| Course | NURS 6370 Foundational Skills for Nurse Educators in Academic and Healthcare Environments |
|---|---|
| Week | Week 6 |
| Paper type | Written feedback sample |
| Length | About 680 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Master of Science in Nursing (MSN) |
| Updated | September 2026 |
Free sample paper for NURS 6370 Week 6
Written Feedback on a Student's Discharge Teaching Plan for a Patient Starting Oral Chemotherapy at Home
Student Name
College of Nursing, Walden University
NURS 6370: Foundational Skills for Nurse Educators in Academic and Healthcare Environments
Instructor Name
Month Day, Year
Written Feedback on a Student's Discharge Teaching Plan for a Patient Starting Oral Chemotherapy at Home
The Work Being Answered
The learner is a junior student in my Monday clinical group. The assignment was a four-page teaching plan for a composite patient going home on an oral chemotherapy tablet taken twice a day for fourteen days of each twenty-one-day cycle. The plan was to include a learning needs assessment, three objectives, content, teaching methods and an evaluation method. The comments below were written in the margin of the student's document; each quotes the words it is attached to.
Margin Comments
Comment 1, page 1, beside "Patient lives alone and manages her own pillbox": This is exactly the detail that should shape the plan, and you used it. Your second objective asks her to fill the pillbox for the two weeks on and leave the week off empty, which only makes sense because you noticed the pillbox first. Keep assessing the patient's own routine before choosing content.
Comment 2, page 1, beside "Learning need: knowledge deficit related to new medication": This label could describe any patient on any drug. What does she not yet know that could hurt her? Your own notes on page 3 say she has never missed a dose of anything and assumes a missed dose should be doubled. That belief is the learning need; name it here.
Comment 3, page 2, beside "Patient will understand side effects": Understand cannot be observed, so the evaluation section cannot test it. Compare your first objective, "Patient will state two signs that mean she should call the clinic the same day," which you can check before discharge.
Comment 4, page 2, beside the list of eleven possible side effects: The list is accurate, but eleven items in one session will not be retained. Which three would bring her back to the clinic? Your summary table on page 4 already ranks them; move that ranking up here and teach from the top three.
Comment 5, page 3, beside "Teach-back will be used": Good choice of method, and you placed it after each topic rather than only at the end, which is where it catches misunderstanding while you can still fix it.
Comment 6, page 4, beside the citation that follows the missed-dose rule: Your reference list has no entry for this citation, and the web page it names is a patient handout rather than a source for the nurse. Which source did you use for the rule about missed doses?
Summary Comment
Your plan starts from the right place: you assessed how this patient actually manages medication at home, and your teach-back placement shows you understand that teaching is checked as it happens. The single change that would most improve your next plan is to write every objective and every learning need so that you could check it before the patient leaves; right now, two of the five could not be checked by anyone. Keep the habit of looking at the patient's own routine first, because it is the part of this plan that no textbook could have written for you.
Rubric Alignment
Rubric rows addressed: Learning Needs Assessment (Comments 1 and 2) and Objectives and Evaluation (Comments 3 and 5). The Content row is addressed in Comment 4 and the Sources row in Comment 6.
Note on the Approach
This note is for my course faculty and was not sent to the student. Every comment addresses the task or the process that produced it, and none addresses the student as a person, because feedback aimed at the self, including praise, has the weakest effect on learning (Hattie & Timperley, 2007). Comments are specific, tied to a location and limited in number so the student can act on them, following the guidance that formative feedback should be focused and elaborated rather than general and long (Shute, 2008). The summary names one change instead of three, since written assignments in clinical courses are meant to develop the next piece of work, not only to justify a grade on this one (Oermann & Gaberson, 2021).
