Internationally assessment feedback is a pedagogical necessity and plays a vital role in student development (Li and Barnard 2011). Nevertheless evidence suggests that students across the globe are dissatisfied with assessment feedback (Carless 2006; Khowaja and Gul 2014; Li and Barnard 2011; Tuvesson and Borglin 2014). Yet assessment feedback notably student perceptions of feedback is under-researched (Agius and Wilkinson 2013; Cramp 2011; Urquart et al.; 2014; Weaver 2006). Moreover there is limited focus on undergraduate pre- registration nursing education.
Findings from this study offer insight into nursing students’ and academics’ perceptions and value of feedback. Ultimately the findings may inform and enhance the quality of learning and teaching and stimulate practice development in relation to feedback provision. This may positively influence the ratings for assessment and feedback in the National Student Survey (NSS) (HEFCE 2015) a UK wide higher education survey which predominantly measures final year undergraduates’ satisfaction with their programmes of study.
