Surgical Nursing Students' Perception of Feedback in Clinical Education: A Mixed-method Study.

IF 0.9 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Health Pub Date : 2023-09-01 Epub Date: 2023-12-22 DOI:10.4103/efh.efh_55_23

Alireza Javadi, Fatemeh Keshmiri

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Abstract

Background: Feedback is a critical component of education but may not always be delivered in a useful manner. This study assessed surgical nursing students' perception of the feedback they received on a clinical rotation.

Methods: This is a sequential mixed-method study. The first stage surveyed surgical nursing students in surgical units about the feedback they received. In the second stage, participants' experiences receiving feedback were explored in interviews, and analyzed by a conventional content analysis approach.

Results: The majority of nurses found that feedback was not helpful, citing a lack of constructive feedback. Negative feedback was often delivered in a public setting. Comments were frequently based on secondary information rather than direct observation.

Discussion: Feedback to nurses on the surgical unit is not perceived by students as constructive. Clinical teachers did not appear to be aware of the educational effect of the feedback on the learning process of students. In addition, the setting for feedback often undermined its effectiveness. Staff development on effective feedback for teachers on the surgical unit is recommended.

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外科护理学生对临床教育反馈的看法：混合方法研究。

背景：反馈是教育的重要组成部分，但并非总是以有用的方式提供。本研究评估了外科护理专业学生对临床轮转中收到的反馈的看法：这是一项连续的混合方法研究。第一阶段调查了外科护理专业学生在外科单元收到的反馈。第二阶段，通过访谈探究参与者获得反馈的经历，并采用传统的内容分析法进行分析：结果：大多数护士认为反馈没有帮助，理由是缺乏建设性反馈。负面反馈通常是在公开场合提出的。评论往往基于二手信息而非直接观察：讨论：学生认为手术室对护士的反馈没有建设性。临床教师似乎没有意识到反馈对学生学习过程的教育作用。此外，反馈的环境也常常影响其效果。建议对手术室教师进行有效反馈方面的人员培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education for Health EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： Education for Health: Change in Learning and Practice (EfH) is the scholarly, peer-reviewed journal of The Network: Towards Unity for Health. Our readers are health professionals, health professions educators and learners, health care researchers, policymakers, community leaders and administrators from all over the world. We publish original studies, reviews, think pieces, works in progress and commentaries on current trends, issues, and controversies. We especially want to provide our international readers with fresh ideas and innovative models of education and health services that can enable them to be maximally responsive to the healthcare needs of the communities in which they work and learn.