REFINING CLINICAL PRACTICE THROUGH VERBAL FEEDBACK: A CONCEPT ANALYSIS

Abstract

This study explores the significance and impact of verbal feedback in nursing education, focusing on its role in enhancing cognitive, metacognitive, affective, and professional competencies. The research employs a comprehensive concept analysis following the methodology proposed by Walker and Avant (2011). The defining attributes of verbal feedback, such as focus, valence, clarity, timeliness, specificity, and tone, are identified and discussed. Model, borderline, and contrary cases are presented to illustrate the application of verbal feedback in clinical scenarios. Antecedents, including teachers' competency, self-awareness, and active participation, are explored, along with the consequences, such as improved cognitive performance, increased motivation, patient satisfaction, strengthened teacher-student relationships, and enhanced educational quality. The study concludes by emphasizing the importance of structured and one-on-one verbal feedback for continuous improvement in nursing practice.