Sally Ann Martens, Julia Sparks, Steven E Davison, Nadiia Lypova
{"title":"加强护生的反馈寻求策略：针对性的教育干预。","authors":"Sally Ann Martens, Julia Sparks, Steven E Davison, Nadiia Lypova","doi":"10.3928/01484834-20250415-03","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>The intervention significantly boosted students' confidence in seeking feedback, with 80% reporting higher confidence postintervention compared with 53.3% preintervention (mean difference = 0.73, <i>p</i> < .0104). Faculty responses supported these findings (mean difference = 1.33, <i>p</i> < .057). Students showed a strong preference for private feedback settings (100%) and sought feedback to enhance traits, abilities, and skills (80%).</p><p><strong>Conclusion: </strong>The educational intervention positively influenced ABSN students' feedback-seeking behaviors and is recommended for broader application. <b>[<i>J Nurs Educ</i>. 2025;64(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":1.9000,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention.\",\"authors\":\"Sally Ann Martens, Julia Sparks, Steven E Davison, Nadiia Lypova\",\"doi\":\"10.3928/01484834-20250415-03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>The intervention significantly boosted students' confidence in seeking feedback, with 80% reporting higher confidence postintervention compared with 53.3% preintervention (mean difference = 0.73, <i>p</i> < .0104). Faculty responses supported these findings (mean difference = 1.33, <i>p</i> < .057). Students showed a strong preference for private feedback settings (100%) and sought feedback to enhance traits, abilities, and skills (80%).</p><p><strong>Conclusion: </strong>The educational intervention positively influenced ABSN students' feedback-seeking behaviors and is recommended for broader application. <b>[<i>J Nurs Educ</i>. 2025;64(X):XXX-XXX.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":\" \",\"pages\":\"1-5\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2025-07-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of nursing education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20250415-03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20250415-03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention.
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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