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Feedback-based learning from viewpoints of surgical nursing students: A mixed-method study
Fatemeh Keshmiri1, Alireza Javadi2
1Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
Journal of Evaluation in Clinical Practice
|May 31, 2024
Summary
Feedback-based learning (FBL) offers motivational support for surgical nursing students to enhance skills and career readiness. However, negative feedback within FBL can lead to unpleasant learning experiences.
Area of Science:
- Medical Education
- Surgical Nursing
- Pedagogy
Background:
- Feedback-based learning (FBL) guides education based on objectives and student needs.
- Investigating surgical nursing students' perceptions and experiences of FBL is crucial.
Purpose of the Study:
- To explore surgical nursing students' perceptions of feedback-based learning.
- To understand the lived experiences of students undergoing feedback-based learning in surgical nursing.
Main Methods:
- Mixed-methods sequential explanatory design utilizing quantitative and qualitative phases.
- Quantitative phase involved 105 surgical nursing students completing questionnaires.
- Qualitative phase used semi-structured interviews analyzed with inductive approaches.
Main Results:
- Students' mean perception score for FBL was 3.99 (SD=0.70).
- Qualitative findings revealed two key themes: 'motivational support for improvement' and 'unpleasant learning'.
Conclusions:
- FBL serves as a motivational tool for enhancing student capabilities and career preparation.
- Negative feedback and emotions associated with FBL can result in adverse learning experiences.
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