Abstract
Higher education researchers in a variety of disciplines have explored instructor and student perceptions of what constitutes feedback that is useful and timely. Researchers agree that students desire feedback but are often not sure of how to interpret or use faculty comments. Students vary in an understanding of what constitutes feedback. Nursing researchers have conducted fewer studies to determine student concerns regarding faculty feedback. Nursing faculty differ in perceptions of what constitutes effective feedback. Nursing faculty use various forms of feedback, such as written comments, audio recordings, and automatically generated feedback. These variations suggest nursing faculty do not always know what students consider useful, effective, and timely feedback. The purpose of this qualitative study was to determine student perceptions regarding what constitutes feedback and what feedback practices are useful, timely, and meet student expectations. The research was designed using constructivist theory and Bandura's concept of self-efficacy.
Sigma Membership
Upsilon Theta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Student Feedback, Nursing Education, Faculty Techniques
Advisor
Debra Spring
Degree
PhD
Degree Grantor
William Carey University
Degree Year
2018
Recommended Citation
Chatham, Deborah Hartzog, "Nursing students' perceptions regarding faculty feedback" (2020). Dissertations. 111.
https://www.sigmarepository.org/dissertations/111
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-10-13
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10930582; ProQuest document ID: 2138201555. The author still retains copyright.