{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/124255"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/124255","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Exploring Pre-Licensure Nurisng Students' Perceptions of Faculty Feedback on Clinical Skills Assessments in Community College Programs","abstract":"In academia, research on feedback has been helpful and has enhanced awareness of students' and professors' perceptions, thereby promoting effective strategies for giving feedback to students. According to Boud (2015) and others, feedback is a significant component of the teaching and learning process. Quality teaching and evaluative processes give learners an advantage in becoming exceptional nurses. The current study aimed to research the perceptions of pre-licensure first- and second-year nursing students and their professors regarding clinical skills performance assessment feedback. A quantitative, cross-sectional, non-experimental design was utilized in this study. Convenience sampling was conducted with 163 nursing students either enrolled in the program's first year or second year of nursing education and those who completed the online survey entitled Students' Perceptions of Professor Feedback survey. In addition, nine professors who taught and assessed clinical skills in the first and second year of the nursing curriculum completed the Professors' Perceptions of Feedback survey. Data was analyzed using descriptive statistics and multiple linear regression. Based on the findings, it was reasonable to conclude that students generally felt that professor feedback was an effective teaching and evaluative strategy in nursing education. Specific content areas, such as the quality of the information given during feedback and the emotional impact of feedback, had a meaningful, significant effect on students' confidence levels.","abstract_html":"In academia, research on feedback has been helpful and has enhanced awareness of students' and professors' perceptions, thereby promoting effective strategies for giving feedback to students. According to Boud (2015) and others, feedback is a significant component of the teaching and learning process. Quality teaching and evaluative processes give learners an advantage in becoming exceptional nurses. The current study aimed to research the perceptions of pre-licensure first- and second-year nursing students and their professors regarding clinical skills performance assessment feedback. A quantitative, cross-sectional, non-experimental design was utilized in this study. Convenience sampling was conducted with 163 nursing students either enrolled in the program's first year or second year of nursing education and those who completed the online survey entitled Students' Perceptions of Professor Feedback survey. In addition, nine professors who taught and assessed clinical skills in the first and second year of the nursing curriculum completed the Professors' Perceptions of Feedback survey. Data was analyzed using descriptive statistics and multiple linear regression. Based on the findings, it was reasonable to conclude that students generally felt that professor feedback was an effective teaching and evaluative strategy in nursing education. Specific content areas, such as the quality of the information given during feedback and the emotional impact of feedback, had a meaningful, significant effect on students' confidence levels.","abstract_has_math":false,"creators":["Lucas, Carolyn Kay"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mukuni, Joseph Siloka"],"committee_members":["Magalhaes, Edward Pereira","Redican, Kerry J.","Ferand, Natalie Louise Kincy"],"year":2025,"date_issued":"2025-01-17","date_published":"2025-01-17","updated_at":"2026-07-22T22:19:01Z","subjects":["Keywords: competency-based education","feedback","registered nursing","self-efficacy theory"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:42404"],"render_values":[{"text":"vt_gsexam:42404","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/124255","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mukuni, Joseph Siloka"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Magalhaes, Edward Pereira","Redican, Kerry J.","Ferand, Natalie Louise Kincy"]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Lucas, Carolyn Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-01-18T09:00:51Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-01-18T09:00:51Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-01-17"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Keywords: competency-based education","feedback","registered nursing","self-efficacy theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:42404"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/124255"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In academia, research on feedback has been helpful and has enhanced awareness of students' and professors' perceptions, thereby promoting effective strategies for giving feedback to students. 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Based on the findings, it was reasonable to conclude that students generally felt that professor feedback was an effective teaching and evaluative strategy in nursing education. Specific content areas, such as the quality of the information given during feedback and the emotional impact of feedback, had a meaningful, significant effect on students' confidence levels."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["In academia, research on feedback has been helpful and has enhanced the awareness of students' and professors' perceptions, promoting effective strategies for giving feedback to students. According to Boud (2015) and others, feedback is a significant component of the teaching and learning process. Quality teaching and evaluative processes give learners an advantage in becoming exceptional nurses. The current study aimed to research the perceptions of pre-licensure first- and second-year nursing students and their professors regarding clinical skills performance assessment feedback. A quantitative, cross-sectional, non-experimental design was utilized in this study. Convenience sampling was conducted with 163 nursing students either enrolled in the program's first year or second year of nursing education and those who completed the online survey entitled Students' Perceptions of Professor Feedback survey. In addition, nine professors who taught and assessed clinical skills in the first and second year of the nursing curriculum completed the Professors' Perceptions of Feedback survey. Data was analyzed using descriptive statistics and multiple linear regression. 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Based on the findings, it was reasonable to conclude that students generally felt that professor feedback was an effective teaching and evaluative strategy in nursing education. Specific content areas, such as the quality of the information given during feedback and the emotional impact of feedback, had a meaningful, significant effect on students' confidence levels."],"dc:description.abstractgeneral":["In academia, research on feedback has been helpful and has enhanced the awareness of students' and professors' perceptions, promoting effective strategies for giving feedback to students. According to Boud (2015) and others, feedback is a significant component of the teaching and learning process. Quality teaching and evaluative processes give learners an advantage in becoming exceptional nurses. The current study aimed to research the perceptions of pre-licensure first- and second-year nursing students and their professors regarding clinical skills performance assessment feedback. A quantitative, cross-sectional, non-experimental design was utilized in this study. Convenience sampling was conducted with 163 nursing students either enrolled in the program's first year or second year of nursing education and those who completed the online survey entitled Students' Perceptions of Professor Feedback survey. In addition, nine professors who taught and assessed clinical skills in the first and second year of the nursing curriculum completed the Professors' Perceptions of Feedback survey. Data was analyzed using descriptive statistics and multiple linear regression. Based on the findings, it was reasonable to conclude that students generally felt that professor feedback was an effective teaching and evaluative strategy in nursing education but there are opportunities to improve strategies used in nursing education. Specific content areas, such as the quality of the information given during feedback and the emotional impact of feedback, had a meaningful, significant effect on students' confidence levels involving clinical skills performance assessment."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:42404"],"dc:identifier.uri":["https://hdl.handle.net/10919/124255"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Keywords: competency-based education","feedback","registered nursing","self-efficacy theory"],"dc:title":["Exploring Pre-Licensure Nurisng Students' Perceptions of Faculty Feedback on Clinical Skills Assessments in Community College Programs"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:01Z"}