@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(2):75-82
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(2):75-82
Effect of Oral Feedback on Learning Consequences of Nursing Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Monadi Ziyarat H. (1)Fakharzadeh L. (*)
Hojjat S.K. (1)
Khazni S. (2)
Akbari Nasaji N. (2)
Latifi M.H. (3)
Jesmi A.A. (4)
Rezaei M. (1)
(*) Nursing Department, Medicine Faculty, Abadan University of Medical Sciences, Abadan, Iran
(1) Addiction & Behavioral Sciences Research Center, Addiction & Behavioral Sciences Research Center, North Khorasan University of Medical Sciences, Bojnord, Iran
(1) Addiction & Behavioral Sciences Research Center, Addiction & Behavioral Sciences Research Center, North Khorasan University of Medical Sciences, Bojnord, Iran
(1) Addiction & Behavioral Sciences Research Center, Addiction & Behavioral Sciences Research Center, North Khorasan University of Medical Sciences, Bojnord, Iran
(2) Nursing Department, Medicine Faculty, Abadan University of Medical Sciences, Abadan, Iran
(2) Nursing Department, Medicine Faculty, Abadan University of Medical Sciences, Abadan, Iran
(3) Biostatics & Epidemiology Department, Health Faculty, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
(4) Nursing Department, Nursing Faculty, North Khorasan University of Medical Sciences, Bojnord, Iran
Correspondence
Address: School of Nursing, University of Abadan, Fiyeh Street, Abadan, IranPhone: +985832230783
Fax: +985832230783
fakharzadehl@yahoo.com
Article History
Received: April 4, 2015Accepted: June 1, 2015
ePublished: June 6, 2015
ABSTRACT
Aims
Evaluation process is done in form of formative and final assessments. Formative assessment should take place with offering feedback. This study was done with the aim of determining the effect of oral feedback on learning results of nursing students at Abadan Medical Sciences School.
Materials & Methods In this quasi-experimental interfering study, 33 of 5th semester nursing students of Abadan School of Medical Sciences who had passed pediatric training courses during the first semester of 2013-14 academic year were selected by easy and available sampling method (19 people in intervention and 14 people in control group). The data gathering tools were demographic information form, self- done questionnaire in the field of cognitive learning and checklist of learning clinical skills. Every coach was present in both types of training methods. In intervention group, the coach should offer the oral feedback at least one time per day and as closely as possible to student performance. Data was investigated using Chi-square, Mann-Whitney, statistical independent T and paired T tests.
Findings In both groups, the average of learner's scores improve significantly compared to their pre-test in field of cognitive learning (p=0.001). Also, the differential mean of learning scores among the two groups was significant (p=0.001). In the field of clinical skills, there was a significantly difference between the average of scores of intervention and control groups (p=0.001).
Conclusion Oral feedback can improve cognitive learning and learning clinical skills among nursing students.
Materials & Methods In this quasi-experimental interfering study, 33 of 5th semester nursing students of Abadan School of Medical Sciences who had passed pediatric training courses during the first semester of 2013-14 academic year were selected by easy and available sampling method (19 people in intervention and 14 people in control group). The data gathering tools were demographic information form, self- done questionnaire in the field of cognitive learning and checklist of learning clinical skills. Every coach was present in both types of training methods. In intervention group, the coach should offer the oral feedback at least one time per day and as closely as possible to student performance. Data was investigated using Chi-square, Mann-Whitney, statistical independent T and paired T tests.
Findings In both groups, the average of learner's scores improve significantly compared to their pre-test in field of cognitive learning (p=0.001). Also, the differential mean of learning scores among the two groups was significant (p=0.001). In the field of clinical skills, there was a significantly difference between the average of scores of intervention and control groups (p=0.001).
Conclusion Oral feedback can improve cognitive learning and learning clinical skills among nursing students.
