This document summarizes the findings of a study on providing audio feedback to nursing students. Students received digitally annotated scripts with either a typed feedback sheet, audio without grade, or audio with grade. Those who did not receive audio feedback wished they had. The audio groups found the feedback more personal, in-depth, and listened to it more. Audio feedback improved self-awareness, collaborative work, and practical skills more than written. While audio takes faculty longer to record, students consistently prefer and engage more with audio feedback formats.