A qualitative case study research study to explore child nursing students perception of feedback
Beth Wilson
UK
: J Nurs Patient Care
Abstract
Scores from the United Kingdom National Student Survey consistently rank feedback as one of the lowest in terms of student satisfaction. In view of the fact that feedback is one of the most important aspects of learning, it is important to explore the reasons for this and to try to remedy it. The purpose of this study is to ascertain the perceptions of students with respect to feedback. This qualitative study adopted a social reconstructionist philosophy and utilised a case study approach to study a phenomenon. The sampling technique utilised was purposive in that it selected from a pool of third year children’s nurses but eight participants were selected randomly from the volunteer group of twenty-four to minimise bias. Data was collected in the form of a focus group which was audio taped and transcribed verbatim. The transcript was returned for participant validation to increase rigour. Thematic analysis was conducted utilising a framework developed by Spencer et al., and patterns were organised into clusters of meaning. An independent colleague was utilised to identify themes to reduce bias of the study lead who was immersed in the enquiry. Preliminary data demonstrates correlation with the literature review in that students’ expectations are mismatched with the feedback they receive. Data found that students want their feedback to be constructive and specific in identifying areas for future improvement. There appears to be a need for a further study to redevelop the way feedback is given and the content. A framework may assist academics in providing the desired feedback. A proposal for a Participatory Action Research study will be explored. It is hoped that this will improve student experience of feedback and lead to a congruent improvement in the NSS scores.
Biography
Beth Wilson started her career in tertiary education in the Learning and Teaching Department of a renowned university. Her focus has been on student learning and experience and how this can be measured and enhanced. A previous Action Research project on MEQs led to a change in the questions included to focus on the impact of the learning on practice. Her current focus is on feedback as a method of learning and development. She is currently undertaking a project on a revised academic feedback form subsequent to the above research.
