DNP 801 Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission

DNP 801 Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission

DNP 801 Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission

As implied, feedback is someone’s constructive reactions or critique to another person’s performance of a task or quality of a product, etc which is mostly used as a basis for improvement (Oxford Dictionary). On this premise, my instructor’s feedback is very invaluable in my academic work. It constructively critiques my work, reviews the previous assignments that gears me in the right direction. Constructive feedbacks by instructors and faculty members have positive effects on the learning process. I perceive my instructor’s feedback as an important tool to help me in identifying my mistakes and stop repeating those mistakes. ((Wulandari & Anugerahwat, 2021). I have benefitted from these feedbacks in the past and even now as I know where to go and access these feedbacks on the class wall. Once I view my grades, I quickly go to the “View Feedback” tab. Most times the feedback is a source of encouragement and reinforcement that propels the student to work harder.

Reflective learning is a way of looking back on what has been learned so far. It’s like taking stock of one’s learning experiences and a self-analysis of such experiences. (Toolshero). Reflective learning helps us to examine what we have learned and the learning process and improves our critical thinking skills. It assists with making connections between what has already been learned and what is being learned. Reflective learning helps one to learn from mistakes by identifying how to do things differently and encourages the DNP learner to become a reflective practitioner in their future career (Deakin University).


Oxford Dictionary

Reflective Learning – Toolshero

Reflective learning | Students – Deakin University


As mentioned, feedback is intended to help and improve. I rely heavily on instructor suggestions, feedback, and constructive criticism to review assignments before the next submission. As a reflective learner, I analyze, utilize critical thinking skills, and do further research based on feedback in order to improve. Reflective learning has multiple benefits such as a personal assessment of the concepts learned and how they were learned, growth and development in critical thinking, connecting new concepts with those already known, assists with learning from previous errors by identifying which path can be taken next time, and encourages you to continue utilizing a reflective practice (Reflective Learning, n.d.).

Reflective learning help students and professionals maintain educational competencies. A study was completed in South Africa on 121 nurse educators regarding the use and concept of reflective teaching. Although all educators reported reflective learning is needed, there was not a formal method to incorporate reflective learning activities. Based on the results, educators should receive formal training on reflective teaching as this learning approach promotes critical thinking, especially in the field of nursing (Naicker & Rensenburg 2018).

I have familiarized myself with the locations of feedback on the assignment gradebook. When I am unsure on how to make changes based on feedback or if I am uncertain, I always message or reach out to our professor via telephone in order to clarify the feedback. This assists with open-ended dialogue and gives me further insight on how I can make the assignment meet the requirements. This also gives me a bigger understanding of the DPI project process and puts me at ease during moments of anxiety.

Naicker, K., & Van Rensburg, G. H. (2018). Facilitation of reflective learning in nursing: Reflective teaching practices of educators. Africa Journal of Nursing and Midwifery20(2).

University, D. (n.d.). Reflective learning. Deakin University. Retrieved March 28, 2022, from 

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS DNP 801 Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission:

During my BSN program, I had an interesting situation come about during one course that left me floundering. I would write papers or complete weekly questions, get fairly good grades, but never receive feedback. It left me questioning myself about the end product I was turning in and what I could do to correct the things that were not sufficient. I passed the course, but still wonder if I really learned anything during that class. Luckily, this has not happened again. Jug, et al., (2019) explains that feedback is the basis of learning. It allows us to see an area that we were otherwise blind to. This is where we figure out our mistakes and how to fix them. Good feedback teaches and guides you through learning and growth.

           Online classes can make it hard to connect and get a good understanding of feedback that is given. However, with great instructors like we have, that communication can be easily established.  

Jug, R., Jiang, X., & Bean, S. M. (2019). Giving and receiving effective feedback: A review article and how-to guide. Archives of Pathology & Laboratory Medicine143(2), 244–250.

Instructor feedback is essential for any student to succeed, that is why we are the students and not the instructor. We are learning at this point in time and even when we are no longer students, everyone is learning all the time at some point and should be receptive to constructive feedback. As a student, I should not take any feedback given by an instructor personal, as a reflection on you personally but rather, students should take it as part of the learning process. Students should take a deep breath and calm down and put aside all the frustrations and feelings of failure and try not to be defensive and try again by carefully looking at what the feedback is and try to follow the feedback instructions and ask questions where they do not understand it. The student should keep an open communication line with the instructor (Crowdmark, 2021) (Miami University, (n.d.). There is always feedback all around us, in our personal lives with our parents and other family and friends as well as our professional lives, where we work, we are always getting feedback. So, feedback in the academic life is no different. The way we handle feedback at home or perhaps at work, hopefully it is positive, should be the way that we handle feedback with school.

