Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention.

IF 1.9

The Journal of nursing education Pub Date : 2025-07-16 DOI:10.3928/01484834-20250415-03

Sally Ann Martens, Julia Sparks, Steven E Davison, Nadiia Lypova

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Abstract

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. [J Nurs Educ. 2025;64(X):XXX-XXX.].

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加强护生的反馈寻求策略：针对性的教育干预。

背景：反馈寻求行为对高级学习者的成长和适应能力至关重要。本项目旨在通过循证教育干预，提高护理学学士速成班学生的反馈寻求行为。方法：采用前测和后测的方法评估反馈寻求行为。定量数据采用描述性和推理性统计进行分析，开放式回答采用内容分析。干预包括一个关于寻求反馈行为的面对面教育会议。结果：干预显著提高了学生寻求反馈的信心，80%的学生干预后的信心高于干预前的53.3%（平均差异= 0.73,p < 0.0104）。教师的反应支持这些发现（平均差异= 1.33,p < .057）。学生们表现出对私人反馈设置的强烈偏好（100%），并寻求反馈来提高特质、能力和技能（80%）。结论：教育干预对ABSN学生的反馈寻求行为有积极影响，值得推广应用。[J].中国生物医学工程学报，2015;32(4):559 - 561。

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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The Journal of nursing education

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