Exploring teachers' conceptions and practices reading written feedback in nursing school, Karachi, Pakistan

Date of Award


Document Type


Degree Name

Master of Science in Nursing (MScN)


School of Nursing and Midwifery, Pakistan


Purpose This study aimed to identify the teachers' conceptions and practices of written feedback in nursing schools in Karachi. Methodology A cross-sectional descriptive study design was used to recruit the study participants from I 1 nursing schools recognized by the Pakistan Nursing Council in Karachi. The data was collected through a structured questionnaire and analyzed through SPSS version-I9. Results In terms or teachers' beliefs about WFB, most of the teachers agreed that WFB is as important as verbal feedback and students improve their work after receiving feedback from their teachers. Moreover, nearly, 50% of the participants thought that negative feedback leads to poor evaluation of the teacher by the students. In the practice of providing WFB, the majority of the study participants reported that most of the time, the area of focus of providing WFB to the students is the content on the paper, compared to the grammatical accuracy of the paper, followed by assignment guidelines. Majority of the participants revealed that they do not have time to discuss WFB with the students; however, when circumstances allow, they discuss it with the students on an individual basis. With regard to the factors affecting the quality of WFB, teachers identified teachers' lack of training, distracting environment, and workload of the teacher were important factors. Conclusion The participants acknowledged the importance of both verbal and written feedback; however, they highlighted some factors (teachers' lack of training, workload, distracting environment, and teacher-student relationship) that affect the quality of written feedback. Based on the findings of this study, the most important of all the recommendations is the suggestion to address the dire need for providing teachers training in the practice of giving WFB. Secondly, institutions should have unified policy to motivate teachers for providing WFB to their students.

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