Bachelor of Science in Nursing Students' Perceptions Regarding Educator Feedback

Bibliographic Data

ID21455849
AuthorsBushra Sultan, Gideon Victor (0000-0002-6307-941X)
Year2021
Volume60
Issue10
Pages577-581
Publication date2021-10-01
Open AccessNo
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20210729-07
PMID34605683
OpenAlexW3203759151
LanguageEN
References cited20

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. [ J Nurs Educ . 2021;60(10):577–581.]

Bachelor · Competence (human resources) · Constructive · Cornerstone · Feeling · Medical education · Peer feedback · Perception · Preparedness · Process (computing) · Quality (philosophy) · Computer Science · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Nursing · Psychology · Social Psychology · Student Assessment and Feedback

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