Teachers’ Practices for Written Feedback in Nursing

Teachers Practices for Written Feedback in nursingLITERATURE REVIEW AND comp discontinueium PAPER1Factors Influencing Teachers practices to erect indite feedback to nurse scholarsIntroduction/BackgroundThe process of valuation is signifi quartert to acquire information to judge students skill, to define proficiency in practice and to derive a judgment close students. Evaluation fulfills twain major roles it is formative and summative (Oermann Gaberson, 2013, p. 9). With formative pay cross out, instructor approximates students cultivation and performance, and returns them decisive feedback astir(predicate) the intimacy and expertise which still needs to be special and enhanced. It is usu onlyy considered as diagnostic and many researchers (Bienstock et al., 2007 Corcoran, Halverson, Schindler, 2014) found it helpful in students learning and purifyment in their c areer. On the other hand, summative evaluation is end-of-instruction evaluation designed to determine what the student has learnt. It was usu exclusivelyy occurred at the end of the learning process. There are a number of strategies which has use to evaluate students learning and skills. The much or less common tool utilise to enhance students learning is feedback system. Feedback is an inter nervus between instructors pedagogical goals students learning needs and institutional and governmental genteelness policies, which structure and regulate practices and procedures (Bailey accumulate, 2010). Numerous ways are employ to give feedback for ex productive write, verbal, peer, audio, online, student to dexterity, faculty to student, integrated feedback, unstructured feedback, face to face feedback, and so on. In fact, feedback is given to students from faculty for their correctments and making them conscious(predicate) approximately their progress and informing them about their medium and areas for improvements. In my training and academic career, I have observed that, in that location is a wide diversity in teachers practices of providing feedback to their students. Some teachers follow the strict principles of feedback plot of land others do not. I want to explore what are the factors which influence on teachers practices to provide feedback to their students and what are the perceptions of students about their feedback which they receive from their faculty or teachers.Purpose/ grow of the paperThis paper aims toAnalyze quick literary works on teachers practices for write feedback as healthful as challenges for teachers to provide compose feedback to their students.Appraise students perceptions/expectations from scripted feedback on their assignments.Identify the gaps between what is known and what is not known through literature.Signifi slewce of the divisionIt is well recognized that feedback is an essential constituent of academic discipline which offers status and improvement in learning as well as in commandment in any discipl ine (Corcoran, Halverson, Schindler., 2014 Giles, Gilbert, McNeill, 2014 Horeman et al., 2013 Matzie et al., 2009 Rogers et al., 2012). tuberosity feedback plays an important role in learning and teaching part whether it is provided or received. There are a few studies conducted on feedback in nursing academia to explore varied aspects of feedback in clubhouse to improve learning and teaching in nursing education. literature search strategyIn order to explore the studies conducted on teachers practices about feedback on written assignments, an ample search was conducted through a number of Databases, including PubMed, Cumulative Index to nurse and Allied Health Literature (CINAHL), Google scholar, and Science direct. Different key price were used to search the existing data on the selected topic. The terms used in searching databases were written assignment, teachers practices teachers feedback. Written feedback was the inclusion criteria in searching literature notwithstand ing the studies conducted other than nursing discipline were to a fault included. Most of the studies conducted in substantial countries e.g. Canada, USA, U.K, England, Norway, and Australia. There are rough(a) studies conducted in Asian countries, China, Hong Kong, Taiwan, and in Pakistan barely unpublished. The detailed flow plot for search strategy is following(Flow diagram for literature selection)In addition, substantial assistance was also attainn from librarian in order to access some online articles, which were quite relevant to the topic. Furthermore, persona lists in all including studies were explored and randomnessary sources which were quite relevant to the chosen topic were searched manually for reading and including literature as a primary source. Moreover, ii unpublished theses of Iqbal (2013) Teachers accounts of their perceptions and practices of providing written feedback to nursing students on their assignments and Khowajas (2011) students perceptions a nd their responses to written feedback in nursing degree program in Karachi have been issued from library in order to review and include necessary and important information in this paper. I have also attended seminar which was conducted by one of senior student on a relatively similar topic (feedback to improve learning) to get additional information in order to augment my paper.Literature reviewLiterature review has organized according to four distinct themes.Importance/Usefulness of written feedbackCharacteristics of effective feedbackChallenges for teachers and students in feedbackDiscrepancy in teachers and students perception about feedback1. Importance/Usefulness of written feedbackFeedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvement (Bourgualt, Mundy Joshua, 2013 Corcoran et al., 2014 Giles, Gilbert, McNeill, 2014 Horeman et al., 2013 Khowaja, 2011 Rog ers et al., 2012). On the contrary, MacLellan (2001) argued that the most common declare oneself of the students and the staff for feedback is to grade or rank the achievement. Braend et al. (2010) directed a see on one-fifth year medical students at the University of Oslo and recommended that most of the students considered triangulation feedback from teachers and patients valuable and time-consuming. Rogers, et al. (2012) had conducted an interventional case to focus student-centred approach for improving feedback in medical education in the clinical settings. The comfort rate was significantly higher in the group receiving feedback with instruction manual rather than the group receiving compliments without any instructions (p. 23).No doubt, feedback plays an important role in students learning and improvements, provided it is also a fact, that feedback in the form of evaluation is also used for the heading of ranking the students achievements. Although one author argued with other researchers findings but according to second author feedback was considered useful in another scene (to grade achievement). Furthermore, some of the studies had conducted in comparison of different feedback channels to the students. Besides that, instructions for the students are very useful in clinical settings.2. Characteristics of effective feedbackQuality feedback should be within time limit, explicit, productive and should be based upon non-judgmental attitude (Bienstock et al., 2007, p. 508). Newton, Wallace, and McKimm (2012) conducted interventional psychoanalyse changing from a free-text feedback form to a simple structured feedback