000-00011.

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Dennis, Lynn. "Peer Influence???" Nursing Management (Springhouse) 22, no. 4 (April 1991): 12. http://dx.doi.org/10.1097/00006247-199104000-00002.

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DANCER, SANDY, THERESA JOHNSON, JANIECE ZAUNER, and COLLEEN BURCH. "Peer Evaluation." Nursing Management (Springhouse) 28, no. 11 (November 1997): 57???59. http://dx.doi.org/10.1097/00006247-199711010-00012.

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HOTKO, BARBARA, and DORIS VAN DYKE. "Peer Review." Nursing Management (Springhouse) 29, no. 4 (April 1998): 41???46. http://dx.doi.org/10.1097/00006247-199804000-00012.

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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 7 (July 2000): 56. http://dx.doi.org/10.1097/00006247-200007000-00035.

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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 8 (August 2000): 56. http://dx.doi.org/10.1097/00006247-200008000-00052.

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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 9 (September 2000): 80. http://dx.doi.org/10.1097/00006247-200009000-00050.

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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 10 (October 2000): 56. http://dx.doi.org/10.1097/00006247-200010000-00035.

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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 11 (November 2000): 56. http://dx.doi.org/10.1097/00006247-200011000-00038.

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&NA;. "Peer watch." Nursing Management (Springhouse) 31, no. 12 (December 2000): 56. http://dx.doi.org/10.1097/00006247-200012000-00022.

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Baer, Francine. "Peer presence." Nursing Management (Springhouse) 34, no. 1 (January 2003): 56. http://dx.doi.org/10.1097/00006247-200301000-00021.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 2 (February 2003): 56. http://dx.doi.org/10.1097/00006247-200302000-00018.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 3 (March 2003): 64. http://dx.doi.org/10.1097/00006247-200303000-00024.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 4 (April 2003): 56. http://dx.doi.org/10.1097/00006247-200304000-00016.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 5 (May 2003): 64. http://dx.doi.org/10.1097/00006247-200305000-00016.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 6 (June 2003): 64. http://dx.doi.org/10.1097/00006247-200306000-00025.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 7 (July 2003): 64. http://dx.doi.org/10.1097/00006247-200307000-00019.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 8 (August 2003): 64. http://dx.doi.org/10.1097/00006247-200308000-00023.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 9 (September 2003): 56. http://dx.doi.org/10.1097/00006247-200309000-00020.

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&NA;. "Peer presence." Nursing Management (Springhouse) 34, no. 10 (October 2003): 88. http://dx.doi.org/10.1097/00006247-200310000-00023.

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Fleming, Kathryn. "Peer mentoring." Nursing Management (Springhouse) 48, no. 1 (January 2017): 12–14. http://dx.doi.org/10.1097/01.numa.0000511191.71783.a3.

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Peterson, Tim O., Shontarius D. Aikens, and Martha L. Loudder. "In Search of Authentic Peer Leaders: Finding, Nurturing, and Affirming." Education, Society and Human Studies 1, no. 2 (July 12, 2020): p1. http://dx.doi.org/10.22158/eshs.v1n2p1.

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Luthans and Avolio (2003) have posited that we need methods to develop authentic leaders. One method is to form learning communities on college campuses. Within these communities, peer leaders influence the development of newly admitted peers. The question is: why do some students become peer leaders and others do not? We believe that the answer lies somewhere in their core values. By the time people enter college, they are predisposed to value certain end-states and modes of conduct. Therefore, it is important to determine these predispositions so that leadership development opportunities such as peer leadership can be made available to those who are ready for this type of development. However, at this point we do not know which core values make a difference. This gap in the knowledge is what led to this study. The findings identify the core values of both peer leaders and non-peer leaders. In most cases, these values are the same for both groups. However, the core value of a sense of accomplishment stands out as being significant in determining who will select this type of leadership development opportunity. The paper expands on how to find, nurture, and affirm these select students.
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Kerno, Steven. "Peer Pressure." Mechanical Engineering 132, no. 08 (August 1, 2010): 24–27. http://dx.doi.org/10.1115/1.2010-aug-1.

