Abstract
to analyze the self-reported knowledge of professors in the use of feedback in the teaching of nursing practice; train professors to use this process; and evaluate the results of this training. a qualitative study of research-action type. The focus group technique was used with seven collaborators of a nursing technical school. For content analysis, the Bardin framework was used and, for intervention, the Problematization Methodology supported by Pendleton’s Rules. most present in their curricula training to teach. It is pointed out that feedback is a simple and essential assessment tool, although universal discourse does not express the exact dimension of feedback potentialities. The intervention was effective to solidify feedback. this study shows that feedback should be disseminated and consolidated among the teaching staff of nursing technical education [corrected].
Highlights
METHODAssessment is a complex and multidimensional pedagogical resource used for the improvement of individuals in various aspects of teaching re-signification; helps to boost critical reflection and potential, and to plan and correct paths
It is common to highlight only the negative points of the student’s performance, such as indicating their difficulties, their errors and their failures, forgetting to point out what the student did correctly and well done. This attitude potentially creates a hostile and unpleasant environment to carry out the teaching-learning process, because it emphasizes professor superiority and domination and does not open space for dialogue and information exchange
The focus group technique was used with seven collaborators of a nursing technical school
Summary
METHODAssessment is a complex and multidimensional pedagogical resource used for the improvement of individuals in various aspects of teaching re-signification; helps to boost critical reflection and potential, and to plan and correct paths (weaknesses). A tool of formative assessment, has the necessary attributes to ensure an adequate assessment, if well used. Professors can identify how far, or near, the learner is from the desired goals and, in this way, can change or tailor the route to aid in the growth of their student. This tool has the potential to boost the development of reflective and self-evaluative ability because, upon receiving feedback, the student must judge about his/her own performance and discover how to incorporate suggested new practices to improve it in the future[3,4]
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