CITATION LINKS
[1]Henderson S. Clinical teaching involves more than evaluating students. In: Summers L. (editor). A focus on learning. Proceedings of the 4th Annual Teaching Learning Forum, Edith Cowan University. 1995, February.
[2]Abdullazadeh F, Lotfi M, Aghazadeh A, Niknam F. The important effective factors on educational planning: The view point of nursing students in Tabriz University. 7th National Congress on Education: 2005. pp. 12-15. [Persian]
[3]Becker MK, Neuwirth JM. Teaching strategy to maximize clinical experience with beginning nursing students. J Nurs Educ. 2002;41(2):89-91.
[4]Scott ES. Peer-to-peer mentoring: Teaching collegiality. Nurse Educ. 2005;30(2):52-6.
[5]Asefzadeh S, Javadi HR, Sharifi M. Mentorship at Qazvin medical school: Pilot study in Iran. J Med Edu. 2004;4(2):85-9.
[6]Chan DS. Validation of the Clinical Learning Environment Inventory. West J Nurs Res. 2003;25(5):519-32.
[7]Dunn SV, Burnett P. The development of a clinical learning environment scale. J Adv Nurs. 1995;22(6):1166-73.
[8]Siabani S, Moradi MR, Siabani H, Rezaei M, Siabani S, Amolaei K, et al. Students’ view points on the educational problems in Medical School of Kermanshah University of Medical Sciences. J Kermanshah Univ Med Sci. 2007;13(2):41-56.
[9]Lambert V, Glacken M. Clinical support roles: A review of the literature. Nurse Educ Pract. 2004;4(3):177-83.
[10]Shabani H. Skills and education (teaching methods and techniques). 10th edition. Tehran: Institute for Humanities and University studies; 2010. [Persian]
[11]Safavi M, Honarmand A, Omidi A, Shetabi H. Comparison of different methods of teaching for residents of anesthesiology. Iran J Med Educ. 2012;11(9):1312-17. [Persian]
[12]Koh LC. Refocusing formative feedback to enhance learning in pre-registration nurse education. Nurse Educ Pract. 2008;8(4):223-30.
[13]Din Mohammadi MR, Jalali A, Bastani F, Parvizi S, Berim Nejhad L. Feedback: An essential element of clinical education. Iran J Med Educ. 2010;9(3):278-82. [Persian]
[14]Dashti M. Words and concepts of medical education. Mashhad Univ Med Sci. 2010;2(4):47-9. [Persian]
[15]Tayebi V, Tavakoli H, Armat MR. Feedback delivery situation and related factors in clinical education of the students & staff members’ points of view in North Khorasan university of medical cciences. J North Khorasan Uni Med Sci. 2010;3(1):69-74. [Persian]
[16]Kannappan A, Yip DT, Lodhia NA, Morton J, Lau JN. The effect of positive and negative verbal feedback on surgical skills performance and motivation. J Surg Educ. 2012;69(6):798-801.
[17]Algiraigri AH. Ten tips for receiving feedback effectively in clinical practice. Med Educ Online. 2014;19:25141.
[18]Clynes MP, Raftery SE. Feedback: An essential element of student learning in clinical practice. Nurse Educ Pract. 2008;8(6):405-11.
[19]Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777-81.
[20]Chowdhury RR, Kalu G. Learning to give feedback in medical education. Obstet Gynecol. 2004;6(4):243-7.
[21]Chur Hansen A, McLean S. On being a supervisor: The importance of feedback and how to give it. Australas Psychiatry. 2006;14(1):67-71.
[22]Bienstock JL, Katz NT, Cox SM, Hueppchen N, Erickson S, Puscheck EE, et al. To the point: Medical education reviews, providing feedback. Am J Obstet Gynecol. 2007;196(6):508-13.
[23]Elder BL, Brooks DW. Simple versus elaborate feedback in a nursing science course. J Sci Educ Technol. 2008;17(4):334-40.
