Comparison of audio vs. written feedback on clinical assignments of nursing students

Annette M. Bourgault, Cynthia Mundy, Thomas Joshua

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


Aim: This pilot study explored using audio recordings as method of feedback for weekly clinical assignments of nursing students. Background: Feedback that provides students with insight into their performance is an essential component of nursing education.Audio methods have been used to communicate feedback on written assignments in other disciplines, but this method has not been reported in the nursing literature. Method: A survey and VARK questionnaire were completed by eight nursing students. Each student had randomly received written and audio feedback during an eight-week period. Results: There were no differences between written and audio methods. Students perceived audio as the most personal, easy to understand, and positive method. Only one student expressed a preference for written feedback.There was no difference in instructor time. Conclusion: Audio feedback is an innovative method of feedback for clinical assignments of'Net Generation' nursing students.

Original languageEnglish (US)
Pages (from-to)43-46
Number of pages4
JournalNursing Education Perspectives
Issue number1
StatePublished - Jan 2013


  • Audio commentary
  • Audio feedback
  • Clinical teaching
  • Nursing education research

ASJC Scopus subject areas

  • Nursing(all)
  • Education


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