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This article outlines various inside and outside influences that organizational leadership has to deal with during decision making. Governmental regulatory agencies have the vested authority to impose sanctions upon non-compliant companies. The dictates of regulatory agencies often create legalistic mazes and bureaucratic rituals that bear little relation to a framework conducive to rational decision making. Deviation from legally codified procedures can subject an organization to a situation where its legitimacy is threatened. Socially conscious groups, from NOW to PETA, have also gained significant constituencies, as well as credibility, for their causes within society as a whole. Many such organizations use more formal methods to give various populations of workers protected legal status. The number of stakeholders relevant to an organization has also increased sharply during the past 50 years. To complicate matters further, different stakeholders are likely to have competing interests. There are cases where organizational leadership proposes actions that are reasonable and necessary for the continuation of the organization, but are resisted very strongly, even by constituencies that might benefit, either immediately or eventually, from their implementation.
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Ningrum, Diah. "THE EFFECTS OF POPULAR PRO-SOCIAL BEHAVIOUR CHILDREN ON PEERS AND SCHOOL ENVIRONMENT." Dialectical Literature and Educational Journal 4, no. 1 (October 23, 2019): 27–36. http://dx.doi.org/10.51714/dlejpancasakti.v4i1.7.pp.27-36.

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The aims of the study were to find out the effects of popular pro-social children on peers and school environment. Mixed methods were used in the present study which had two phases; quantitative method and qualitative method. Peer matrix of peer nomination was used as data collection in quantitative, meanwhile interview was used in qualitative method. The results revealed that 5 popular children obtained from peer matrix of peer nomination were liked most by peers. The Results indicated that popular children gave effects on peers and school environment. Popular children influenced their peers and school environment in pro-social behaviour, leadership, and academic achievement. Meanwhile, besides in academic achievement homeroom teachers also agreed on the effects of popular children in pro-social behaviour.
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Luria, Gil, Allon Kahana, Judith Goldenberg, and Yair Noam. "Leadership Development: Leadership Emergence to Leadership Effectiveness." Small Group Research 50, no. 5 (August 26, 2019): 571–92. http://dx.doi.org/10.1177/1046496419865326.

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This study aimed to understand how leadership effectiveness of the trainer in a leadership development program can influence emerging leaders’ development and effectiveness. We hypothesized that the trainer’s leadership effectiveness would be a boundary condition. In this two year longitudinal field study, military cadets’ leadership effectiveness from their emergence as informal peer leaders during basic training through the officer training course (OTC) to their formal leadership roles as active duty officers was followed. The sample included 854 cadets and their 72 trainers. We found that cadets’ effectiveness during OTC mediated the relationship between informal leadership emergence during basic training and their subsequent effectiveness as formal leaders. Furthermore, trainers’ effectiveness moderated the relationship between cadets’ informal leadership emergence and effectiveness in OTC. Results indicate that informal emerging leaders are more likely to develop into highly effective formal leaders when supervised by effective trainers. Theoretical and applied implications are discussed.
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Connolly, Sara. "The impact of peer mentoring on the mentors." Journal of Applied Research in Higher Education 9, no. 2 (April 10, 2017): 255–66. http://dx.doi.org/10.1108/jarhe-10-2015-0078.

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Purpose The purpose of this paper is to examine the impact of first generation peer mentoring experiences on retention, grade point average and students’ perception of their academic and leadership development. Design/methodology/approach This study utilized a mixed methods approach. Focus groups and interviews were utilized to determine the reported leadership experiences of the mentors. Descriptive statistics were used to compare grade point averages and retention rates. Findings The study found peer mentors in residential life perceived an increase in leadership skills; including role modeling, time management, personal confidence, and problem solving. The peers were challenged in their roles, and perceived these challenges to help them to grow as leaders. When compared to their peers, the peer mentors experienced increased retention and similar grade point averages. The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Research limitations/implications The biggest limitation to this study is the fact that this was a small sample, without a control group. A further limitation is that it was difficult to get students to participate in the study. Future research might examine peer mentoring experiences of first generation students on larger campuses or on multiple campuses to allow for a control group of first generation peers without a peer mentoring experience. Practical implications The results indicated that peer mentoring experiences can be beneficial for the mentors who are first generation college students, even experiences that are particularly challenging. Social implications Due to the potential for their success, these types of experiences should be expanded for first generation students, a group that is at a higher risk for drop out. Special attention should be paid to ongoing training in peer mentoring experiences, given the level of commitment by the mentors. Originality/value While other studies have examined the impact of peer mentoring on those that have been mentored, and a few have examined the impact of the experience on the mentors themselves this study extends the research by looking at first generation college students. This is valuable because first generation students continue to lag in their success in college and practical research on what can improve the student experience for this group is necessary.
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ACKERMAN, NANCY. "Effective Peer Review." Nursing Management (Springhouse) 22, no. 8 (August 1991): 48A, 48D. http://dx.doi.org/10.1097/00006247-199108000-00014.

