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The challenge of giving written thesis feedback to nursing students
Malmö högskola, Faculty of Health and Society (HS), Department of Care Science (VV).ORCID iD: 0000-0002-7934-6949
2014 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 11, p. 1343-1345Article in journal (Other academic) Published
Abstract [en]

Providing effective written feedback on nursing student's assignments can be a challenging task for any assessor. Additionally, as the student groups tend to become larger, written feedback is likely to gain an overall more prominent position than verbal feedback. Lack of formal training or regular discussion in the teaching faculty about the skill set needed to provide written feedback could negatively affect the students' learning abilities. In this brief paper, we discuss written feedback practices, whilst using the Bachelor of Science in Nursing thesis as an example. Our aim is to highlight the importance of an informed understanding of the impact written feedback can have on students. Creating awareness about this can facilitate the development of more strategic and successful written feedback strategies. We end by offering examples of some relatively simple strategies for improving this practice.

Place, publisher, year, edition, pages
Elsevier, 2014. Vol. 34, no 11, p. 1343-1345
Keywords [en]
Bachelor of Science in Nursing, Nursing education, Thesis, Written feedback, Education, Nursing, Baccalaureate, Feedback, Humans, Nursing Education Research, Students, Nursing, Writing
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:mau:diva-5557DOI: 10.1016/j.nedt.2014.07.003ISI: 000343364000003PubMedID: 25042741Scopus ID: 2-s2.0-84908505570Local ID: 26041OAI: oai:DiVA.org:mau-5557DiVA, id: diva2:1402419
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved

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Borglin, Gunilla

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