Nursing students' perceptions regarding the amount and type of written feedback required to enhance their learning

Tracey Giles, Sandra Gilbert, Liz McNeill

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    Effective feedback can enhance student learning, but limited evidence exists on whether nursing students actually use and learn from written feedback. This descriptive survey explored nursing students' perceptions regarding the amount and type of written feedback required to enhance their learning. In stage one, 362 students completed a 28- item questionnaire regarding feedback experiences and preferences; in stage two, 227 students selected a preferred feedback option for a final topic assignment. Findings revealed that many of the students wished to be engaged with the feedback process and believed effective written feedback can and does enhance their learning. However many students also reported learning barriers-including absent, inadequate, ambiguous, inconsistent, and ineffective feedback-indicating a significant disconnect between desired and actual feedback. Recommendations include a greater focus on engaging nursing students in the feedback process and evaluating the effectiveness of written feedback for individual students.

    Original languageEnglish
    Pages (from-to)23-30
    Number of pages8
    JournalJournal of Nursing Education
    Volume53
    Issue number1
    DOIs
    Publication statusPublished - 2014

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