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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.za

Appreciative 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