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Constructive Feedback, Incivility, Nursing Education, Nursing Students, Professional Development



  1. Altmiller, Gerry
  2. Deal, Belinda
  3. Ebersole, Nancy
  4. Flexner, Randi
  5. Jordan, Janet
  6. Jowell, Vicki
  7. Norris, Tommie
  8. Risetter, Mary Jo
  9. Schuler, Monika
  10. Szymanski, Kathleen
  11. Vottero, Beth
  12. Walker, Danielle


AIM: The study purpose was to describe students' perceptions of feedback after participating in a teaching strategy designed to foster a view of feedback as an opportunity for improvement.


BACKGROUND: Although delivering and receiving constructive feedback are essential to the role of the professional nurse, feedback has been identified as a trigger for incivility in academia and practice.


METHOD: Twelve nurse educators from the Quality and Safety Education for Nurses Academic Task Force, located at nine schools of nursing across the nation, implemented a presentation about giving and receiving constructive feedback in junior and senior courses.


RESULTS: Five hundred twenty-three students submitted a total of 985 posts or essays in response to viewing the presentation; seven themes were identified.


CONCLUSION: Viewing this teaching strategy enabled nursing students to develop an awareness of the opportunity that constructive feedback presents for professional development, self-improvement, teamwork and collaboration, and patient safety.