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      <title>Assessment for learning  by Alice F</title>
      <link>https://padlet.com/alijay13_123/81ok2jsxejzxqenu</link>
      <description>Evidence for learning</description>
      <language>en-us</language>
      <pubDate>2021-01-12 12:16:39 UTC</pubDate>
      <lastBuildDate>2021-01-13 14:25:47 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Evidence for learning: Discussion board</title>
         <author>alijay13_123</author>
         <link>https://padlet.com/alijay13_123/81ok2jsxejzxqenu/wish/1078165707</link>
         <description><![CDATA[<div>Below is a Reflective piece i submitted on the feedback, feedword  and discussion learning unit. My insert linked what i had learnt from the unit and formative assessment, into current and future practice. The reflection points and references appear within my summative commentary.</div>]]></description>
         <enclosure url="" />
         <pubDate>2021-01-12 12:18:27 UTC</pubDate>
         <guid>https://padlet.com/alijay13_123/81ok2jsxejzxqenu/wish/1078165707</guid>
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      <item>
         <title></title>
         <author>alijay13_123</author>
         <link>https://padlet.com/alijay13_123/81ok2jsxejzxqenu/wish/1078388480</link>
         <description><![CDATA[I have been really enjoying this unit as it links in well with my nursing practice. It has really given me food for thought on the way I deliver feedback. I currently have a nursing student at present so I have naturally been reflecting on how I deliver feedback to my students on placement. I have used a couple of the common best practices I identified in my literature search in the padlet and the feedback from my formative assessment to shape my reflection. I have chosen to reflect on feedback format and promoting self reflection as they intertwining in my performance.

In reflection of my student interactions, both with my current and previous students. I have learnt that I was giving feedback without fully understating its impact or theoretical underpinnings. I am not alone in this as many educators have not received the appropriate level of training or education in delivering effective feedback . I have naturally given students verbal feedback on completion of set tasks or situations. I also usually make time in the shift to discuss how the day is going. This is a good starting point to reflect on my feedback as regular feedback in nursing practice allows a student to expect feedback and reflect on their performance. In addition the student placement record book allows for structured meetings with mentor/student at the beginning, middle and end. These meetings require feedback to be written with the addition of a section for student comments on mentors words, promoting self reflection . I format these set meetings with a conversationalist approach, first asking the student to voice their observations before issuing a response allowing for further self reflection on their performance (P. Cantallon and J. Sergeant 2008).

I do however tend to keep my feedback positive. I've identified a couple of reasons for this. I did not have understanding of a model to aid constructive feedback or awareness that effective feedback aims to improve student performance. In not providing feedforward feedback, I am praising good practice but not correcting substandard practice (P. Cantallon and J. Segeant 2008). This in turn could cause a student not to reach their true potential. P. Dawson et al. (2019) did a qualitative investigation that found that students found feedback that included where to refocus their improvements most effective. Furthermore, I was reluctant to give constructive feedback as I was unsure of how the student would react. I do not wish to cause upset to students or make them feel like they are not delivering good care. However, with a good clinical relationship and a model for feedback such as the sandwich model which allows for development ideas to be given in-between positive feedback; negative responses for receiving feedback are less likely (Hardwell et al 2017).

I will continue to favour a conversationalist feedback format in both formal and informal feedback. In addition, I will use a sandwich approach when delivering feedback to allow for structure and ensure my feedback will feedforward into future practice and allow students more opportunity to develop their skills further. This is something I have implemented into my practice already following my formative assessment and will continue to do so.

P.Dawson et al, 2019. What makes for effective feedback:staff and student perspectives.]]></description>
         <enclosure url="" />
         <pubDate>2021-01-12 13:30:54 UTC</pubDate>
         <guid>https://padlet.com/alijay13_123/81ok2jsxejzxqenu/wish/1078388480</guid>
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