Nurse educators' beliefs and perceptions of giving feedback in online RN-BSN programs
Date
2018
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Publisher
Southern New Hampshire University
Abstract
This exploratory quantitative study investigated nurse educator beliefs and perceptions regarding giving feedback in online RN-BSN programs. The survey was developed to discover trends among nurse educators (N=76) in attitudes towards feedback and students, use of feedback strategies for learning, and perceived characteristics of feedback used in practice. Hattie’s (2009) model of feedback provided the framework.
Key Findings: Nurse educators value the importance of feedback for student learning and success. Preferences for choice of tools to use for providing feedback trended to more traditional choices of shared documents, asynchronous tools, and email. Positive attitudes about students and feedback were identified related to student involvement and engagement, application and interest, as well as agreement with feedback. Positive attitudes regarding practice were identified including role, efficacy at the application of feedback strategies, and formatting styles. Minimum differences in beliefs and perceptions were identified when compared to education, experiences, and employment status.
Limitations: Potential sample bias as the participants were identified as educators registered to teach within Shadow Health’s RN-BSN assessment modules. The newly developed survey requires further testing for validity.
Discussion and recommendations: The results suggest that there has been movement to improve feedback practices in nursing education. Faculty development opportunities that center on strengthening use of feedback strategies and use of supportive technology will contribute to further improvement in feedback practices. Improvement in feedback strategies will contribute to the education of RN-BSN nurses to prepare them to thrive in practice within complex healthcare delivery systems. (Author abstract)
Description
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Dissertation