Rationale: Formative feedback is a key component of nursing education, supporting both academic and practical skill development.  However, feedback is consistently reported as an area of dissatisfaction within higher education in the UK, with both students and lecturers feeling dissatisfied with the feedback process. The feedback provided needs to not only identify areas for improvement but then needs to be utilised in a way that can positively impact the student’s learning.  Technology can offer options to help bridge the gap between feedback provided and using it effectively, yet research in this area remains limited.  This study addresses this gap by investigating how first year BSc Nursing students engage with interactive online resources designed to enhance their engagement with formative feedback, prior to summative assignment submission. 

Method:  A mixed-methods, concurrent design was used.  Quantitative engagement data was collected via Blackboard Ultra learning analytics, capturing the number of students accessing the resources and levels of engagement with the quizzes/activities.  This data was collected from 106 students over 2 streams from the September 2025 cohort.  These streams were chosen as the researcher had no direct teaching responsibilities for these students (to reduce the power differential).  Short online questionnaires were also used to gather Likert and qualitative data, exploring students’ perceptions of the interactive resources and their impact on learning, as well as suggestions for future practice.  Quantitative data were analysed using descriptive statistics and qualitative responses were analysed thematically following Braun and Clarke’s framework. 

Results:  Preliminary findings from the analytics indicate that approximately a third of students engaged with each of the resources in some way.  The uptake for the online survey was low, with a 15% response rate.  The Likert responses suggest that the resources were largely considered useful by respondents and that learners felt their academic writing had improved because of using the resources.  Following the thematic analysis of the qualitative data, five themes were identified – engagement with resources, barriers to use, improvements to academic writing, feelings about the resources, and future provision.  Interpretation of these themes, alongside the analysis of the learning analytics, allowed for contextualisation and further exploration. 

Conclusions: This presentation will examine the study’s findings, demonstrating the potential of interactive, technology-enhanced resources to encourage self-regulated engagement with formative feedback in nurse education.  Findings contribute to the understanding of how engagement with formative feedback can be improved, aiming to provide practical guidance for educators designing resources to enhance student feedback literacy and engagement.  These insights may have implications for curriculum design, teaching practice and student support – ultimately supporting students with their academic writing and success.