Article

Feedback: an essential element of student learning in clinical practice.

School of Nursing, Dublin City University, Glasnevin, Dublin 9, Ireland.
Nurse education in practice 04/2008; 8(6):405-11. DOI: 10.1016/j.nepr.2008.02.003
Source: PubMed

ABSTRACT Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

8 Followers
 · 
778 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Healthcare is undergoing a transformation in terms of traditional role and skill assignations of staff, with an attendant blurring of boundaries. Expert judgement is used in order to develop and assess learners as they prepare for these new roles. OBJECTIVES: To determine factors related to the perceived usefulness of feedback, to find out how participants use expert judgement, to develop skill and to examine how the context of learning affects the development of judgement. SETTING: Four NHS Health Board areas within Scotland. PARTICIPANTS: 95 nurse practitioners who had successfully completed a specified course of skills based education between September 2008 and August 2010. 10 participants agreed to follow up interview. DESIGN: Survey and follow-up semi-structured interviews. METHODS: Mixed methods. 20 item, internet based questionnaire (n=85) and semi-structured interviews (n=10), collected between September 2010 and February 2011. RESULTS: Response rate was 55%-confidence level of 99%, this sample yields a confidence interval of 12.9%. The results demonstrate that the demonstration of skill and the perception of expertise of the supervisor are related to the perceived usefulness of feedback (p<0.004). The participants use feedback as one strategy to develop skill and judgement, although the mining of the tacit knowledge of medical colleagues, reference to associated theory and peer support and learning strategies are also seen to be important. The development of judgement is restricted by the tightly controlled learning environment. CONCLUSIONS: Identification of participants with the expertise of the supervisory group reveals a group who are highly aspirational and for whom the governance of learning leads the participants to be confident to seek help and not the confidence to identify learning needs. Learning is seen to be dominated by the context in which it is set and as the participants learn motor skills, they learn to fit in and manage a brittle working environment.
    Nurse education today 04/2013; 33(7). DOI:10.1016/j.nedt.2013.03.007 · 1.46 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Abstract Clinical practice is fundamental component of the baccalaureate nursing program. It provides student nurses with knowledge, skills, and attitudes required for their future nursing roles. The purpose of this study is to explore the experience of nursing students in their clinical training at the baccalaureate nursing program in Jordan. A qualitative approach collected data using 2 focus groups from a purposive sample of 30 student revealing five themes. The findings identify challenges to nursing educators to support environment conducive to learning, enhance quality of students' clinical experience, and facilitate narrowing theory-practice gap, Keywords: nursing; clinical training; qualitative; experience; Jordan
    Procedia - Social and Behavioral Sciences 12/2012; 46(2012). DOI:10.1016/j.sbspro
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Online formative assessment continues to be an important area of research and methods which actively engage the learner and provide useful learning outcomes are of particular interest. This study reports on the outcomes of a two year study of medical students using formative assessment tools. The study was conducted over two consecutive years using two different strategies for engaging students. The Year 1 strategy involved voluntary use of the formative assessment tool by 129 students. In Year 2, a second cohort of 130 students was encouraged to complete the formative assessment by incorporating summative assessment elements into it. Outcomes from pre and post testing students around the formative assessment intervention were used as measures of learning. To compare improvement scores between the two years a two-way Analysis of Variance (ANOVA) model was fitted to the data. The ANOVA model showed that there was a significant difference in improvement scores between students in the two years (mean improvement percentage 19% vs. 38.5%, p < 0.0001). Students were more likely to complete formative assessment items if they had a summative component. In Year 2, the time spent using the formative assessment tool had no impact on student improvement, nor did the number of assessment items completed. The online medium is a valuable learning resource, capable of providing timely formative feedback and stimulating student-centered learning. However the production of quality content is a time-consuming task and careful consideration must be given to the strategies employed to ensure its efficacy. Course designers should consider the potential positive impact summative components to formative assessment may have on student engagement and outcomes.
    BMC Medical Education 01/2014; 14(1):8. DOI:10.1186/1472-6920-14-8 · 1.41 Impact Factor