Nursing students' perceptions regarding faculty feedback

Abstract

Higher education researchers in a variety of disciplines have explored instructor and student perceptions of what constitutes feedback that is useful and timely. Researchers agree that students desire feedback but are often not sure of how to interpret or use faculty comments. Students vary in an understanding of what constitutes feedback. Nursing researchers have conducted fewer studies to determine student concerns regarding faculty feedback. Nursing faculty differ in perceptions of what constitutes effective feedback. Nursing faculty use various forms of feedback, such as written comments, audio recordings, and automatically generated feedback. These variations suggest nursing faculty do not always know what students consider useful, effective, and timely feedback. The purpose of this qualitative study was to determine student perceptions regarding what constitutes feedback and what feedback practices are useful, timely, and meet student expectations. The research was designed using constructivist theory and Bandura’s concept of self-efficacy. The investigator interviewed 14 participants who met inclusion criteria. Data were collected using a prepared interview guide. Data analysis consisted of coding and categorizing recurring themes. Four main themes emerged to answer the research questions. Ten sub-categories were identified. The results were interpreted and reported with recommendations. Faculty should be aware of what students want from feedback and should initiate feedback practices early in nursing education. Faculty can introduce students to feedback by defining the purpose, setting standards for expectations, determining reasonable time frames for providing feedback, and role modeling behavior for providing feedback in beneficial and respectful ways.