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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
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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.

Keywords:
feedbackfeedback based learningmixed method studynursing

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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.