Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy.
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| Title: | Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy. |
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| Authors: | Silén, Charlotte1 (AUTHOR) charlotte.silen@ki.se, Kilström, David2 (AUTHOR), Karlgren, Klas1,2,3 (AUTHOR) |
| Source: | Assessment & Evaluation in Higher Education. Feb2025, Vol. 50 Issue 1, p159-171. 13p. |
| Subject Terms: | *Autodidacticism, *Self-managed learning (Personnel management), *Nursing students, *Educational attainment, Elder care |
| Abstract: | Feedback literacy includes students' abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students' reflections are paramount. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Feedback literacy includes students' abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at different educational levels were interviewed about their learning after completing a five-week clinical placement within elderly care. Their narratives were explored using a qualitative content analysis of both the manifest and latent content. Interestingly, feedback was shown to be generated by the students themselves: Noticing what others do and what happens on site; Active participation providing first-hand experiences; Getting and taking responsibility; and Understanding what you know and what you need to learn. Although not termed feedback by the students, comparison with their own thoughts, feelings, and behaviours as they observed, participated, and reflected emerged as important to their learning. For this internal feedback to become useful in the development of feedback literacy and SDL, students' reflections are paramount. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02602938 |
| DOI: | 10.1080/02602938.2024.2369604 |
