Graduate Nurses' Perception and Experiences of Assessment Feedback in Blended Learning Courses at the University of Rwanda.

Background: Constructive assessment feedback is considered one of the learner-centred pillars in the blended learning mode. Purpose: Explore graduate nurses' perceptions and experiences on assessment feedback in blended learning courses. Methodology: Qualitative descriptive design with semi-structured interviews was used to collect data from 15 enrolled learners in a Master's Programme of Nursing at the University of Rwanda. Interviews were recorded and transcribed verbatim. Purposive sampling and thematic data analysis were use. Findings: Eight females against seven male graduate nurses participated in this study, 67% worked in health facilities and 33% worked as lecturers in Bachelor of Nursing. The graduate nurses at the University of Rwanda perceived that lecturer in blended learning used different types of assessment feedback. They experienced the reception of assessment feedback through synchronised and asynchronised channels or via paper-based mode. Effective feedback is hindered by delays, inadequate digital infrastructure, and using marks as the only form of feedback. Accordingly, the graduate nurses perceived that learners' preparedness and involvement in the assessment feedback process are critical to establishing and enhancing deep and lifelong learning. Conclusion: The findings revealed that different types of assessment feedback were used, while different ways were utilised to deliver assessment feedback; graduate nurses perceived and experienced that prompt and sandwich feedback are pillars of effective feedback to enhance blended learning for graduate learners.