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How is feedback perceived by Brazilian students and faculty from a nursing school?
Marina Driemeier Cardoso1, Patrícia Luciana Moreira Dias2, Mariana Lucas da Rocha Cunha2
1Instituto do Cérebro, Hospital Israelita Albert Einstein, São Paulo, Brazil.
Nurse Education in Practice
|July 18, 2024
Summary
In Brazil, student and faculty perceptions of educational feedback are shaped by sociocultural context and past experiences. Honest feedback is often seen as criticism, impacting learning and skill development.
Area of Science:
- Nursing Education
- Qualitative Research
- Sociocultural Psychology
Background:
- Feedback is vital for learner development, but its interpretation varies culturally.
- Students often report dissatisfaction with feedback quality and quantity.
- Faculty face challenges in delivering effective feedback, requiring empathy and credibility.
Purpose of the Study:
- To explore undergraduate student and faculty perceptions of feedback.
- To investigate feedback dynamics within a Brazilian private nursing school context.
Main Methods:
- Qualitative study utilizing Inductive Content Analysis.
- Symbolic interactionism framework for data interpretation.
- Five virtual focus groups (1 faculty, 4 student) with semi-structured interviews.
Main Results:
- Two categories emerged: 'Sociocultural Influences' and 'Navigating Dualities of Feedback'.
- Faculty feedback is influenced by past experiences and their self-perception.
- Students perceive feedback's learning potential, but sociocultural context in Brazil can lead to feedback being viewed as criticism.
Conclusions:
- Faculty adapt feedback based on prior experiences and prioritize positive student relationships.
- Students value feedback for learning and personal growth.
- Sociocultural context significantly shapes feedback perception in Brazilian nursing education.
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