Teachers’ Practices for Written Feedback in Nursing

Teachers’ Practices for Written Feedback in Nursing LITERATURE REVIEW AND ANALYSIS PAPER1 Factors Influencing Teachers’ practices to provide written feedback to nursing students Introduction/Background The process of evaluation is significant to acquire information to judge students’ learning, to define proficiency in practice and to derive a judgment about students. Evaluation fulfills two major roles: it is formative and summative (Oermann Gaberson, 2013, p. 9). With formative evaluation, teacher evaluates students’ learning and performance, and provides them definite feedback about the knowledge and expertise which still needs to be modified and enhanced. It is usually considered as diagnostic and many researchers (Bienstock et al., 2007; Corcoran, Halverson, Schindler, 2014) found it helpful in students’ learning and improvement in their career. On the other hand, summative evaluation is end-of-instruction evaluation designed to determine what the student has learnt. It was usually occurred at the end of the learning process. There are a number of strategies which has used to evaluate students’ learning and skills. The most common tool used to enha nce students’ learning is feedback system. Feedback is â€Å"an interface between teachers’ pedagogical goals; students’ learning needs; and institutional and governmental education policies, which structure and regulate practices and procedures† (Bailey Garner, 2010). Numerous ways are used to give feedback for example; written, verbal, peer, audio, online, student to faculty, faculty to student, structured feedback, unstructured feedback, face to face feedback, and so on. In fact, feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvements. In my teaching and academic career, I have observed that, there is a great diversity in teachers’ practices of providing feedback to their students. Some teachers follow the strict principles of feedback while others do not. I want to explore â€Å"what are the factors which influence on teache rs’ practices to provide feedback to their students† and â€Å"what are the perceptions of students about their feedback which they receive from their faculty or teachers†. Purpose/Aim of the paper This paper aims to; Analyze existing literature on teachers’ practices for written feedback as well as challenges for teachers to provide written feedback to their students. Appraise students’ perceptions/expectations from written feedback on their assignments. Identify the gaps between what is known and what is not known through literature. Significance of the topic It is well recognized that feedback is an essential constituent of academic discipline which offers consideration and improvement in learning as well as in teaching in any discipline (Corcoran, Halverson, Schindler., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Matzie et al., 2009; Rogers et al., 2012). Eminence feedback plays an important role in learning and teaching part whether it is provided or received. There are a few studies conducted on feedback in nursing academia to explore different aspects of feedback in order to improve learning and teaching in nursing education. Literature search strategy In order to explore the studies conducted on â€Å"teachers’ practices about feedback on written assignments†, an ample search was conducted through a number of Databases, including PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google scholar, and Science direct. Different key terms were used to search the existing data on the selected topic. The terms used in searching databases were â€Å"written assignment†, teacher’s practices† teacher’s feedback†. â€Å"Written feedback† was the inclusion criteria in searching literature but the studies conducted other than â€Å"nursing discipline† were also included. Most of the studies conducted in developed countries e.g. Canada, USA, U.K, England, Norway, and Australia. There are some studies conducted in Asian countries, China, Hong Kong, Taiwan, and in Pakistan but unpublished. The detailed flow diagram for search strategy is following; (Flow diagram for literature selection) In addition, substantial assistance was also taken from librarian in order to access some online articles, which were quite relevant to the topic. Furthermore, reference lists in all including studies were explored and secondary sources which were quite relevant to the chosen topic were searched manually for reading and including literature as a primary source. Moreover, two unpublished theses of Iqbal (2013) â€Å"Teachers’ accounts of their perceptions and practices of providing written feedback to nursing students on their assignments† and Khowaja’s (2011) â€Å"students’ perceptions and their responses to written feedback in nursing degree program in Karachi† have been issued from library in order to review and include necessary and important information in this paper. I have also attended