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] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182774964 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Silén%2C+Charlotte%22">Silén, Charlotte</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> charlotte.silen@ki.se</i><br /><searchLink fieldCode="AR" term="%22Kilström%2C+David%22">Kilström, David</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karlgren%2C+Klas%22">Karlgren, Klas</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Feb2025, Vol. 50 Issue 1, p159-171. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+students%22">Nursing students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Elder+care%22">Elder care</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182774964 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02602938.2024.2369604 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 159 Subjects: – SubjectFull: Autodidacticism Type: general – SubjectFull: Self-managed learning (Personnel management) Type: general – SubjectFull: Nursing students Type: general – SubjectFull: Educational attainment Type: general – SubjectFull: Elder care Type: general Titles: – TitleFull: Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Silén, Charlotte – PersonEntity: Name: NameFull: Kilström, David – PersonEntity: Name: NameFull: Karlgren, Klas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 50 – Type: issue Value: 1 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
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