Developing effective assignment feedback for an interprofessional learning module—An action research project

• Published in: Nurse education today Vol. 35; no. 9; pp. 974 - 980
• Main Authors: Strudwick, Ruth, Day, Jane
• Format: Journal Article
• Language: English
• Published: Scotland Elsevier Ltd 01.09.2015; Elsevier Science Ltd
• Subjects: Action learning; Action research; Assessment feedback; Attitude of Health Personnel; Education, Nursing, Baccalaureate; Education, Professional; Experiential Learning; Feedback; Focus Groups; Health Services Research; Humans; Interprofessional learning; Interprofessional Relations; Learning; Learning Modules; Nursing; Nursing education; Nursing Education Research; Professional Training; Students; Students, Medical; United Kingdom > UK; England; Action learning; Focus groups; Interprofessional learning; Assessment feedback
• ISSN: 0260-6917; 1532-2793
• DOI: 10.1016/j.nedt.2015.03.020

The first year interprofessional learning module at University Campus Suffolk (UCS) is delivered to 300 students and the students' assignments are marked by 20 members of staff from different health and social care professions. We were keen to find a way to reduce any inconsistencies and work with both staff and students to ensure that the essay and subsequent feedback were useful for all involved. The aims of the project were to evaluate the current marking process and feedback sheets used for year one inter-professional learning (IPL) marking, and to develop an appropriate marking tool and feedback sheet that would enable markers to provide more consistent feedback to the students. Participatory action research was used with both students and staff members being involved. Focus group and questions were used to ascertain views about the assignment feedback. The feedback from this action learning project helped us to enhance the feedback for students. There was also an increase in engagement with the assessment and feedback process amongst both staff and students. •Feedback sheet for a interprofessional learning module evaluated using participatory action research.•Assessment criteria and layout researched.•Students and staff took part; questionnaires and focus groups used feedback to students was enhanced following the project.