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Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention
Sally Ann Martens1, Julia Sparks2, Steven E Davison2
1Purdue University School of Nursing, West Lafayette, Indiana.
Background:
Feedback-seeking behavior is crucial for the growth and adaptability of advanced learners. This project aimed to enhance feedback-seeking behaviors in Accelerated Bachelor of Science in Nursing (ABSN) students through an evidence-based educational intervention.
Method:
Feedback-seeking behaviors were assessed via pre- and posttests. Quantitative data were analyzed using descriptive and inferential statistics, while open-ended responses underwent content analysis. The intervention included an in-person educational session on feedback-seeking behavior.
Results:
The intervention significantly boosted students' confidence in seeking feedback, with 80% reporting higher confidence postintervention compared with 53.3% preintervention (mean difference = 0.73, p < .0104). Faculty responses supported these findings (mean difference = 1.33, p < .057). Students showed a strong preference for private feedback settings (100%) and sought feedback to enhance traits, abilities, and skills (80%).
Conclusion:
The educational intervention positively influenced ABSN students' feedback-seeking behaviors and is recommended for broader application.
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