seminar which was conducted by one of senior student on a relatively similar topic (feedback to improve learning) to get additional information in order to au gment my paper. Literature review Literature review has organized according to four different themes. Importance/Usefulness of written feedback Characteristics of effective feedback Challenges for teachers and students in feedback Discrepancy in teachers and students’ perception about feedback 1. Importance/Usefulness of written feedback Feedback is given to students from faculty for their improvements and making them aware about their progress and informing them about their strength and areas for improvement (Bourgualt, Mundy Joshua, 2013; Corcoran et al., 2014; Giles, Gilbert, McNeill, 2014; Horeman et al., 2013; Khowaja, 2011; Rogers et al., 2012). On the contrary, MacLellan (2001) argued that the most common purpose of the students and the staff for feedback is to grade or rank the achievement. Braend et al. (2010) directed a study on Fifth year medical students at the University of Oslo and recommended that most of the students considered triangulation feedback from teachers and patients valuable but time-consuming. Rogers, et al. (2012) had conducted an interventional study to focus student-centred approach for improving feedback in medical education in the clinical settings. The satisfaction rate was significantly higher in the group receiving feedback with instructions rather than the group receiving compli ments without any instructions (p. 23). No doubt, feedback plays an important role in students’ learning and improvements, but it is also a fact, that feedback in the form of evaluation is also used for the purpose of ranking the students’ achievements. Although one author argued with other researchers’ findings but according to second author feedback was considered useful in another context (to grade achievement). Furthermore, some of the studies had conducted in comparison of different feedback channels to the students. Besides that, instructions for the students are very useful in clinical settings. 2. Characteristics of effective feedback Quality feedback should be within time limit, explicit, productive and should be based upon non-judgmental attitude (Bienstock et al., 2007, p. 508). Newton, Wallace, and McKimm (2012) conducted interventional study changing from a free-text feedback form to a simple structured feedback proforma focusing the areas of improvement in students’ performance which has increased in both the quantity and quality of feedback. In addition, Maclellan (2001) also inquired about student’s understanding of feedback and concluded that learning occurs when students really perceive feedback as an enabling and helping tool for improvement rather than being judgemental about their achievements. Moreover, it was concluded that teachers should openly discuss with the students how they can integrate this feedback in their upcoming papers (Hyland, 2003, p. 228). In addition, There should be a balance between strength and areas for improvements while providing feedback to students to make it useful for them (Hyland, F., Hyland, K., 2001). There is a great importance of technology in enhancing feedback for the students in their practical tasks as feedback is recorded for students so they can reflect upon themselves and can review their weakness and strengthening areas (Corrigan Hardham, 2011). Bourgualt, Mundy and Joshua (2013) conducted a pilot study by using audio feedback on student nurses’ written assignments and concluded that instructors’ focus was on the provision of positive/constructive feedback as the instructors were high alert before giving feedback and they had also highlighted the important areas to share with the students for their improvement (p.44). The excellence of feedback depends upon many components which should be kept in consideration to make it effective. Except these features, effective feedback depends upon the form in which it is used whether in a simple form or some kind of structured form. Different studies concluded different aspects of quality feedback but the focus of most of the studies was to keep balance between students’ strength and areas for improvements and feedback should be simple and easy for the students to interpret so that they could incorporate the feedback into their next assignments. Moreover, teachers should incorporate advanced technology to make feedback effective and keep in consideration of students’ belief or understanding about feedback while providing feed back to them. 3. Challenges for teachers and students Language and vocabulary is a big challenge for the teachers in providing feedback to students and for the students in understanding and interpreting the meaning of feedback (Bailey Garner, 2010; Weaver, 2006). Schartel (2012) determined that numerous medical educators have limited knowledge about theoretical models of feedback and also dearth of skills