Abstract
Student nurses spend a significant amount of time learning within clinical environments. Little is known about the extent to which the verbal feedback they receive represents high-quality feedback, which enables sustainable feedback practices. The results of this study indicate that verbal feedback was highly valued by students but challenges were encountered in obtaining quality feedback. This impacted upon their ability to engage with and make sense of feedback in order to enhance future practice. More attention needs to be paid to preparing students for practice and the development of feedback literacy skills, as this impacts upon opportunities to engage with and utilise feedback. We also reflect upon the added benefit of using a student–staff partnership approach for collecting and interpreting data for this investigation.
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Panzieri, J., Derham, C. (2020). Student Nurses’ Experiences of Receiving Verbal Feedback Within the Clinical Learning Environment: To What Extent Does This Promote Sustainable Feedback Practices?. In: Gravett, K., Yakovchuk, N., Kinchin, I. (eds) Enhancing Student-Centred Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35396-4_15
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DOI: https://doi.org/10.1007/978-3-030-35396-4_15
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