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Bachelor of Science in Nursing Students' Perceptions Regarding Educator Feedback
The Journal of Nursing Education
|October 4, 2021
Summary
Student feedback is crucial for learning, but its quality and timing significantly impact utilization. Many nursing students found feedback hindered self-esteem and assignment comprehension, discouraging reflection and self-regulation.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
- Student Learning Outcomes
Background:
- Effective feedback is essential for academic and professional development.
- Faculty's ability to provide constructive feedback is key to educational success.
Purpose of the Study:
- To evaluate the quantity, quality, timing, and utilization of feedback among Bachelor of Science in Nursing students.
- To understand student perceptions of feedback's impact on learning and self-development.
Main Methods:
- Cross-sectional study design.
- Survey administered to 38 Bachelor of Science in Nursing students.
- Assessment experience questionnaire used for data collection.
Main Results:
- 71% of students identified feedback timing as critical.
- 55% felt feedback threatened self-esteem; 50% perceived it didn't aid assignment completion.
- 63% reported feedback did not improve assignment understanding, impacting reflection (53%) and self-regulation (55%).
Conclusions:
- Feedback's quantity and quality directly influence its utilization by students.
- Addressing student perceptions of feedback is vital for enhancing its effectiveness in nursing education.
- Improving feedback strategies can foster better reflection and self-regulation among nursing students.
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