Nursing Education Perspectives
Altmiller, Gerry; Deal, Belinda; Ebersole, Nancy; Flexner, Randi; Jordan, Janet; Jowell, Vicki; Norris, Tommie; Risetter, Mary Jo; Schuler, Monika; Szymanski, Kathleen; Vottero, Beth; Walker, Danielle
Nursing Education Perspectives: September/October 2018 - Volume 39 - Issue 5 - p 291–296
The need for evidence-based teaching practices is a driving force in nursing education research. In 2003, the Institute of Medicine challenged nurse faculty to mindfully transform learning experiences that shape the basis of professional nursing practice; the goal was to create educational experiences with an increased emphasis on quality and safety. The national initiative, Quality and Safety Education for Nurses (QSEN), has been addressing that challenge for 12 years, supporting educators to prepare students to enter the workforce equipped with the competencies necessary to improve patient care. This study examines a national multisite initiative to determine if prelicensure nursing students’ perceptions of feedback could be influenced so that they might develop the knowledge, skills, and attitudes to give and receive feedback effectively. With a focus on facilitating role development, the QSEN-based teaching strategy “Giving and Receiving Constructive Feedback” (Altmiller, 2015) was incorporated into a course and evaluated at nine schools of nursing across the nation.
Read more: https://journals.lww.com/neponline/Fulltext/2018/09000/Constructive_Feedback_Teaching_Strategy__A.6.aspx/?cid=eTOC%20Issues.2018-neponline-00024776-201809000-00000&mkt_tok=eyJpIjoiTW1VNFltUXhaRFU1TXpReCIsInQiOiJmK0xLemthdEQ5UzJ6SHFGdnJ2b0VQbHB4cmNFZHBaMnRPYkRZSnNDSlpqQm1BOGJTazZWZ3ZzcTR0Sm0zazFJdGdtTVNjZlc1S1BmVjBIQ3RJYjRRd0Y5elJOdnMya3dDVFVPdlJuWEg1WkFrR2JPQXhFTmR5Ryt6NDlhb2EzbSJ9