Browsing by Author "Nel-Cooke, Lizette"

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    Nursing students’ perception of and engagement with feedback provided in an undergraduate nursing programme
    (Stellenbosch : Stellenbosch University, 2021-12) Nel-Cooke, Lizette; Van Schalkwyk, Susan; Herman, Nicoline; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY : Feedback in the context of higher education, and therefore also in health professions education, is defined as the process where information is given to students about their work and how they then utilise the provided information to acknowledge the appropriate standards for that work to improve the outcomes in performance (Boud & Molloy, 2013a). Feedback may, however, be affected by misunderstanding and, therefore, clear communication is necessary to ensure a clear understanding about the feedback provided (Boud & Molloy, 2013a). In addition, if students have a more positive perception about feedback provided by lecturers, they should be more inclined to utilise the feedback effectively, which could lead to improved results. Researchers have suggested that feedback must be a dialogic process where lecturers and students are involved in the discussion and construction of feedback (Nicol, 2009). Providing students with feedback that is timely and helpful has also been highlighted as an important area on which higher education institutions have to focus (Brown & Glover, 2006). Most students seem to regard feedback as an important aspect of learning (Boud & Molloy, 2013a). However, in some contexts students have reported feedback to be problematic and poor, despite lecturers perceiving their feedback as useful (Williams & Kane, 2009). This study seeks to explore nursing students’ perceptions of and engagement with feedback that they received in one module of their undergraduate nursing programme. In this qualitative study, situated in the interpretive paradigm, semi-structured interviews were used to collect data. Data were analysed using a thematic analysis process adopted from the work of Braun and Clarke (2006). It was envisaged that the inferences that can be made from the findings of this study can improve feedback practices of nursing students entering the new undergraduate nursing diploma programme. Improved feedback practices can consequently contribute to enhanced student learning. Recommendations from the study can be used to enhance learning experiences for students entering the diploma programme and students that are currently in the programme.