Students' perceptions of assessment feedback in an undergraduate nursing and midwifery subject: a mixed-methods study.
Background: In an undergraduate Bachelor of Nursing course, students enrol in an evidence-based Practice (EBP) subject. Three scaffolded tasks assess students' ability to find, summarise and synthesise professional literature. For each assessment task, students are provided feedback that informs sub...
| Publicado en: | Contemporary Nurse: A Journal for the Australian Nursing Profession Vol. 61; no. 2; pp. 127 - 144 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185445826&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185445826 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10376178 G9U jtl: Contemporary Nurse: A Journal for the Australian Nursing Profession issn: 10376178 maglogo: N pubinfo: dt: Apr2025 vid: 61 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 185445826 182497966 185445826 185445826 10.1080/10376178.2025.2449964 185445826 ppf: 127 ppct: 17 formats: tig: atl: Students' perceptions of assessment feedback in an undergraduate nursing and midwifery subject: a mixed-methods study. aug: au: Tomlinson, Emily J. Schoch, Monica Lakshman, Rital McDonall, Jo McTier, Lauren affil: School of Nursing and Midwifery, Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, Australia sug: subj: Students, Nursing Psychosocial Factors Students, Midwifery Psychosocial Factors Students, Undergraduate Education, Nursing Education, Midwifery Student Attitudes Student Performance Appraisal Feedback Human Male Female Adolescence Adult Middle Age Multimethod Studies Cross Sectional Studies Quantitative Studies Surveys Qualitative Studies Interviews Descriptive Statistics Data Analysis Software Adolescent: 13-18 years Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: In an undergraduate Bachelor of Nursing course, students enrol in an evidence-based Practice (EBP) subject. Three scaffolded tasks assess students' ability to find, summarise and synthesise professional literature. For each assessment task, students are provided feedback that informs subsequent assessments. It is unclear how students use the feedback, and what elements of feedback are perceived as being most useful. Aim: This study aimed to examine nursing students' perspectives of receiving feedback from scaffolded assessments and how feedback received influenced the development of the final assessment task. Design: A mixed-methods approach was used with a cross-sectional survey and online qualitative interviews. Setting: This research was conducted at Deakin University, School of Nursing and Midwifery in Melbourne, Australia. Participants: One hundred forty-eight students (17.4%, n = 851) participated in the cross-sectional survey. Seven students participated in the online qualitative interviews. Methods: Students enrolled in the EBP subject in Trimester, 2023 were invited to participate in a survey where they rated their experience of assessment feedback using a Likert scale. Students were also invited to participate in an online qualitative interview that further explored their perceptions. Results: Assessment exemplars were highly beneficial to understanding the assessment task (87.8% agree/strongly agree, n = 107). Responding to feedback was challenging (38.5%, n = 47). Qualitative themes identified were engagement with assessments, appropriateness of feedback, and use of scaffolded feedback. Conclusions: This study highlights that scaffolded feedback is valuable for student learning. Feedback in each rubric criterion helps with the alignment of learning outcomes. Resources that support students in how to respond to feedback are important. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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