proforma center the areas of improvement in students performance which has increased in both the measuring and quality of feedback. In addition, Maclellan (2001) also inquired about students sagaciousness of feedback and reason out that learning occurs when students really perceive feedback as an enabling and back up tool for i mprovement rather than universe judgemental about their achievements. Moreover, it was concluded that teachers should openly discuss with the students how they can integrate this feedback in their upcoming papers (Hyland, 2003, p. 228). In addition, There should be a balance between strength and areas for improvements while providing feedback to students to make it useful for them (Hyland, F., Hyland, K., 2001). There is a great importance of engineering in enhancing feedback for the students in their practical tasks as feedback is recorded for students so they can reflect upon themselves and can review their weakness and strengthening areas (Corrigan Hardham, 2011). Bourgualt, Mundy and Joshua (2013) conducted a archetype need by using audio feedback on student nurses written assignments and concluded that instructors focus was on the provision of positive/constructive feedback as the instructors were high alert before giving feedback and they had also highlighted the importan t areas to per centum with the students for their improvement (p.44).The excellence of feedback depends upon many components which should be kept in consideration to make it effective. Except these features, effective feedback depends upon the form in which it is used whether in a simple form or some kind of structured form. Different studies concluded different aspects of quality feedback but the focus of most of the studies was to keep balance between students strength and areas for improvements and feedback should be simple and unaffixed for the students to interpret so that they could incorporate the feedback into their next assignments. Moreover, teachers should incorporate advanced applied science to make feedback effective and keep in consideration of students belief or get wording about feedback while providing feed back to them.3. Challenges for teachers and studentsLanguage and wording is a big challenge for the teachers in providing feedback to students and for the s tudents in understanding and reading the meaning of feedback (Bailey Garner, 2010 Weaver, 2006). Schartel (2012) determined that numerous medical educators have limited knowledge about theoretical models of feedback and also dearth of skills in providing feedback (p.77). Harvey, Radomski and OConnor (2013) conducted a study on medical students for clinical supervision and concluded that only 16% written feedback statements focused on the forward learning objectives for the students.From the above mentioned studies findings, it can be analyzed that the focus of the studies was on the language, knowledge and vocabulary of the teachers which they used in providing feedback to the students. In this context, students often valued feedback but tutors comments would be more useful for them. Furthermore, sometime tutors do not provide detailed feedback to the students because of some contributing factors, sometime, personal, or institutional. Teachers should get proper training for feedbac k and should be dexterous in giving feedback.4. Discrepancy in teachers own practices and students perception about feedbackI have experienced in my academic career being a student and being a teacher that teachers have different perceptions and different opinions on the purpose for providing feedback to the students and teachers do not know how their students would take their feedback and how it would be helpful for them. There is also ample evidence from literature to support that there is a great controversy between teachers perception about providing feedback and students expectation and interpretations of those written comments (Carless, 2006 Garner Bailey 2010 Goldstein, 2004 Jensen et al, (2012). Moreover, Weaver 2006) concluded that students need support from faculty to understand feedback what they mean to it. He also determined a number of themes about feedback which are solely awkward for the students like comments too broad or unclear, lack of direction, intensive nega tive comments Moreover, these findings also supported by Bailey and Garner (2010) by suggesting that teachers are not very sure about the purpose of providing feedback to their students. (p. 187). Another similar kind of study has been done in order to explore the gap between faculty and the residents for receiving and giving feedback. Jensen, et al. (2012) concluded that residents/students satisfaction for the feedback was significantly lower than the satisfaction level of the faculty for giving feedback (p.248). In addition, Parboteeah and Anwar (2009) suggested that teachers considered feedback more useful rather than students in many contexts. On the contrary, capital of Alabama and Baker (2007) conducted research by triangulation design between students and faculty and they recommended that there is a well synchronization between students perception about feedback and teachers self-assessment in giving feedback to their students (p. 82).All the studies conducted on the above me ntioned theme, concluded that there is a great diversity among teachers and students in the process of feedback, but there is only one study (Montgomery Baker, 2007) revealed synchronization among students and faculty about feedback.Gap in literatureThere is enough evidence from existing literature about students perceptions regarding feedback and teachers expectation from students. Literature also available on a discrepancy in teachers actual practices in providing feedback to students and what they believe to provide. There is a need to explore the factors influence teachers practices to provide feedback which they really want to provide and what is the extent of those factors in Pakistani Nursing context.Restatement of problem and its significance/implication for nursingDespite of importance of feedback in educational system, only one study has conducted in Pakistani context on teachers practices about feedback, which is unpublished yet. But none of the study conducted on what f actors influence on teachers practices for written feedback and what is the extent of pre-determined factors affecting teachers practices in providing written feedback to students. This study probably would add new knowledge to the existing phenomena of written feedback and new interventions could be designed based on the study findings to improve or enhance the teachers practices for providing written feedback to their students ultimately to boost learning and teaching practices in nursing education.ConclusionTo conclude, Feedback is not only important from students perspective but it is also significant from faculty and educational objectives. There are many studies conducted on the given phenomena but all the studies conducted in developed countries and some of them in Asian countries. Almost all the studies are designed qualitatively, some mixed methods, but none of the study designed quantitative. There is a need to explore the extent of mold factors influencing teachers pract ices in providing feedback which they really want to give to their students, so that according to study findings, interventions could be designed to improve teachers practices in nursing education.