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Journal of Nursing and Health Studies
ISSN: 2574-2825
April 23-25, 2018
Rome, Italy
Nursing Education 2018
Page 14
27
th
Edition of World Congress on
Nursing Education &
Research
T
raditionally, educators focus on the negative aspect of a
learning activity, module, or programme as evidenced in the
examples of questions usually asked: What is wrong and why
are the students performing so poorly? What is causing conflict
between students and preceptors and who is responsible?
Being asked to answer questions in a negative language,
students may experience feelings of failure and negativity that,
in turn, has an adverse effect on innovation and creativity. These
types of questions may cause students to be demotivated and
unable to plan actions to improve their academic performance
and outcome. The aim of this article is to enhance educators’
awareness of the value and importanceof appreciative feedback.
Furthermore this article will guide educators in higher education
institutions on how to facilitate learning in an appreciative
manner and in turn increase quality outputs. The findings of this
article are based on an in-depth literature review and findings
from my doctoral study. The findings illustrated the importance
of the educators to focus on (1) assessment for learning, (2)
assessment of learning, (3) important questions to ask when
giving feedback, and (4) giving appreciative feedback. The
results have implications for educators/facilitators’/preceptor
as well as for the student. The power of appreciative education
lies in the way in which students become engaged and inspired
by focusing on their own positive educational experiences. The
emphasis is firmly on appreciating the activities and responses
of people (students) rather than concentrating on their problems,
furthermore it challenges people (educators/students) to rethink
their ideas on how people work, how changes happens, and how
research can contribute to this process.
Biography
Prof Isabel Coetzee is a senior lecturer at University of Pretoria for past 19
years involved in the education and training of pre-graduate and post-grad-
uate students. Her area of clinical expertise is Critical Care Nursing Sci-
ence.. She has supervised post-graduate scholars to completion a total of
30 Masters and 1 PhD students.. Currently she is supervising 15 Masters
and 7 PhD students. She is an external examiner at several national and in-
ternational universities, has examined 30 Masters dissertations and 9 PhD
thesis. Prof I Coetzee has presented at various National and International
Conferences relating Critical Care, Higher education and Practice develop-
ment aspects. She has 18 published article in National and International
Journals and is a co-researcher in a International Practice development re-
search project with NRF Funding. She is a Fellow of the Academia of Nurs-
ing in South African (FANSA), as well as the South African representative of
the World Federation for Critical care nurses (WFCCN). She is a recipient
of the Critical Care Society of South Africa`s Presidents` Nursing Award for
outstanding contribution to Critical Care in South Africa.
Isabel.Coetzee@up.ac.zaAppreciative education to enhance quality
outputs through assessment and feedback
practices
Isabel Coetzee
University of Pretoria, South Africa
Isabel Coetzee, J Nurs Health Stud 2018, Volume 3
DOI: 10.21767/2574-2825-C1-001