Nursing Students' Perceptions of Anecdotal Notes as Formative Feedback

Abstract

Anecdotal notes are a method of providing formative feedback to nursing students following clinical experiences. The extant literature on anecdotal notes is written only from the educator perspective, focusing on rationale for and methods of production, rather than on evaluation of effectiveness. A retrospective descriptive study was carried out with a cohort of 283 third year baccalaureate nursing students to explore their perceptions of anecdotal notes as effective formative feedback. The majority of students valued verbal as well as anecdotal note feedback. They preferred to receive feedback before the next learning experience. Students found the quality of feedback varied by instructor. The anecdotal note process was found to meet identified formative feedback requirements as well as the nursing program's requirement for transparency of evaluation and due process. It is necessary to provide professional development to clinical nurse educators to assist them develop high quality formative feedback using anecdotal notes.