Nurse Teachers' Accounts of Their Perceptions and Practices of Written Feedback

2.50
Hdl Handle:
http://hdl.handle.net/10755/335164
Category:
Full-text
Type:
Presentation
Title:
Nurse Teachers' Accounts of Their Perceptions and Practices of Written Feedback
Other Titles:
Evaluations of Global Nursing Faculty
Author(s):
Gul, Raisa; Iqbal, Sajid
Lead Author STTI Affiliation:
Non-member
Author Details:
Raisa Gul, PhD, MHA, BScN, RM, RN, raisa.gul@aku.edu; Sajid Iqbal, RN, BScN, MScN
Abstract:
Session presented on Monday, July 28, 2014: Purpose: Written feedback is an important aspect of students' assessment and learning. Although the phenomenon of written feedback has been studied in various countries, most of the studies have focused on students' perceptions or on the analysis of teachers' marked papers. This study aimed to explore the nurse teachers' perceptions of their practices of written feedback. Moreover, the factors that affected teachers' practices of written feedback were also investigated. Methods: A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from public and private nursing institutions in Karachi, Pakistan, participated in the study. Using a semi-structured guide, in-depth interviews were conducted with the participants, between February-May, 2013. The interviews were tape recorded and transcribed verbatim. The data were manually coded and categorized. Results: Analysis of the data led to four categories and sub-categories. The main categories were: teachers' perceptions about written feedback, effects of written feedback on students from the teachers' perspectives, teachers' practices of providing written feedback on students' assignments, and factors that affect the teachers' practices of providing written feedback to their students. The findings indicated that although the teachers realize the importance of written feedback and its impact on students' learning, several factors, including teachers' competence and commitment, students' receptivity, and contextual barriers, affected their practices. Conclusion: Overall, this study has implications for teachers, students, and higher education institutions. To actualize the potential role of written feedback, the contextual factors must be known and addressed by the stakeholders.
Keywords:
Written Feedback; Assessment; Learning
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14N05
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleNurse Teachers' Accounts of Their Perceptions and Practices of Written Feedbacken
dc.title.alternativeEvaluations of Global Nursing Facultyen
dc.contributor.authorGul, Raisaen
dc.contributor.authorIqbal, Sajiden
dc.contributor.departmentNon-memberen
dc.author.detailsRaisa Gul, PhD, MHA, BScN, RM, RN, raisa.gul@aku.edu; Sajid Iqbal, RN, BScN, MScNen
dc.identifier.urihttp://hdl.handle.net/10755/335164-
dc.description.abstractSession presented on Monday, July 28, 2014: Purpose: Written feedback is an important aspect of students' assessment and learning. Although the phenomenon of written feedback has been studied in various countries, most of the studies have focused on students' perceptions or on the analysis of teachers' marked papers. This study aimed to explore the nurse teachers' perceptions of their practices of written feedback. Moreover, the factors that affected teachers' practices of written feedback were also investigated. Methods: A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from public and private nursing institutions in Karachi, Pakistan, participated in the study. Using a semi-structured guide, in-depth interviews were conducted with the participants, between February-May, 2013. The interviews were tape recorded and transcribed verbatim. The data were manually coded and categorized. Results: Analysis of the data led to four categories and sub-categories. The main categories were: teachers' perceptions about written feedback, effects of written feedback on students from the teachers' perspectives, teachers' practices of providing written feedback on students' assignments, and factors that affect the teachers' practices of providing written feedback to their students. The findings indicated that although the teachers realize the importance of written feedback and its impact on students' learning, several factors, including teachers' competence and commitment, students' receptivity, and contextual barriers, affected their practices. Conclusion: Overall, this study has implications for teachers, students, and higher education institutions. To actualize the potential role of written feedback, the contextual factors must be known and addressed by the stakeholders.en
dc.subjectWritten Feedbacken
dc.subjectAssessmenten
dc.subjectLearningen
dc.date.available2014-11-17T13:45:52Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:45:52Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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