[24]Elincki MD, Layne RD, Ogden PE, Morris DK. Oral versus written feedback in medical clinic. J Gen Intern Med. 1998;13(3):155-8.
[25]Spickard A. Words hard to say and hard to hear. J Gen Intern Med. 1998;13(2):142-3.
[26]Delaram M, salehiyan T. Productivity in clinical education from the nursing and midwifery students’ viewpoint. J Iran Q Educ Strateg. 2011;4(2):67-71. [Persian]
[27]Noori Forutqeh A, Yazddani S, Foroughi M, Raeissadat SA, Mehrabi Y, Saafi M, et al. The effect of formative assessment and giving feedback on ECG interpretation skills among cardiovascular residents of Shahid Beheshti University of Medical Sciences. J Med Educ. 2013;13(11):931-41. [Persian]
[28]Managheb E, Zamani A, Shams B, Farajzadegan Z. The effect of communication skills training through video feedback method on interns' clinical competency. Iran J Med Educ. 2010;10(2):164-70. [Persian]
[29]Sepasi H. Effect of a formative evaluation of third-grade students in mathematics achievement. Bimon J Behav. 2002;3:29-38. [Persian]
[30]Sepasi H. Effects of formative assessment on student progress. J Human Soc Sci Shiraz Univ. 2002;39:136-9. [Persian]
[31]Zareie P, Adib Y, Hashemi T. Efficacy evaluation of continuous learning and self-perceptions of academic performance. J Psychol. 2010,14(2):204-20.
[32]Tayebi V, Tavakoli H, Armat M, Nazari A, Tabatabaee Chehr M, Rashidi Fakari F, et al. Nursing students' satisfaction and reactions to oral versus written feedback during clinical education. J Med Educ Development. 2014;8(4):2-10. [Persian]
[33]Rogers J. Adult Learning. 5th edition. Berkshire: Open University Press; 2007.
[34]Aghazadeh M, Jalili M. The effect of continuous evaluation process skills on academic achievement. J Physics. 2011;26(4):1-17. [Persian]
[2]Abdullazadeh F, Lotfi M, Aghazadeh A, Niknam F. The important effective factors on educational planning: The view point of nursing students in Tabriz University. 7th National Congress on Education: 2005. pp. 12-15. [Persian]
[3]Becker MK, Neuwirth JM. Teaching strategy to maximize clinical experience with beginning nursing students. J Nurs Educ. 2002;41(2):89-91.
[4]Scott ES. Peer-to-peer mentoring: Teaching collegiality. Nurse Educ. 2005;30(2):52-6.
[5]Asefzadeh S, Javadi HR, Sharifi M. Mentorship at Qazvin medical school: Pilot study in Iran. J Med Edu. 2004;4(2):85-9.
[6]Chan DS. Validation of the Clinical Learning Environment Inventory. West J Nurs Res. 2003;25(5):519-32.
[7]Dunn SV, Burnett P. The development of a clinical learning environment scale. J Adv Nurs. 1995;22(6):1166-73.
[8]Siabani S, Moradi MR, Siabani H, Rezaei M, Siabani S, Amolaei K, et al. Students’ view points on the educational problems in Medical School of Kermanshah University of Medical Sciences. J Kermanshah Univ Med Sci. 2007;13(2):41-56.
[9]Lambert V, Glacken M. Clinical support roles: A review of the literature. Nurse Educ Pract. 2004;4(3):177-83.
[10]Shabani H. Skills and education (teaching methods and techniques). 10th edition. Tehran: Institute for Humanities and University studies; 2010. [Persian]
[11]Safavi M, Honarmand A, Omidi A, Shetabi H. Comparison of different methods of teaching for residents of anesthesiology. Iran J Med Educ. 2012;11(9):1312-17. [Persian]
[12]Koh LC. Refocusing formative feedback to enhance learning in pre-registration nurse education. Nurse Educ Pract. 2008;8(4):223-30.