References
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Oermann, M. H., & Gaberson, K. B. (2021). Evaluation and testing in nursing education (6th ed.). Springer Publishing.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
Reading the NURS 6370 Week 6 instructions
The Week 6 assignment usually asks you to provide written feedback on a sample of student or staff work, either supplied by the course or chosen by you, and to explain the principles guiding your feedback. Prompts commonly ask for comments that are specific, balanced and linked to a rubric or set of criteria, plus a short rationale with evidence. Some sections provide the learner work and a rubric to use. The submission often includes the annotated work and a one to two page explanation. Use the supplied artifact if there is one, and do not add a grade unless the instructions ask for it. Some prompts also set a limit on the number of comments, and a few ask you to use a named feedback model, which should shape the summary rather than every comment.
How this NURS 6370 Week 6 example is built
A short paragraph identifies the learner, the assignment and its required parts, so the comments have context. The six margin comments follow, each labeled by page and anchored to the student's own words. Comment 2 turns a generic nursing diagnosis into the patient's actual risky belief about missed doses, and Comment 4 cuts eleven side effects to three by pointing to the student's own ranking. The summary follows a strength, one change, a keep pattern. The rubric line connects comments to four rows. The final note cites Hattie and Timperley and Shute on why comments address the task, not the person, and stay few enough to act on.
NURS 6370 Week 6 rubric: what earns full marks
Feedback rubrics generally score specificity, balance, actionability, alignment with criteria, tone and the rationale. Specificity is judged on whether each comment points to identifiable text. Balance asks for strengths and needed changes both named, neither swamping the other. Actionability rewards comments a learner could use on the next draft, which is why the summary picks one change. Alignment checks that feedback connects to the rubric instead of general impressions. Tone is often its own row in this course. The rationale is scored on whether the sources explain the choices made, rather than describing feedback in general.
Common NURS 6370 Week 6 mistakes, and how to avoid them
Generic comments cost the most: good job, be more specific, consider revising. None of these tells a learner what to do. Another loss is feedback that corrects every sentence, which reads as a verdict and hides the one change that matters. Some samples praise throughout to protect the learner and leave nothing to act on. Others ignore the rubric entirely. Writers also forget to explain why they gave feedback the way they did, which many prompts require. Choose a few comments, attach each to a sentence, include at least one question, and end with a single change the learner can make next time. Read your comments back as if you were the student; any that would make you defensive without telling you what to change should be rewritten.
Get a NURS 6370 Week 6 example written to your instructions
Send the prompt, the rubric, and the type of learner work your section names, and a NURS 6370 Week 6 feedback sample comes back written on a piece of that type. First custom one free, back inside 24 to 48 hours. The learner writing shown here is fabricated, because no classmate's submitted work and no mark you gave it passes through this desk.
More NURS 6370 papers and MSN samples
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- NURS 6370 Week 2: Setting comparison
- NURS 6370 Week 3: Syllabus section
- NURS 6370 Week 4: Session plan
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- NURS 6370 Week 7: Competency checklist
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NURS 6370 Week 6 questions, answered
What piece of learner work is being responded to?
A fabricated one, written for the page so the comments have something to attach to. Prompts sometimes supply their own artifact and that one replaces it. Actual learner submissions, along with any grade already recorded against them, belong to the person who wrote them and to the program holding the record.
Does feedback have to be positive?
It has to be usable, which is a different requirement. The example names two strengths because a learner who cannot tell what worked will change the wrong thing, and it names three problems without softening any of them. Rubrics in this area score balance and tone on separate rows, and the two fail for opposite reasons.
How much feedback is too much?
Six margin comments across four pages is roughly what the example carries, and prompts rarely set a number. Density is the practical limit, since a page covered in comments is read as a verdict rather than as guidance, and rubrics reward the selection more than the volume. Two of the three problems named here recur throughout the piece anyway.
Where can I find a free NURS 6370 Week 6 sample paper?
All six margin comments, the summary, the rubric line and the rationale note are on this page to read for free. If your course supplies its own learner work, the desk can write feedback on it as a free custom sample.
Should NURS 6370 feedback include a grade?
Only if the prompt asks. Most sections want the comments and summary alone, because the exercise tests whether a learner could improve from the feedback, and a grade tends to draw attention away from the comments.