Comparison of audio vs. written feedback on clinical assignments of nursing students

Annette Bourgault, Cynthia Mundy, Thomas Vayalinkara Joshua

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Aim: This pilot study explored using audio recordings as method of feedback for weekly clinical assignments of nursing students. Background: Feedback that provides students with insight into their performance is an essential component of nursing education.Audio methods have been used to communicate feedback on written assignments in other disciplines, but this method has not been reported in the nursing literature. Method: A survey and VARK questionnaire were completed by eight nursing students. Each student had randomly received written and audio feedback during an eight-week period. Results: There were no differences between written and audio methods. Students perceived audio as the most personal, easy to understand, and positive method. Only one student expressed a preference for written feedback.There was no difference in instructor time. Conclusion: Audio feedback is an innovative method of feedback for clinical assignments of'Net Generation' nursing students.

Original languageEnglish (US)
Pages (from-to)43-46
Number of pages4
JournalNursing Education Perspectives
Volume34
Issue number1
DOIs
StatePublished - Jan 1 2013

Fingerprint

Nursing Students
nursing
Students
student
Sensory Feedback
Nursing Education
recording
instructor
Nursing
questionnaire
performance
education

Keywords

  • Audio commentary
  • Audio feedback
  • Clinical teaching
  • Nursing education research

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Comparison of audio vs. written feedback on clinical assignments of nursing students. / Bourgault, Annette; Mundy, Cynthia; Joshua, Thomas Vayalinkara.

In: Nursing Education Perspectives, Vol. 34, No. 1, 01.01.2013, p. 43-46.

Research output: Contribution to journalArticle

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