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Burchett, Melissa L., and Mark Spivak. "Nurse peer evaluation." Nursing Management (Springhouse) 45, no. 8 (August 2014): 18–20. http://dx.doi.org/10.1097/01.numa.0000452005.79838.bc.

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Powell, Ned G., Ian Collings, Philip Kloer, and Peter Lees. "Near-peer leadership workshops in Cardiff University." BMJ Leader 2, no. 1 (March 2018): 14–15. http://dx.doi.org/10.1136/leader-2018-000073.

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Ferreira, Aristides I. "Leader and Peer Ethical Behavior Influences on Job Embeddedness." Journal of Leadership & Organizational Studies 24, no. 3 (May 3, 2017): 345–56. http://dx.doi.org/10.1177/1548051817702095.

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Drawing on the social learning theory, the current research proposes that employees learn specific ethical behavior by observing others (leader and peers), thus influencing their job embeddedness. This study examined the mediating and moderating contextual variables in the relationship between ethical leadership and job embeddedness using a sample of 343 employees from 40 different companies. Results revealed that ethical leadership is related to job embeddedness and that perceived supervisor support mediated the influence of ethical leadership on job embeddedness. Also, peer unethical behavior moderated the indirect ethical leadership–job embeddedness relationship at the group level of analysis. Implications of these findings for research and practice are discussed. Specifically, this study proposes that there is a need to select middle managers that are focused on people’s needs and to train and motivate supervisors to support and stimulate their subordinates.
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Muhammed, Shahnawaz, and Halil Zaim. "Peer knowledge sharing and organizational performance: the role of leadership support and knowledge management success." Journal of Knowledge Management 24, no. 10 (September 24, 2020): 2455–89. http://dx.doi.org/10.1108/jkm-03-2020-0227.

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Purpose This study aims to focus on a particular type of intra-organizational knowledge sharing that is referred to as peer knowledge sharing. This paper examines how peer knowledge sharing impacts firms’ financial and innovation performance, and the mechanism through which such a relationship is realized. The study also evaluates the extent to which leadership support acts as a key antecedent to peer knowledge sharing. Design/methodology/approach Drawing on social capital theory and a knowledge-based view of firms, a theoretical model and related hypotheses are presented for testing. A survey design methodology is used to collect data and test the model. Structural equation modeling is used to test the hypothesized relationships based on data collected from 330 knowledge workers in various service-based organizations in Turkey. Findings The results indicate that the extent of employees’ engagement in knowledge sharing behavior with their peers and their managers’ leadership support exert a positive impact on organizations’ knowledge management success, which, in turn, can affect organizations’ innovation performance positively and, subsequently, their financial performance. Leadership support of the immediate manager is found to be an important factor that contributes to the respondent’s peer knowledge sharing behavior. The proposed model’s invariance testing between male and female respondents revealed that peer knowledge sharing’s contribution to knowledge management success may be different in the two groups. Research limitations/implications This study contributes to extant research on knowledge sharing by specifically focusing on peer knowledge sharing and reinforcing leadership support’s importance on knowledge sharing. The study also highlights the importance of knowledge management success as an important mediator necessary for linking individual knowledge management behaviors, such as peer knowledge sharing, with organizational performance. Originality/value Knowledge sharing is a topic of continuing interest for organizational researchers, yet limited empirical research has been conducted that links individual-level, intra-organizational knowledge sharing to organizational performance. This study examines this linkage and provides empirical support for this relationship, while simultaneously pointing to an important type of knowledge sharing that occurs within organizations, referred to as peer knowledge sharing.
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Peairs, Kristen F., Christopher S. Sheppard, Martha Putallaz, and Philip R. Costanzo. "Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence." Journal of Advanced Academics 30, no. 4 (May 8, 2019): 416–40. http://dx.doi.org/10.1177/1932202x19847667.

