Clinical facilitators’ and undergraduate nursing students’ perceptions and understanding of verbal feedback on clinical learning

Abstract

Background

Verbal feedback in clinical practice transforms nursing students into knowledgeable and skilled professionals. Inconsistent feedback reduces motivation and hinders learning, whereas timely and effective feedback by clinical facilitators (CFs) enhances clinical learning and prevents impediments.

Aim

To explore the CFs' and undergraduate nursing students’ perceptions and understanding of verbal feedback on clinical learning.

Methods

A qualitative exploratory descriptive design was used. 12 nursing students and 17 CFs purposively sampled from one public and one private nursing institution in Islamabad, Pakistan. Data were gathered through student individual interviews and three CFs’ focus group discussions (FGDs) using a semi-structured guide, then analyzed via content analysis.

Results

Five categories emerged: (1) attributes of verbal feedback; (2) benefits of verbal feedback; (3) challenges related to verbal feedback; (4) influence of verbal feedback; and (5) competency development of the CFs. Participants emphasized verbal feedback importance and highlighted challenges like CFs' workload and students' internalization struggles.

Conclusion

Verbal feedback enhances students' knowledge, attitude, and practice. The authors recommend strengthening CFs' competencies, promoting effective feedback use, and accurate student self-evaluation.