in providing feedback (p.77). Harvey, Radomski and OConnor (2013) conducted a study on medical students for clinical supervision and concluded that only 16% written feedback statements focused on the forward learning objectives for the students. From the above mentioned studies’ findings, it can be analyzed that the focus of the studies was on the language, knowledge and vocabulary of the teachers which they used in providing feedback to the students. In this context, students often valued feedback but tutors comments would be more useful for them. Furthermore, sometime tutors do not provide detailed feedback to the students because of some contributing factors, sometime, personal, or institutional. Teachers should get proper training for feedback and should be trained in giving feedback. 4. Discrepancy in teachers own practices and students’ perception about feedback I have experienced in my academic career being a student and being a teacher that teachers have different perceptions and different opinions on the purpose for providing feedback to the students and teachers do not know how their students would take their feedback and how it would be helpful for them. There is also ample evidence from literature to support that there is a great controversy between teacher’s perception about providing feedback and student’s expectation and interpretations of those written comments (Carless, 2006; Garner Bailey 2010; Goldstein, 2004; Jensen et al, (2012). Moreover, Weaver 2006) concluded that students need support from faculty to understand feedback what they mean to it. He also determined a number of themes about feedback which are solely awkward for the students like comments too broad or unclear, lack of direction, intensive negative comments Moreover, these findings also supported by Bailey and Garner (2010) by suggesting that teache rs are not very sure about the purpose of providing feedback to their students. (p. 187). Another similar kind of study has been done in order to explore the gap between faculty and the residents for receiving and giving feedback. Jensen, et al. (2012) concluded that residents/students satisfaction for the feedback was significantly lower than the satisfaction level of the faculty for giving feedback (p.248). In addition, Parboteeah and Anwar (2009) suggested that teachers considered feedback more useful rather than students in many contexts. On the contrary, Montgomery and Baker (2007) conducted research by triangulation design between students and faculty and they recommended that there is a well synchronization between students’ perception about feedback and teacher’s self-assessment in giving feedback to their students (p. 82). All the studies conducted on the above mentioned theme, concluded that there is a great diversity among teachers and students in the process of feedback, but there is only one study (Montgomery Baker, 2007) revealed synchronization among students and faculty about feedback. Gap in literature: There is enough evidence from existing literature about students’ perceptions regarding feedback and teacher’s expectation from students. Literature also available on a discrepancy in teachers’ actual practices in providing feedback to students and what they believe to provide. There is a need to explore the factors influence teachers’ practices to provide feedback which they really want to provide and what is the extent of those factors in Pakistani Nursing context. Restatement of problem and its significance/implication for nursing: Despite of importance of feedback in educational system, only one study has conducted in Pakistani context on â€Å"teachers’ practices about feedback†, which is unpublished yet. But none of the study conducted on â€Å"what factors influence on teachers’ practices for written feedback† and â€Å"what is the extent of pre-determined factors affecting teachers’ practices in providing written feedback to students†. This study probably would add new knowledge to the existing phenomena of written feedback and new interventions could be designed based on the study findings to improve or enhance the teachers’ practices for providing written feedback to their students ultimately to boost learning and teaching practices in nursing education. Conclusion: To conclude, Feedback is not only important from student’s perspective but it is also significant from faculty and educational objectives. There are many studies conducted on the given phenomena but all the studies conducted in developed countries and some of them in Asian countries. Almost all the studies are designed qualitatively, some mixed methods, but none of the study designed quantitative. There is a need to explore the extent of predetermined factors influencing teachers’ practices in providing feedback which they really want to give to their students, so that according to study findings, interventions could be designed to improve teachers’ practices in nursing education.