[13]Din Mohammadi MR, Jalali A, Bastani F, Parvizi S, Berim Nejhad L. Feedback: An essential element of clinical education. Iran J Med Educ. 2010;9(3):278-82. [Persian]
[14]Dashti M. Words and concepts of medical education. Mashhad Univ Med Sci. 2010;2(4):47-9. [Persian]
[15]Tayebi V, Tavakoli H, Armat MR. Feedback delivery situation and related factors in clinical education of the students & staff members’ points of view in North Khorasan university of medical cciences. J North Khorasan Uni Med Sci. 2010;3(1):69-74. [Persian]
[16]Kannappan A, Yip DT, Lodhia NA, Morton J, Lau JN. The effect of positive and negative verbal feedback on surgical skills performance and motivation. J Surg Educ. 2012;69(6):798-801.
[17]Algiraigri AH. Ten tips for receiving feedback effectively in clinical practice. Med Educ Online. 2014;19:25141.
[18]Clynes MP, Raftery SE. Feedback: An essential element of student learning in clinical practice. Nurse Educ Pract. 2008;8(6):405-11.
[19]Ende J. Feedback in clinical medical education. JAMA. 1983;250(6):777-81.
[20]Chowdhury RR, Kalu G. Learning to give feedback in medical education. Obstet Gynecol. 2004;6(4):243-7.
[21]Chur Hansen A, McLean S. On being a supervisor: The importance of feedback and how to give it. Australas Psychiatry. 2006;14(1):67-71.
[22]Bienstock JL, Katz NT, Cox SM, Hueppchen N, Erickson S, Puscheck EE, et al. To the point: Medical education reviews, providing feedback. Am J Obstet Gynecol. 2007;196(6):508-13.
[23]Elder BL, Brooks DW. Simple versus elaborate feedback in a nursing science course. J Sci Educ Technol. 2008;17(4):334-40.
[24]Elincki MD, Layne RD, Ogden PE, Morris DK. Oral versus written feedback in medical clinic. J Gen Intern Med. 1998;13(3):155-8.
[25]Spickard A. Words hard to say and hard to hear. J Gen Intern Med. 1998;13(2):142-3.
[26]Delaram M, salehiyan T. Productivity in clinical education from the nursing and midwifery students’ viewpoint. J Iran Q Educ Strateg. 2011;4(2):67-71. [Persian]
[27]Noori Forutqeh A, Yazddani S, Foroughi M, Raeissadat SA, Mehrabi Y, Saafi M, et al. The effect of formative assessment and giving feedback on ECG interpretation skills among cardiovascular residents of Shahid Beheshti University of Medical Sciences. J Med Educ. 2013;13(11):931-41. [Persian]
[28]Managheb E, Zamani A, Shams B, Farajzadegan Z. The effect of communication skills training through video feedback method on interns' clinical competency. Iran J Med Educ. 2010;10(2):164-70. [Persian]
[29]Sepasi H. Effect of a formative evaluation of third-grade students in mathematics achievement. Bimon J Behav. 2002;3:29-38. [Persian]
[30]Sepasi H. Effects of formative assessment on student progress. J Human Soc Sci Shiraz Univ. 2002;39:136-9. [Persian]
[31]Zareie P, Adib Y, Hashemi T. Efficacy evaluation of continuous learning and self-perceptions of academic performance. J Psychol. 2010,14(2):204-20.
[32]Tayebi V, Tavakoli H, Armat M, Nazari A, Tabatabaee Chehr M, Rashidi Fakari F, et al. Nursing students' satisfaction and reactions to oral versus written feedback during clinical education. J Med Educ Development. 2014;8(4):2-10. [Persian]
[33]Rogers J. Adult Learning. 5th edition. Berkshire: Open University Press; 2007.
[34]Aghazadeh M, Jalili M. The effect of continuous evaluation process skills on academic achievement. J Physics. 2011;26(4):1-17. [Persian]