Nursing students’ experiences of seeking feedback in clinical practice context: A qualitative explorative descriptive study

Background: Feedback is a fundamental aspect of educational strategies used in clinical practice. It encourages reflective practice and experiential learning, fostering the development of evaluative judgements and promoting active learning. The emphasis has been placed on giving and receiving feedback. However, there is a gap in understanding nursing students' experiences with seeking feedback in clinical practice contexts. Aim: To explore and describe the experiences of nursing students in seeking feedback in clinical practice. Design: The study followed a qualitative explorative descriptive design. Methods: Data were collected from 17 nursing students, conveniently selected for semi-structured interviews, using an interview guide. The audio-recorded interviews were transcribed verbatim for a reflexive thematic analysis. Results: Four themes emerged, namely: motives for seeking feedback, factors considered prior to seeking feedback, strategies for seeking feedback, and hindrances to seeking feedback. Conclusions: The study provided evidence that nursing students seek feedback for learning and adherence to standards in clinical practice. Students do prior preparation and approach potential feedback providers based on their competencies, demeanour, and relationships. Strategies for seeking feedback include inquiry and monitoring. However, students reported limited time, lack of corrective feedback, lack of interest from potential feedback providers, and fear of criticism as hindrances to seeking feedback. These findings are unique, as they supplement the available evidence on seeking feedback among students in medical education and general higher education.