Constructive feedback teaching strategy

A multisite study of its effectiveness

Gerry Altmiller, Belinda Deal, Nancy Ebersole, Randi Flexner, Janet Jordan, Vicki Jowell, Tommie Norris, Mary Jo Risetter, Monika Schuler, Kathleen Szymanski, Beth Vottero, Danielle Walker

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

AIM The study purpose was to describe students’ perceptions of feedback after participating in a teaching strategy designed to foster a view of feedback as an opportunity for improvement. BACKGROUND Although delivering and receiving constructive feedback are essential to the role of the professional nurse, feedback has been identified as a trigger for incivility in academia and practice. METHOD Twelve nurse educators from the Quality and Safety Education for Nurses Academic Task Force, located at nine schools of nursing across the nation, implemented a presentation about giving and receiving constructive feedback in junior and senior courses. RESULTS Five hundred twenty-three students submitted a total of 985 posts or essays in response to viewing the presentation; seven themes were identified. CONCLUSION Viewing this teaching strategy enabled nursing students to develop an awareness of the opportunity that constructive feedback presents for professional development, self-improvement, teamwork and collaboration, and patient safety.

Original languageEnglish (US)
Pages (from-to)291-296
Number of pages6
JournalNursing Education Perspectives
Volume39
Issue number5
DOIs
StatePublished - Jan 1 2018

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teaching strategy
Teaching
Nurses
Students
School Nursing
Professional Role
nurse
Nurse's Role
Nursing Students
Advisory Committees
Patient Safety
nursing
Safety
Education
student
teamwork
Formative Feedback
educator
school
education

All Science Journal Classification (ASJC) codes

  • Nursing(all)
  • Education

Cite this

Altmiller, G., Deal, B., Ebersole, N., Flexner, R., Jordan, J., Jowell, V., ... Walker, D. (2018). Constructive feedback teaching strategy: A multisite study of its effectiveness. Nursing Education Perspectives, 39(5), 291-296. https://doi.org/10.1097/01.NEP.0000000000000385

Constructive feedback teaching strategy : A multisite study of its effectiveness. / Altmiller, Gerry; Deal, Belinda; Ebersole, Nancy; Flexner, Randi; Jordan, Janet; Jowell, Vicki; Norris, Tommie; Risetter, Mary Jo; Schuler, Monika; Szymanski, Kathleen; Vottero, Beth; Walker, Danielle.

In: Nursing Education Perspectives, Vol. 39, No. 5, 01.01.2018, p. 291-296.

Research output: Contribution to journalArticle

Altmiller, G, Deal, B, Ebersole, N, Flexner, R, Jordan, J, Jowell, V, Norris, T, Risetter, MJ, Schuler, M, Szymanski, K, Vottero, B & Walker, D 2018, 'Constructive feedback teaching strategy: A multisite study of its effectiveness', Nursing Education Perspectives, vol. 39, no. 5, pp. 291-296. https://doi.org/10.1097/01.NEP.0000000000000385
Altmiller, Gerry ; Deal, Belinda ; Ebersole, Nancy ; Flexner, Randi ; Jordan, Janet ; Jowell, Vicki ; Norris, Tommie ; Risetter, Mary Jo ; Schuler, Monika ; Szymanski, Kathleen ; Vottero, Beth ; Walker, Danielle. / Constructive feedback teaching strategy : A multisite study of its effectiveness. In: Nursing Education Perspectives. 2018 ; Vol. 39, No. 5. pp. 291-296.
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