‘Feedback. I listened, reflected and utilized’: Third year nursing students' perceptions and use of feedback in the clinical setting

Findings from the study suggest that the registered nurse provides significant feedback mostly in the patient's bay or at the bedside, and positive feedback and the ‘feedback sandwich’ are suggested to be most useful to the student's learning.

Abstract

The aim of this case study was to identify third year nursing students' perceptions and use of feedback in the clinical area. Questionnaires, clinical logs and interviews were used to collect the data. The final sample group was five third‐year nursing students undertaking clinical placement in a major metropolitan hospital in Adelaide in semester one of the 1998 academic year. Findings from the study suggest that the registered nurse provides significant feedback mostly in the patient's bay or at the bedside. Positive feedback and the ‘feedback sandwich’ are suggested to be most useful to the student's learning. Further, feedback has the ability to enhance the student's performance and make them feel confident and competent in their role, especially when the feedback is immediate. It allows for reflection in practice and offers the student the opportunity to meet the Australian Nursing Council Inc. competency of reflective practice.