Surgical Nursing Students’ Perception of Feedback in Clinical Education: A Mixed-method Study

Abstract

Background: Feedback is a critical component of education but may not always be delivered in a useful manner. This study assessed surgical nursing students’ perception of the feedback they received on a clinical rotation. Methods: This is a sequential mixed-method study. The first stage surveyed surgical nursing students in surgical units about the feedback they received. In the second stage, participants’ experiences receiving feedback were explored in interviews, and analyzed by a conventional content analysis approach. Results: The majority of nurses found that feedback was not helpful, citing a lack of constructive feedback. Negative feedback was often delivered in a public setting. Comments were frequently based on secondary information rather than direct observation. Discussion: Feedback to nurses on the surgical unit is not perceived by students as constructive. Clinical teachers did not appear to be aware of the educational effect of the feedback on the learning process of students. In addition, the setting for feedback often undermined its effectiveness. Staff development on effective feedback for teachers on the surgical unit is recommended.