Early Civilizations Matrix Essay

Using your readings and outside sources, complete the following matrix. Be sure to address the following in your matrix: Provide names, titles, dates, brief descriptions of important events, and other details, as necessary. Note the details of key political, socioeconomic, technological, artistic, musical, architectural, philosophical, and literary developments for each civilization listed in the table, which were evidenced in the humanities. Properly cite the sources you use in completing this matrix. Civilization Politics Society and Economics Technology Art Music Architecture Philosophy Literature Buddhism Buddism is the fifth largest religion in the world. Prioritizing goods was important to their economy. Opportunities for the spread of the dharma. Art media was created. Buddism music was inspired by buddism. Churches were made for the spread of Buddism. Buddism philosophy was teaching Budda. Scriptures of Buddism and literary texts in Buddism. Early Middle Ages A powerful central government. Life centered around subsistence and security. Mechanical clocks were invented. Gothic art from the dark ages. Goliards originated the middle ages. Roman arch system enabled contructors to support heavier stones. History of Christian philosophy. Theological works were dominant form of literature. High Middle Ages The first European expansions out of Europe. Alps began to settle new lands cal great clearences. The hourglass was created. Romanesque, the first intentional style since the Roman Empire. Western music was popular. Churches were built to spread Christianity. Christian philosophy was popular. Robert Henryson is a contemporary English poet. Late Middle Ages Treaty of Caltabelotta ends the war of the Sicilian Vespers. System of using open fields helped the economy. The waterwheel and the Cathedral were created. Renaissance Human was part of the art world then. Western music was common. Romanesque style was also used in this era. Albertus Magnus’s Dominican confrere of philosopy and theology. Didactic literature prose renderings of classic works. Ancient Greece Prime ministers of Greece is the head of government. The importance of importing goods. Rotary mills were created. Scultures and Vases. Folk music was popular music. Urban development and living spaces. Socrates, Plato, and Aristole were philosophers. Epic poems of Homer were popular. Ancient Roman Ancient Rome was a Italic civilization. Focus was on farming and trade. Civil engineers and structures like the Pantheon. Visual arts were created. The Tibia, a woodwind instrument. Pantheon was created. Political philosophy was invented with Plato. Horace was popular in the literary world. China Han dynasty came to power. Horses advanced growth with trade. Horses pulled supplies and goods. Spouted Ritual Wine Vessel 13th century Music Bureau was created 120 BCE. Broad eaves for the roof. The Book of Changes is the guide to interpreting the workings of the Universe. India Framework of the constitution is politics in India. The economy of India is the tenth largest in the world. Science was admired in India. Indian art was popular. Indian music was listened to too. Buildings and schools were built. Indian philosophy was popular. Literature produced on the Indian suncontinent. Judaism There was a lot of disappreement among the Jews politically.. Jewish economic theory that we posit is the ineffiency of government and the dangers of concentrated power. Papermaking was brought to the Middle East.. Visual arts, the lions on Torah curtains. Melodies of the Jewish people Many theatres were built. Teaching relation of Juddism. Jewish literature contributed to the national language of many countries. Early Christian Christianity is matked as moral power. Christian societies were communal. Radio was created. Paleochristian art produced by Christians. Christian music was popular. Churches were built for Christianity. Christian theology and medieval philosopgy. Islam The founder Mohammad his political doctrine. There were self-identified Islamic groups have varied throughout history. Digital technology was created. Abstract Mosaic Art was popular. Religious music was popular. Secular and religious styles. Christian philosophy was in Islam. Muslim literature the place of Muslim power. Use a list format of complete sentences rather than paragraphs. Do not copy and paste from outside resources. The following are two examples of the level of detail and documentation expected for this assignment: Ancient Egyptian politics: The union of Upper and Lower Egypt by Narmer in 3150 B.C.E. is commemorated in a 2-foot high slate known as the palette of Narmer (Sayre, 2013, pp. 32–33). Ancient Greek architecture: Minoan society: The three-story palace at Knossos was a labyrinthine masonry structure with dozens of rooms and corridors built around a central courtyard (Sayre, 2013, pp. 43–44).

