A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Khowaja, Amina Aijaz
- Perceptions and Experiences of Written Feedback of Nursing Students
Authors
1 School of Nursing and Midwifery, Aga Khan University, Stadium Road, P. O. Box 3500, Karachi-74800, PK
Source
International Journal of Nursing Education, Vol 6, No 1 (2014), Pagination: 1-5Abstract
Background: Written feedback is known to enhance students' learning. However, the effectiveness of feedback is determined by the quality of feedback and the students' receptivity towards written feedback. This study aimed to explore students' experiences of written feedback in the nursing degree programmes in Karachi Pakistan.
Method: A descriptive exploratory design was used in the study. The study comprised of 379 nursing students from nine nursing institutions. Students filled out the questionnaire that had open ended questions regarding the current practices of written feedback. They also provided suggestions for improving these practices in their institutions. Nearly 93% of the students responded to the open ended questions. The information was than manually analyzed for categories and subcategories.
Findings: Student shared numerous experiences and suggestions regarding written feedback. Five categories were extracted from students' narratives. These included: merit of verbal and written feedback; quantity and quality of the feedback including need for personalized feed-forward; care for students' self- esteem; teachers' competence for written feedback; and consistency in feedback practices.
Conclusion: The findings of this study have implications for teachers, students and institutions similar to the context of this study. Teachers need to be aware of the role and impact of written feedback on students' learning and develop competence for giving effective feedback. Polices need to be developed to enhance the effectiveness of written feedback practices.
Keywords
Written Feedback, Teachers Accountability, Students' Assessment, Students' Perceptions
- Accessing Community through a Nursing Course: Evidence Based Practice
Authors
1 School of Nursing and Midwifery, University, Stadium Road, Po Box 3500, Karachi 74800, PK
2 Institute of Education Develpment, Aga Khan University, Stadium Road, PO Box 3500, Karachi 74800, PK
Source
International Journal of Nursing Education, Vol 6, No 1 (2014), Pagination: 104-107Abstract
Back ground: Despite several initiatives taken communicable diseases such as Tuberculosis, measles, and polio remain the leading cause of mortality in developing countries but also severely affect both children and adults. Therefore, it is necessary to prevent them on mass scale by raising awareness among public by health care professionals.
Method: Nursing faculty in one of the private health institutions in Karachi Pakistan conceptualized, designed, and operationalized a course for students to address the issue of communicable diseases in general public within the course. One of the assessment strategies "Teaching Learning Aids Assignment" was designed in step by step approach that involved: community assessment; prioritization of problems; health awareness session planning; budgeting; session delivery; and the evaluation.
Results: The designed strategy was successful in engaging students in learning as well it served the dual purpose of health awareness in communities, especially among children, parents and teachers in school and community settings. The course also left a positive impact on some school policies and sensitized communities to take pertinent actions against communicable diseases.
Conclusion: The innovative nursing course helped the nursing students and nursing faculty to access communities in providing health awareness sessions during the course implementation and also provided opportunity for students to acquire skills of a health educator in health promotion and disease prevention. This teaching learning strategy also had positive impact on the community.