Measuring changes in nursing students' workplace performance following feedback encounters: A quasi-experimental...

Area of Science:

• Nursing Education
• Work-Integrated Learning
• Healthcare Professional Development

Background:

• Empirical evidence on feedback's impact on student performance in workplace settings is limited.
• Work-integrated learning and performance are closely tied to assessment and feedback processes.
• The REMARK (nuRse fEedback iMplementAtion frameworRK) program was developed to address this gap.

Purpose of the Study:

• To evaluate the impact of an educational intervention based on best practice feedback principles.
• To assess the effect on undergraduate nursing student performance during clinical placements.
• To determine the effectiveness in acute healthcare settings.

Main Methods:

• A quasi-experimental design with pre- and post-assessments was used.
• A control group and an intervention group (REMARK program) were compared.
• The REMARK program focused on dialogic feedback principles fostering learner-partner interaction.

Main Results:

• Analysis of clinical assessment data from 214 final-year nursing students.
• Multivariate modeling revealed statistically higher performance scores for the intervention group.
• These improvements were observed after controlling for time and placement setting.

Conclusions:

• The REMARK intervention, based on effective feedback attributes, demonstrably enhances nursing students' workplace performance.
• Active student engagement in feedback conversations related to learning goals is recommended for maximum benefit.
• This study provides evidence supporting structured feedback interventions in clinical nursing education.