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Teachers' Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments

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  • Source:
    International Journal of Higher Education, v3 n3 p70-80 2014. 11 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1067556
      Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
    • Peer Reviewed:
      Y
    • ISSN:
      1927-6044
    • Subject Terms:
    • Subject Terms:
    • Keyword:
      Pakistan
    • Abstract:
      Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from nursing institutions in Karachi, Pakistan, participated in the study. Using a semi-structured guide, in-depth interviews were conducted with the participants, between January-September, 2013. The interviews were tape recorded and transcribed verbatim and were manually content analyzed. The analysis of findings led to three sections: teachers' conceptions about written feedback, teachers' practices of providing written feedback, and factors that affect the teachers' practices of providing written feedback to their students. The findings indicated that although the teachers realize the importance of written feedback and its impact on students' learning, several factors, including teachers' competence and commitment, students' receptivity, and contextual barriers, affected their practices. To actualize the potential power of teachers' written feedback in students' learning, both teachers and institutional administrators need to realize the importance of written feedback. Moreover, concerted efforts including teachers' development and policies are required to overcome the factors that negatively influence the practices of written feedback.
    • Abstract:
      As Provided
    • Number of References:
      38
    • Physical Description:
      11
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      APR2018
    • Publication Date:
      2015
    • Accession Number:
      EJ1067556
  • Citations
    • ABNT:
      IQBAL, S. et al. Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments. International Journal of Higher Education, [s. l.], v. 3, n. 3, p. 70–80, 2014. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428. Acesso em: 8 abr. 2020.
    • AMA:
      Iqbal S, Gul R, Lakhani A, Rizvi NF. Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments. International Journal of Higher Education. 2014;3(3):70-80. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428. Accessed April 8, 2020.
    • APA:
      Iqbal, S., Gul, R., Lakhani, A., & Rizvi, N. F. (2014). Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments. International Journal of Higher Education, 3(3), 70–80.
    • Chicago/Turabian: Author-Date:
      Iqbal, Sajid, Raisa Gul, Arusa Lakhani, and Nusrat Fatima Rizvi. 2014. “Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments.” International Journal of Higher Education 3 (3): 70–80. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428.
    • Harvard:
      Iqbal, S. et al. (2014) ‘Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments’, International Journal of Higher Education, 3(3), pp. 70–80. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428 (Accessed: 8 April 2020).
    • Harvard: Australian:
      Iqbal, S, Gul, R, Lakhani, A & Rizvi, NF 2014, ‘Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments’, International Journal of Higher Education, vol. 3, no. 3, pp. 70–80, viewed 8 April 2020, .
    • MLA:
      Iqbal, Sajid, et al. “Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments.” International Journal of Higher Education, vol. 3, no. 3, Jan. 2014, pp. 70–80. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Iqbal, Sajid, Raisa Gul, Arusa Lakhani, and Nusrat Fatima Rizvi. “Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments.” International Journal of Higher Education 3, no. 3 (January 1, 2014): 70–80. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428.
    • Vancouver/ICMJE:
      Iqbal S, Gul R, Lakhani A, Rizvi NF. Teachers’ Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments. International Journal of Higher Education [Internet]. 2014 Jan 1 [cited 2020 Apr 8];3(3):70–80. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1067556&custid=s8280428