Fourteen nurse educators (six PhD prepared, 2 EdD prepared, 1 DNP prepared, 1 DNS prepared, and 4 MSN prepared) teaching in eleven prelicensure nursing programs across the country served as principal investigators and obtained IRB approval to study the effect of the Giving and Receiving Constructive Feedback teaching strategy from the QSEN website. Students viewed the 18-minute narrated powerpoint presentation designed to assist students in developing knowledge, skills, and attitudes needed to provide and accept feedback in nursing practice. Afterward, students submitted a written statement as a discussion post or short essay to address this directive: Identify a significant idea developed from viewing the presentation. A detailed treatment fidelity plan was followed. Using Colaizzi’s Phenomenological Reduction methodology, 985 student posts were analyzed from the 524 students that participated in the study. Seven major themes emerged: 1) Opportunity for improvement, 2) Learned skill, 3) Teamwork, 4) Improves safety, 5) Causes emotional response, 6) Self-reflection is key, and 7) Need to be open to feedback.
The findings of this study were consistent across program type, course where implemented, level of student, and multiple geographical locations, illustrating that regardless of school or course, nursing students have similar perceptions about constructive feedback. Additionally, findings were consistent regardless of the nurse educator’s educational preparation or teaching experience, suggesting that faculty teaching in different settings and levels of nursing education can use this teaching strategy to help students develop self-awareness related to constructive feedback. Significant findings suggest the teaching strategy influenced a change in students' perception regarding giving and receiving constructive feedback.
Leading this expansive study was supported by developing a detailed treatment fidelity plan and checklist to support that the study was implemented correctly at all sites. During the process, difficult decisions were made to uphold the integrity of the study but the treatment fidelity plan provided the foundation for those decisions. Additionally, a thorough timeline that included a plan for manuscript development and publication was initiated at the start of the project and adhered to throughout. Author order was established early on. Most importantly, clear communication among all members of the team allowed for this project’s success.
The significance of the study was not only manifested in the findings’ impact on student learning, but went beyond the classroom in that our similarities and differences allowed us to learn from and mentor each other simultaneously. Our commitment to the project, to QSEN integration into student learning to improve patient safety, and to each other as team members supported the success of the project and allowed us to experience joy in conducting research.