DNP 801 Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
DNP 801 Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission

As a DNP student, embarking on a DPI project, I definitely need the instructors feed back for my writings and for my project. Since, I have never done this before, then I need the guidance of the person who has done it before once as a student and who has continuously and consistently through experience in teaching students has done it over and over so that I will come out with a great achievement and success. They are only trying to help us to do it right and it also reflects on them and their own reputation if they let the students slide without proper feedback. One of the ways that I incorporate the instructor feedback is to review what the feedback is and then go back to what I did and review it as well. I will assess my understanding, if I understood it, then I will make the corrections and repost it the work. If I still do not understand it, I will find out if there are any students that understand it to explain it to me then make the correction but if I do not find any students, then I will go back to the instructor and ask them to explain and hopefully I will understand it and make corrections and thank the instructor for guiding me in the right direction.

Self-reflection is the process of always reassessing our actions, thoughts, decisions, behaviors and practices at home, work and even with school and with our friends. As a worker, we need to self-reflect on the work we do and our performance at work. Are we working to our optimum, are we giving all our time to the work when at work? Likewise, as nurses who are in the profession of saving lives, we need to reflect on our work and be sure that we are attentive to the care of our patients to protect them and to care for care and not to be a source of harm to them rather than protecting them. We cannot work as robots without thought or reflection by only doing what we are told to do without critical thinking (Jacobs, 2016).  Jacobs (2021) in his article points out that authentic reflection is when we are always exploring and checking ourselves and how we are growing and moving forward, in our communication and interaction with patients, staff and our leadership and also in the way we practice our learned skills. Are we practicing in a humane, caring and holistic way or are we uncaring and reckless in manner and in the way we practice.


Crowdmark. (2021, February 1). Feedback blues: 5 steps to seeing instructor feedback as ‘constructive’ and not ‘critical’. Crowdmark

Jacobs, S. (2016). Reflective learning, reflective practice. Nursing, 46 (5), 62-64. doi: 10.1097/01.NURSE.0000482278.79660.f2.

Miami University. (n.d.). Giving quality instructor feedback in canvas. A Top 50 Public University | Miami University.

Reflective learning is referring specifically to the processes of analyzing and making judgments about what has happened. Reflective learning is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Learners are aware of and control their learning by actively participating in reflective learning assessing what they know, what they need to know, and how they bridge that gap during learning situations. It focuses on the process of making judgments about what has happened. However, reflective learning is most important in prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they solve problems and how a particular set of problem-solving strategies is appropriated for achieving their goal (Brooks, C., Carroll, A., Gillies, R. M., and Hattie, J. 2019).

Regardless of its form or length, reflective learning is most effective when it is integrated into the design of a course, when it supports key learning aims, and when it is intentionally sequenced within an assignment that is when its purpose and relevance are clear to students. If students are asked to reflect on their learning experiences only once at the end of a course, they might approach such a task as a course evaluation or a generic description of their learning experiences. Providing specific and purposeful reflective activities throughout the semester before a unit of study, during or after a course lecture or class discussion, or before and after an essay assignment can help students identify challenges and setbacks along with developing strategies for overcoming them (Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., et al. 2019).

Instructor’s feedbacks are either for motivation or correction for improvement. Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Positive feedback affirms that a learner’s response to the activity is correct. It is viewed as important because it provides effective support to the learner and fosters motivation to continue learning while negative feedback signals, in one way or another, that the learner’s utterance lacks veracity, what errors to correct, how to correct them, and when to correct them (Grose, Alan W., Ann Burke, and Tiffani Toston, T. 2017).


Brooks, C., Carroll, A., Gillies, R. M., and Hattie, J. (2019). A Matrix of Feedback for Learning. Aust. J. Teach. Edu. 44 (4), 13–32. doi:10.14221/ajte.2018v44n4.2

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., et al. (2019). What Makes for Effective Feedback: Staff and Student Perspectives. Assess. Eval. Higher Edu. 44 (1), 25–36. doi:10.1080/02602938.2018.1467877

Grose, Alan W., Ann Burke, and Tiffani Toston, T. 2017) “Internship Semester Capstone Reflection Essay.” Washington, DC: The Washington Center for Internships and Academic Seminars.