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The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students ( N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers.
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Walpola, Ramesh L., Romano A. Fois, Andrew J. McLachlan, and Timothy F. Chen. "Enhancing generational change in patient safety attitudes through peer leadership." BMJ Simulation and Technology Enhanced Learning 2, no. 3 (June 22, 2016): 87–89. http://dx.doi.org/10.1136/bmjstel-2016-000111.

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BackgroundDespite peer-led teaching demonstrating benefits in patient safety education, few studies have evaluated these programmes from the perspective of peer leaders.ObjectiveTo evaluate the impact of peer leader participation in a patient safety education workshop in improving their patient safety attitudes.Participants34 final year pharmacy student peer leaders.MethodsAn interactive peer-led patient safety workshop was delivered to 249 first year pharmacy students. Peer leaders' attitudes were assessed 2 months prior to and immediately after peer leader training; and immediately after and 1 month following the workshop. Using a validated patient safety attitudinal survey, repeated measures analysis of variance and pairwise comparisons were used to evaluate changes in four key attitudes over time: being quality improvement focused; internalising errors; questioning more senior healthcare professionals' behaviours; and attitudes towards the open disclosure of errors.ResultsCompared to baseline, peer leaders' attitudes towards open disclosure significantly improved immediately following the workshop (p=0.010) and were sustained after 1 month (p=0.028). Attitudes towards being quality improvement focused also improved significantly 1 month after the workshop (p=0.003).ConclusionsParticipation in a peer-led patient safety education programme benefits both students and peer leaders, enabling further mastery of concepts and enhancing generational change in patient safety practices.
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Véronneau, Marie-Hélène, Sophie-Caroline Trempe, and Alexandra Oliveira Paiva. "Risk and protection factors in the peer context: how do other children contribute to the psychosocial adjustment of the adolescent?" Ciência & Saúde Coletiva 19, no. 3 (March 2014): 695–705. http://dx.doi.org/10.1590/1413-81232014193.17972013.

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As children become adolescents, peers assume greater importance in their lives. Peer experiences can either help them thrive or negatively affect their psychosocial adjustment. In this review article definitions for the types of peer experiences are provided followed by an overview of common psychosocial issues encountered by adolescents. Past research that has pointed to risk and protection factors that emerge from peer experiences during adolescence and the role of peer influences in the context of current issues relevant to adolescent education are discussed. Research suggests that friendships with deviant peers, involvement in bullying and the experience of rejection from the overall peer group are related to adjustment problems, whereas friendships with prosocial and academically oriented peers and social acceptance in the peer group are related to healthy development. Friendship quality, popularity among peers, and involvement in friendship cliques cannot be clearly categorized as either positive or negative influences, because they interact with other factors in shaping the development of adolescents. The promotion of social skills and positive youth leadership as an integral part of the student's learning process in school is recommended.
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Raia, Lucille. "Peer Reviews." Nursing Administration Quarterly 35, no. 2 (April 2011): 174–77. http://dx.doi.org/10.1097/naq.0b013e31820ff901.

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Lal, M. Maureen. "Peer Feedback." JONA: The Journal of Nursing Administration 50, no. 1 (January 2020): 3–4. http://dx.doi.org/10.1097/nna.0000000000000829.

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Murphy, Jessica, Christina Lung, Judith A. Boerger, and Jan Powers. "Comprehensive nursing peer review." Nursing Management (Springhouse) 49, no. 8 (August 2018): 49–33. http://dx.doi.org/10.1097/01.numa.0000542301.90248.30.

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50

Wingrove, Dallas, Angela Clarke, and Andrea Chester. "Distributing leadership for sustainable peer feedback on tertiary teaching." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 95–107. http://dx.doi.org/10.53761/1.12.3.8.

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Abstract:
A growing evidence-based literature supports the value of peer feedback as a positive professional learning activity that enhances confidence, builds collegial relationships and supports reflective practice. Less clear is how best to embed such programs in university practices. This paper describes a leadership approach developed to support the scalable and sustainable implementation of peer-based professional development in a large Australian university. Drawing on distributed leadership approaches, we locate responsibility for ongoing implementation at the local level. This approach and its effectiveness are evaluated by analysing the experiences of 10 leaders. Based on the leaders’ evaluations and our reflections our approach has potential to support the leadership of sustainable and effective peer-based professional development of academic teaching staff in the tertiary sector. We identify critical success factors, challenges and future directions for the leadership and implementation of peer feedback on teaching in higher education.
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