Nursing Students’ Perceptions Regarding the Amount and Type of Written Feedback Required to Enhance Their Learning

Giles, Tracey; Gilbert, Sandra M.; McNeill, Liz

doi:10.3928/01484834-20131209-02

Cited by 26 publications

(20 citation statements)

References 18 publications

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“…Similarly, Ginsburg et al ., in a content analysis of written comments on IM residents’ ITERs, found that comments about a resident's ‘attitude or disposition’ were common, along with other commentary not linked directly to competencies . The problems associated with the writing of vague, dispositional comments that are subject to (mis)interpretation are not unique to medicine and can be found elsewhere in higher education …”

Section: Discussionmentioning

confidence: 99%

Reading between the lines: faculty interpretations of narrative evaluation comments

et al. 2015

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Participants made inferences based on what they thought evaluators intended by their comments and seemed to share an understanding of a 'hidden code'. Participants' ability to 'read between the lines' explains how comments can be effectively used to categorise and rank-order residents. However, it also suggests a mechanism whereby variable interpretations can arise. Our findings suggest that current assumptions about the purpose, value and effectiveness of ITER comments may be incomplete. Linguistic pragmatics and politeness theories may shed light on why such an implicit code might evolve and be maintained in clinical evaluation.

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Section: Discussionmentioning

confidence: 99%

Reading between the lines: faculty interpretations of narrative evaluation comments

et al. 2015

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“…Many recent studies have proven the usefulness of WFB (Corcoran et al, 2014;Giles et al, 2014;Koh, 2010;and Rogers et al, 2012). Bailey and Vardi (1999), for instance, demonstrated the beneficial effects of feedback through their case study of a cycle of feedback in formative assessment.…”

Section: Utility Purpose and Focus Of Wfbmentioning

confidence: 99%

“…In universities, without adequate and effective feedback on their writing, students may not develop their academic writing skills and consequently they turn to plagiarism and other malpractices. In such a scenario, the role of written feedback assumes critical importance, because it helps students learn about their strengths and weaknesses (Corcoran, Halverson, & Schindler, 2014;Giles, Gilbert, & McNeill, 2014;and Orrell, 2006) and build their competence in academic writing.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

Gul¹,

Tharani²,

Lakhani³

et al. 2016

WJE

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This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.

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“…[1][2][3][4][5][6] In addition, researchers believe that WFB can help the students to improve their academic writing skills [3,[6][7][8][9] and making them reflect on their progress. [1,2,10] Furthermore, it is also used to justify the students' grade or rank, [11] and offers an opportunity for experiential learning. [12,13] However, the provision of WFB is affected by a number of personal and organizational factors.…”

Section: Introductionmentioning

confidence: 99%

“…(2) What are the practices of teachers regarding written feedback to students? (3) What factors influence teachers' practices of providing quality written feedback to their students?…”

Section: Introductionmentioning

confidence: 99%

Nurse teachers’ conceptions and practices of written feedback in Karachi

Idrees

Gul

Tharani

et al. 2016

JNEP

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Background: Written Feedback (WFB) plays a significant role in student's learning in terms of improvement of their academic writing skills. However, the quality of WFB may be affected by various personal and contextual factors. This study aimed to identify nurse teachers' conceptions and practices of WFB on written assignments in nursing degree offering institutions in Karachi, Pakistan. Methods: A cross-sectional descriptive study design was used to answer the study questions. The study was conducted at 11 nursing schools in Karachi by recruiting those teachers who were teaching in nursing degree programs. The sample size of the study consists of 80 teachers. Universal sampling technique was used to select the subjects of the study. Results: The study result consists of demographic information of the participants, teachers' conceptions and their practices of WFB. Although majority (92%) of the teachers believed that WFB is important for students' learning, they acknowledged that they were not able to provide WFB at optimum level to their students. This gap in practice is attributed to various personal, contextual, and organizational factors; among them, the highest reported factors were teachers' lack of training for provision of WFB (84%), distraction in the environment (78%), and constraints of time due to teacher's workload (74%). Conclusions: The importance of WFB for students' learning is well established in the literature. However, the preparation of teachers and an enabling environment to facilitate teachers for optimum practices of WFB needs considerable attention by educational institutions.

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Nursing Students’ Perceptions Regarding the Amount and Type of Written Feedback Required to Enhance Their Learning

Cited by 26 publications

References 18 publications

Reading between the lines: faculty interpretations of narrative evaluation comments

Reading between the lines: faculty interpretations of narrative evaluation comments

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

Nurse teachers’ conceptions and practices of written feedback in Karachi

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