Bachelor of Science in Nursing Students' Perceptions Regarding Educator Feedback
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Background:
Feedback is imperative for academic success, learning, and professional growth. Faculty competence to provide constructive feedback is a cornerstone in the educational process, environment, and outcomes.
Methods:
This cross-sectional study evaluated the quantity, quality, timing, and utilization of feedback among 38 Bachelor of Science in Nursing students. An assessment experience questionnaire was used to collected data.
Results:
The majority of students (n = 27 [71%]) expressed that the timing of feedback is critical; 21 (55%) students reported feedback threatened their self-esteem, 19 (50%) students perceived feedback did not help in completing assignments, and 24 (63%) students reported feedback did not help in understanding assignments. Students reported the negative impact of feedback resulted in feeling discouraged regarding reflection (n = 20 [53%]) and self-regulation (n = 21 [55%]).
Conclusion:
Although feedback is imperative for academic success and professional development, the quantity and quality affects students' utilization of feedback. [.
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