Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy
Bibliographic Data
| ID | 19377807 |
|---|---|
| Authors | Charlotte Silén (0000-0001-7952-4808, Karolinska Institutet, corresponding author), David Kilström (Department of Research, Education, Development and Innovation, Södersjukhuset), Klas Karlgren (0000-0003-1255-7650, Karolinska Institutet) |
| Year | 2025 |
| Volume | 50 |
| Issue | 1 |
| Pages | 159-171 |
| Publication date | 2025-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2024.2369604 |
| OpenAlex | W4400036808 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
Feedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students’ reflections are paramount
Literacy · Mathematics education · Pedagogy · Computer Science · Innovations in Medical Education · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Abductive Analysis
Content Analysis
Supporting Learners' Agentic Engagement With Feedback
The quality of guidance and feedback to students
Conceptualizing feedback literacy
Qualitative content analysis in nursing research
Teacher feedback literacy and its interplay with student feedback literacy
There is more than ‘I’ in self-directed learning
Developing the relational in teacher feedback literacy
Beyond feedback
Developing a learning-centred framework for feedback literacy
What makes for effective feedback
Rethinking models of feedback for learning
Making internal feedback explicit
Unpacking the feedback process
An anatomy of feedback
The development of student feedback literacy
The Power of Feedback
Formative assessment and self-regulated learning
Developing sustainable feedback practices
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |