Nurse educators' beliefs and perceptions of giving feedback in online RN-BSN programs

dc.contributor.advisorFord, Margaret
dc.contributor.authorAllen, Carol M.
dc.contributor.committeeMemberKanyongo, Gibbs
dc.contributor.committeeMemberMerrow, Sherry
dc.date.accessioned2019-01-27T23:31:26Z
dc.date.available2019-01-27T23:31:26Z
dc.date.issued2018
dc.description.abstractThis 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)en_US
dc.description.bibliographicCitationAllen, C.M. (2018). Nurse educators' beliefs and perceptions of giving feedback in online RN-BSN programs. Retrieved from http://academicarchive.snhu.eduen_US
dc.description.degreeDoctor of Education (Ed.D.)en_US
dc.description.programEducational Leadershipen_US
dc.description.schoolSchool of Educationen_US
dc.digSpecsPDF/A-1ben_US
dc.identifier.urihttps://hdl.handle.net/10474/3300
dc.language.isoen_USen_US
dc.publisherSouthern New Hampshire Universityen_US
dc.relation.requiresAdobe Acrobat Readeren_US
dc.rightsAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibiteden_US
dc.rightsHolderAllen, Carol M.
dc.subject.lcshSouthern New Hampshire University -- Theses (Education)en_US
dc.subject.othernursingen_US
dc.subject.otherhigher educationen_US
dc.subject.otherfeedbacken_US
dc.subject.otherRN-BSN educationen_US
dc.titleNurse educators' beliefs and perceptions of giving feedback in online RN-BSN programsen_US
dc.typeDissertationen_US
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