Top High School Economics Essay Topics Secrets

Top High School Economics Essay Topics Secrets The Debate Over High School Economics Essay Topics A degree is very important to acquire as it expresses their abilities and specialized knowledge on that specific subject. You also need to know the mentality of the students. People of lower socioeconomic status are not as likely to have equal accessibility to quality healthcare and more inclined to develop health difficulties. They are less likely to be educated. What all you will need is getting the assistance from a specialist and EssaysChief is going to be the expert that you seek out. It's only normal to be anxious about hiring an on-line essay writer since you can't ever be sure whether you are employing the correct service or not. Making a list of the benefits and disadvantages is the ideal beginning to writing an advantages and disadvantages essay about inflation. Deciding on a topic is a critical issue that partly estimates final success of the job. Up in Arms About High School Economics Essay Topics? There are lots of aspects about a sport which can be argued in an essay. Partial-birth abortion ought to be illegal. Human cloning ought to be banned. The sole difference is a length. When discussing gender equality topics, it's crucial to follow certain rules not to abuse a specific kind of readers. In the majority of instances, you must compare and contrast macroeconomics and microeconomics. So be certain you decide on a subject, which has values in it. What Everybody Dislikes About High School Economics Essay Topics and Why Schools should eliminate class projects since they are useless. College is for a high amount of study. Students need to be able to leave school for lunch. They will find it easier to write about topics that they are interested in, and it will make the researching process much simpler. Animal testing ought to be banned. Therefore, students who study industry and other relevant subjects may be interested in writing on a number of the next topics. Persons with good qualifications, particularly in the social studies subject, may be the tutor. There exist reliable strategies to get rid of bullying in schools. The Most Popular High School Economics Essay Topics Thanks to the correct option of presentation style and a thorough understanding of the goals you need to attain in your essay, there are plenty of categories essay themes may be broken into. The main issue is that theme ought to have no less than two valid viewpoint. It is not too tricky to grasp a very good theme as you imagine it. It is preferable to grow up in a family with a great deal of brothers and sisters. Most individuals obtain their very first love in high school. There are lots of things you need to live, many things you feel, and you simply don't know if a number of the situations you do are ok or not. What you need to do however is to ensure that you focus on the critical specifics. The Number One Question You Must Ask for High School Economics Essay Topics Essay writing is often practiced is schools. Homework needs to be banned. Writing an essay is a critical role in academe life. Writing informative essays about this is sometimes interesting. Our service also provides free essays which is an element of what makes us unmatched. All essays will have a certain topic that's either one you choose or one which is provided for you. You can acquire the ideal custom essay help from us in many topics. Students have to compose essays based on the teacher's instructions or their preferred style in writing. Teachers should not be permitted to contact students through social networking. The teachers don't always assign the specific topic. On our website, you're come across competent essay writers who will aid you with your assignments whatever they may be. There's numerous essays completed by them. Therefore, every paper needs to be written carefully. So finish your research paper writing assignments with the assistance of Students Assignment Help Experts.

Essay On Astrocytic Hamartomas - 930 Words

Astrocytic hamartomas are an abnormal proliferation of the macroglial astrocytic cells of the retinal nerve fiber layer and are considered benign lesions1. They can be located anywhere within the retina, however are often found at the optic nerve head2. Retinal astrocytic hamartomas are associated with a variety of diseases, but may also be singular and idiopathic. The age of onset plays a crucial role in differentiating the lesions and the course of treatment following diagnosis. Visual symptoms can range from being asymptomatic, to mild visual disturbances, to enucleation in the worst cases- which are associated with systemic conditions. The appearance of astrocytic hamartomas are comparable to a variety of other lesions associated†¦show more content†¦Retinal astrocytic hamartomas typically appear in the first or second decade of life5. Their appearance is often white with a calcified appearance4 that can vary in size, with smaller lesions typically being less defined and a translucent white color5. Larger nodules may have more opaque coloring and white nodules in the inner retina; another common description for astrocytic hamartomas that are larger is â€Å"white mulberry† appearance5. The age of onset and diseases associated allow prediction of transformation5. Larger lesions with a later onset typically remain stable, especially if the subject is over 25 years old5. It’s expected that if the lesion is recorded at a young age, it may go under small changes and enlarge5. Retinal astrocytic hamartomas can be a congenital or acquired finding. It is a common finding with a systemic diseases such as tuberous sclerosis, retinitis pigmentosa, or neurofibromatosis1. Systemic disorders will typically result in bilateral and multiple astrocytic hamartomas ,whereas idiopathic findings in a normal person will often result in unilateral and single lesions1,4. Tuberous sclerosis is a congenital disorder with common findings of retinal astrocytic hamartomas that are found in 44% to 87% of patients6. It is an autosomal dominant