Peer feedback in higher education was defined witch a collaborative methodology where the student has a dynamic roll in the process of teaching, learning and assessment (Silva, et al., 2016). This pedagogical methodology increase competences development which is actually fundamental to the excellent professional exercise. However, it is fundamental recognize the teacher`s perception the contribute of the peer-feedback methodology because the teachers are the base to change pedagogical practices in a teaching-learning process centered in students. With this study we want the perception of nursing teachers about the contributions of peer feedback in the acquisition of skills required for future professional practice.
Methods: A qualitative, descriptive study using a focus group with the teachers of Northern Portuguese Red Cross Health School. The criteria of inclusion the teachers are: participation in formative session/workshop about peer feedback principles and development of supervision activity with the students of undergraduate nursing course. The focus group with 8 teachers occurred during 2 hours and information were record with audio-record after the consent off all participants.To the focus group we used a semi-structured script according the research question : 1) to identify the perception of the teachers about the concept of peer and peer feedback in clinical teaching in nursing; 2) contact and / or application of this type of evaluation in the professional course; 3) to use the peer feedback, which advantages / disadvantages may be added to the current conventional evaluation methods; 4) Peer feedback as a way to develop skills in students; 5) By incorporating peer feedback, in order to serve as a weighting for the student's final evaluation, it will make the evaluation less subjective and therefore more efficient; 6) Since the evaluation process is complex, it will be appropriate to include the evaluated student; 7) All competency dimensions should be included, which teachers also evaluate and provide feedback; 8) What is the interest of research on the use of peer feedback in clinical teaching in nursing; 9) What is the impact of peer feedback on the development of nurses' professional competencies.
To data analysis we used content analysis according to Bardin (2008).
Results: It is evident that the preparation of students and teachers is very important to achieve the objectives. The peer-feedback is an important contributes to engage the students in learning process and assessment to empowering the students the capacity of critical thinking, communication, attitude and interpersonal relationships. The peer-feedback increases the team work, the responsible decision make and autonomy. The awareness of professional skills to work team is an evidence of peer-feedback.
Conclusion: The peer feedback contributes to major engagement and student’s participation in learning and assessment process. These skills are fundamentals to the future professional exercise because it is promotes the teaching based on skills, with collaborative action of the teachers.
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