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.
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.
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.
Five hundred twenty-three students submitted a total of 985 posts or essays in response to viewing the presentation; seven themes were identified.
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.
About the Authors Gerry Altmiller, EdD, APRN, ACNS-BC, is a professor, The College of New Jersey Department of Nursing, Ewing, New Jersey. Belinda Deal, PhD, RN, CNE, is an associate professor and BSN program director, University of Texas at Tyler School of Nursing, Tyler, Texas. Nancy Ebersole, PhD, RN, is an associate professor, Salem State University Department of Nursing, Salem, Massachusetts. Randi Flexner, DNP, APN, FNP-BC, RN, is a clinical assistant professor, Rutgers University College of Nursing, New Brunswick, New Jersey. Janet Jordan, MSN, RN, is a clinical instructor, University of Texas at Tyler School of Nursing. Vicki Jowell, MSN, RN, is an RN/BSN coordinator, University of Texas at Tyler School of Nursing. Tommie Norris, DNS, RN, is a professor, University of Tennessee Health Science Center, Memphis, Tennessee. Mary Jo Risetter, MSN, RN, is an instructor, Lake Michigan College Department of Nursing, Benton Harbor, Michigan. Monika Schuler, PhD, RN, CNE, is an assistant professor, University of Massachusetts at Dartmouth College of Nursing, North Dartmouth, Massachusetts. Kathleen Szymanski, MSN, RN, is an instructor, Lake Michigan College Nursing Program. Beth Vottero, PhD, RN, CNE, is an associate professor, Purdue University Northwest College of Nursing, Hammond, Indiana. Danielle Walker, PhD, RN, CNE, is an associate professor, Texas Christian University Harris College of Nursing and Health Sciences, Fort Worth, Texas. For more information, contact Dr. Altmiller at Altmillg@tcnj.edu.
The authors have declared no conflict of interest.